Issues Related to Obtaining Intelligence Quotient-Matched Controls in Autism Research

To match or not to match? Methodological issues in autism-related research.

Studies of autism typically adopt a factorial matched-groups design aimed at eliminating nonspecific factors such as mental retardation as explanations of performance on experimental tasks. This paper reviews the issues involved in designing such studies and interpreting their results and suggests that the best approach to matching may be to equate performance on carefully designed control task...

Research issues related to education.

Current Issues in Research on Intelligence. - Practical Assessment, Research & Evaluation

The use of intelligence tests in the American education system is widespread despite the well documented shortcomings of these instruments. For instance, the fact that minority groups are overrepresented in special education and underrepresented in gifted and talented programs is but one example of how intelligence test scores, coupled with the results from other diagnostic instruments, are use...

Embedding Intelligence: Research Issues for Ubiquitous Computing

In this paper we discuss the need for new technologies to enable the full benefits of ubiquitous computing to be realised in domestic environments. We argue that a key aspect of such new technology is that of embedding intelligence into devices. We do this by explaining the enhanced functionality that embedded-intelligence can provide to everyday products. In particular we describe how intellig...

Over-Selectivity is Related to Autism Quotient and Empathizing, But not to Systematizing

The relationships of autism quotient (AQ), systematizing (SQ), and empathizing (EQ), with over-selectivity were explored to assess whether over-selectivity is implicated in complex social skills, which has been assumed, but not experimentally examined. Eighty participants (aged 18-60) were trained on a simultaneous discrimination task (AB+CD-), and tested in extinction on the degree to which th...