This paper argues that understanding developmental disorders requires developing theories and models that explicitly represent the role of general intelligence in the cognitive phenotype of the disorder. In the case of autism it is argued that the low-IQ scores of people with autism are not likely to be due to a deficit in the cognitive process that is arguably the major cause of mental retardation - namely, speed of processing - but rather low IQ reflects the pervasive and cascading effects of the deficit in the information-processing module that causes autism. In the case of dyslexia, two radically different models of reading disorder (ability = disability and a modular deficit model) are likely to be influenced by the effect of general intelligence on reading performance in ways that will remain unclear without an explicit model of how general intelligence influences reading.
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 07 November 2012.
All research outputs
#17,285,668
of 25,374,647 outputs
Outputs from Quarterly Journal of Experimental Psychology
#1,083
of 1,804 outputs
Outputs of similar age
#143,399
of 168,382 outputs
Outputs of similar age from Quarterly Journal of Experimental Psychology
#9
of 10 outputs
Altmetric has tracked 25,374,647 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 1,804 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 9.9. This one is in the 31st percentile – i.e., 31% of its peers scored the same or lower than it.
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