جستجوی مقالات مرتبط با کلیدواژه « iq » در نشریات گروه « پزشکی »

Phenylketonuria is a type of congenital and genetic metabolic disease of autosomal recessive type, which due to the deficiency or lack of phenylalanine hydroxylase enzyme, the amino acid phenylalanine is not converted to tyrosine and causes an increase of phenylalanine in the blood, especially in the brain, and as a result, causes irreversible complications including irreversible mental retardation. The aim of this study was to investigate the IQ of children with phenylketonuria identified in the national PKU screening program for children over 5 years of age.

This cross-sectional study was conducted in the pediatric center of Shahid Motahari hospital in Urmia during 2011-2014. The participants in this study were selected from children with phenylketonuria who referred to the pediatric clinic of Shahid Motahari Hospital in Urmia and were included in the study. Twenty-five children were included in the study using the full number method, and the required information was extracted from the patients' files and analyzed.

The mean age of the studied children was 6.32±4.33 years and the average age of diagnosis was 30.28±52.24 days. The mean level of phenylalanine mg/dl was 5.40±4.33 and the mean IQ was 93.56±12.99. The results showed that 18 children (72%) have medium to high IQ. Adherence to the diet was observed in the majority of 21 patients (84%). The results of the analysis showed that IQ has a statistically significant relationship with dietary compliance and phenylalanine level (P<0.05).

The PKU screening program in West Azerbaijan province has been effective and we have seen a reduction in the complications of this disease. However, despite the follow-up and implementation of the program, we still see some special complications such as mental retardation, which requires the coherence and continuity of the program in order to minimize the complications caused by this disease.

Dermatoglyphic is a science that study the lines in the skin of the palms and fingertips properly. There are some certain points at these lines that called minutiae. In some studies, the relationship between dermatoglyphic patterns with some diseases has been proven IQ is one of the important tools of development. The aim of the present study is to easily use the characteristics of the hand for the early recognition of IQ.

In this observational analytical study that was conducted in 2022, 50 Intellectual Disabilities students, 60 intelligent students and 100 normal students in the age group of 7 to 18 years living in Birjand city were investigated. The fingerprint was recorded by the scanner. Then dermatoglyphic and minutia patterns were determined. Data were processed with Excel and spss software.

According to the results, the maximum frequency of dermatoglyphic patterns in both legs was related to the loop type. Examining the frequency of minutia patterns in the thumb of the right and left leg in three intelligent, Intellectual Disabilities and normal groups showed the difference between them. The variety of minutiae patterns was further in intelligent student than in other student. Also, in all three groups, the average line count of the left hand was lower than of the right hand.

In this study, the relationship between IQ and learning styles was investigated and for this purpose, educational personalization strategies were evaluated by identifying unknown and ambiguous relationships between the created data. In this research, to find this relationship, one of the data mining methods called exploratory association rules has been used. In this study, by designing the site and implementing it in schools, a large database was created and ambiguous relationships between demographic characteristics such as gender, aptitude and IQ, academic outcomes and interests with learning styles were discovered. Personalization of student learning has been explained. The innovation of this method compared to other methods is its dynamic aspect. By implementing the student data processing system, we can completely monitor students' activities at different times from the beginning of the study to the end.In this study, three modules were selected for the sample and the aim was to prove the use of big data in students' learning.

The purpose of this study was to determine the effectiveness of cognitive-behavioral therapy training on the beliefs and working memory of primary school students.

The study population consisted of all elementary school girl students in Tehran. The method of sampling was stepwise cluster sampling. The sample size was selected based on previous studies. In the present study, the cognitive-behavioral skills training package and the two questionnaires of intelligence beliefs and working memory were used.

The results showed that the post-test scores of working memory in the experimental and control groups were significantly different with the pre-test scores, and the rate The effect of teaching cognitive-behavioral skills on increasing work memory and IQs. Other results showed that the difference in mean of IQ beliefs between the experimental and control groups in the post-test was statistically significant.

The difference between the scores of the experimental group and the control or size of the effect of the educational method was also. Teaching cognitive-behavioral skills helps female students to transfer their individual beliefs from an intrinsic domain to an incremental domain, and individuals can increase their workload by increasing positive beliefs.

Phenylketonuria is a genetic and congenital metabolic disorder with autosomal recessive transmission. In this disease phenylalanine is not converted to tyrosine due to lack of  phenylalanine hydroxylase enzyme which results in increased phenylalanine level in the blood and brain. The aim of this study was to compare IQ scores between the children with phenylketonuria and healthy children referring to Besat Hospital in Sanandaj in 2017-2018.

This case-control study included all the patients referring to PKU and pediatric clinics who had been under treatment since birth as our case group , and healthy children referring to other pediatric clinics of the hospital as control group. Goodinow’s intelligence test was used to measure cognitive, mental abilities and children's intelligence. Data were analyzed by chi square and independent t-test.

The results showed that 46 (69.7%) patients were male and 20 (30.3%) were female. The mean age of the subjects was 6.34±2.52 years. There was no significant difference in the IQ mean scores between the two groups (p=0/06).

The most important clinical signs of this disease are mental retardation, microcephaly, behavioral disorders, seizure, limb stiffness, restlessness, unrest, hyperactivity, eczema and light colored skin and hair. Diagnosis of the disease before the third week of life, and proper nutritional therapy with necessary care before the age of one month can decrease the symptoms of the disease.

Obesity influences the mental health of children and teens improperly in addition to its transparent negative effects on health. The objective of this research is studying the effect of obesity and overweight on the elements of emotional intelligence and IQ of students in Districts 1 and 19 of Tehran City. The type and nature of this research are descriptive-analytical and applied based on its objectives, respectively. The data collection method was surveying and hypothesis test. Statistical population of this research includes 184 students from Districts 1 and 19 of Tehran City who were selected by convenience random quota sampling method. The results of multiple regression did not show a significant relationship between the anthropometric indexes of emotional intelligence and IQ of children. However, a significant, weak, and reverse relationship was observed between their weight and the total score of emotional intelligence (correlation coefficient= -0.134 and sig. level = 0.044). There were reverse correlations between weight for age and condition of emotional intelligence evaluation, and between weight for age and total score of emotional intelligences (correlation coefficient= -0.244 and sig. level = 0.026 and correlation coefficient= -0.214 and sig. level = 0.044). In addition, a significant, weak, and reverse correlation was seen between age and emotional intelligence (correlation coefficient= -0.144 and sig. level = 0.033). Based on this research’s findings, no strong and significant relationship was observed between the anthropometric indexes and IQ or emotional intelligence of the studied students. Further studies in larger scopes are recommended.

This research was conducted to investigate the relationship between IQ and metacognition with critical educational performance.
For this research, 300 high school students from Kermandreh city were selected by multistage sampling method (after deletion of data 289 persons remained as a sample). Data were collected using.
Raven's Evolutionary Matrix (RPM), Classroom Metacognitive Beliefs (MCQ-30), California Critical Tendency (Cctst), and GPA. The present study was correlation and data analysis using Pearson correlation coefficient, structural algorithms and Bootstrap test on the Macro-Protract and Hayes computer program (AMOS-20). The results showed that the proposed model of the structure of the relationships between the variables was acceptable.
The result of the research has shown that meta-analysis and meta-analysis both directly and indirectly relate to critical education.

Background and Purpose: Due to the impaired brain development and muscle hypotonia in the early development period, children with Down syndrome suffer from delay in speech and verbal skills. The present study was conducted to investigate the effect of family-centered psychological interventions on the enhancement of verbal ability in primary school children with Down syndrome. This semi-experimental study was of pretest-posttest control group design. The research population consisted of all 10-11-year-old primary school children with Down syndrome in Tehran in the academic year of 2016-2017. Among them, 30 were selected by purposive sampling and then randomly assigned to either the experimental or the control group. The experimental group received 24 sessions of family-centered interventions within three months, while the control group received no intervention. The research instrument, i.e. the new version of Tehran Stanford – Binet intelligence scale (Afrooz & Kamkary, 2006), was performed for both groups at the pretest and posttest sessions. Data were analyzed by the analysis of covariance (ANCOVA). The findings indicated that family-centered psychological interventions can improve the verbal ability of students with Down syndrome. Also, these interventions can enhance the verbal fluid reasoning, verbal knowledge, verbal quantitative reasoning, verbal visual-special process, and verbal working memory of students with Down syndrome (p<.05). Based on the results of this research, family-centered psychological interventions can improve the performance of children with Down syndrome through training the required strategies to the families. Implications of the findings are discussed in the article.

Educational performance is a multidimensional process and is related to intelligence, metacognition, and problem solving. Therefore, the aim of this study was to determine the correlation between IQ and educational performance and mediation of problem solving.
This study was descriptive-correlational and the statistical population comprised of all high school students of Khorram Darreh, who were studying during the school year of 2016 to 2017. A total of 300 people were selected through multi-stage random sampling. To collect data, “Raven's Progressive Matrices”, “Hepner and Peterson Problem Solving Questionnaire”, and the “Educational Performance Indicator" were used. Data was analyzed by the SPSS.18 and Emos 20 software.
In structural equations, the relationships between these variables were of acceptable acceptability and all the research hypotheses were approved. A correlation between IQ and problem solving (β = 0.164, P = 0.005), between IQ and educational performance (β = 0.170, P = 0.004), and between problem solving and educational performance (P =0.003, β = 0.207) was indicated.
IQ was correlated either directly or indirectly with problem solving and educational performance. Therefore, a student with a high IQ and problem-solving skills, is expected to have good results in his educational performance. Therefore, it is suggested that problem-solving skills should be defined as a course to enhance the student's educational performance.

Intelligence quotient (IQ), cultural intelligence, and self-monitoring are among important and influential parameters in learning-teaching process of students. Thus, the current study examined the relationship between these parameters in the students of Birjand University of Medical Science.
The present study was a descriptive-analytic, cross-sectional type. The study population included all the students at Birjand University of Medical Sciences, selected through stratified randomized sampling method. In order to study IQ, cultural intelligence, and self-monitoring parameters R & B Cattell scale (Scale III), Erli’s Cultural Intelligence Inventory, and Snyder’s Self-monitoring Test were applied, respectively. The obtained data was fed into SPSS (V:21) software using Pearson correlation test, ANOVA, and t-test at the significant level of P≤0.05.
From a total of 171 subjects participating in the study, 53.2% were female. The average age of the participants was 21.3±2.7 years. The average IQ, cultural intelligence, and self-monitoring scores were 106±10.44, 85.73±17.31, and 12.35±3.20, respectively. There was a significant correlation between cultural intelligence and self-monitoring (P Regarding the unfavorable cultural intelligence’ skills and abilities ;and their acquirable nature, it is suggested that University consider a significant position for educational and cultural programs in order to enhance cultural intelligence.

Intelligence quotient (IQ) is one of the human abilities which has important role in life he-man achievement especially in academic achievement. The aims of this study was determine the student's intelligence quotient of different courses at Kurdistan University of Medical Sciences and it's related to academic achievement.
This study was cross-sectional and sample of the current study was 290(117 male and 173 female) which selected by stratified randomized sampling method. Instrument of the study was Raven's IQ test. Data of the present study was analyzed using SPSS-20 software and x2.
Result from the present study showed that maximum and minimum of IQ among respondents were 111(67.9%) and 100(9.7%) respectively, also, based on results from the present study, there was no significant different between student's different courses and IQ .also, there were no significant relationship between academic entrance quota with GPA(P&ge0.5) and IQ with GPA ((P&ge0.09). In addition, results from the present study indicated that there was significant relationship between gender and respondent's GPA (P=./.000).

Intelligence traditionally is defined according to mathematical - logical language abilities. psychologists have called the most important individuals’ talent IQ for Many years. This paper aims to understand the relationship between emotional intelligence and foreign language learning in health and nursing students in Medical Sciences University of Urmia. This research is an applicable and analythical – sectional study. The research community includes 348 Nursing and health students of Medical Sciences University of Urmia who were asked respond to Bar-on’s Emotional Intelligence Questionnaire. Relationships among the scores of Emotional intelligence and reading، listening، speaking and writing skills in foreign language and the overall mean of the samples were initially tested and then the correlation among the scores of the five branches of EQ scores were analyzed by the Pearson test. This research shows significant relationships between the structures of individual intelligence، inter personal، stress management skills and academic achievement. Accordingly، both women and men were tested. Accordingly، both women and men were tested. The obtained results show that no significant relationship exists between emotional intelligence and learning foreign languages among men. But different results are obtained in the case of women، however there is separate relationship between academic achievement and adaptability، stress management، reading skills and stress management، adaptability and general mood، speaking، emotional instability and intrapersonal intelligence and stress management. As the results show، the rate of success in learning a foreign language is directly related to emotional intelligence.

Assessment of cognitive functions in schizophrenia patients is very important. Because the cognitive deficiencies in memory and intelligence are the fundamental and underlying aspects. Both indicate from a structural and neurological similar deficits. The present study sought to examine the impact of severity and prognosis of schizophrenia on cognitive function, such as memory and intelligence and the relationship between intelligence and memory. In this study, 60 schizophrenia patients participate, who had at least 2 years of their diagnosis. Based on interviews by the PANSS scale in the two groups of 30 persons including the first group with mild symptoms (stable group) and the second group with severe symptoms (deteriorate group), were studied. Two groups by age, literacy, lack of mental retardation before diagnosis of disease, the use of ECT, the lack of anti-psychotic drug treatment more than three months during the past year were cloning. the Wechsler memory test and the raven IQ test for adults were used, the results were analyzed with using independent t-test, correlation and regression. Average of memory quotient in stable group with 77.4 and in deteriorated group with 65.93 had significant difference (p=0.002). Average of IQ in stable group with 84.26 and in deteriorated group with 76.9 had significant difference (p=0.015). Regression test showed that the memory can be predicted from IQ (p=0.001). with severity of disease and deteriorated of schizophrenia and negative symptoms, deficiency in memory, has increased. In these patients, there was a positive relationship between intelligence and memory. The level of intelligence was in deteriorated group significantly lower than from stable group

Mental Retardation (MR) is a major complex medical and health problem affecting at least 3-4 percent of world total population. Genetic causes at both the chromosomal and molecular (DNA) level accounts for around 50 per cent of all MR cases. To investigate the prevalence of chromosomal abnormalities among mental retarded school age children of Bushehr, 100 mentally retarded school age pupils attending five special training schools aged 10-18 years old were studied using standard Q & G banding techniques. Karyotypes were prepared according to ISCN nomenclature at the 350 bands level. From 96 successfully karyotyped pupils, 25 chomosomal abnormalities were identified in which trisomy 21 was the most frequent abnormality (19 cases). The other observed abnormalities were inversion 9q (two cases), 46,XX+M(one case), 47,XXX/46,XX (one case), 46,XY+15/13 (one case) and one case of 47,XXY/46,XY. In conclusion, the overall frequency of chromosomal abnormalities among mental retarded children in Bushehr/Iran is similar to the majority of the West European and Middle Eastern countries and should attract similar health and medical attention & preventive approaches.