Rethinking cognitive assessment in mild intellectual disability: evidence-based recommendations for a person-centered diagnostic framework

This article proposes a multidimensional, person-centered framework for diagnosing mild intellectual disability (MID), chal-lenging the traditional reliance on fixed IQ thresholds as the primary diagnostic criterion. Anchored in the Cattell-Horn-Carroll (CHC) theory of intelligence, the framework advocates for an integrative assessment approach that combines broad (Stratum II) and narrow (Stratum I) cognitive abilities with evaluations of adaptive behavior, clinical observation, and in-formant reports. This comprehensive model reflects the complexity and heterogeneity of MID, emphasizing that intellectual functioning cannot be accurately captured by a single numerical score. The framework underscores the importance of using ecologically valid and culturally sensitive tools, particularly for assessing functionally relevant domains such as memory, language, and literacy. It highlights the need for clinical judgment to be informed by structured tools that map individual cognitive profiles and guide intervention planning in alignment with real-world demands. Central to this approach is the recognition of intra-group variability and the presence of distinct cognitive subprofiles, which call for tailored interventions based on individual strengths and needs rather than rigid diagnostic categories. Drawing on recent empirical studies, the article provides evidence supporting the existence of these cognitive subtypes within MID populations and advocates for individualized, strength-based assessment and support strategies. It calls for a longitudinal, multi-method, and context-sensitive diagnostic process grounded in both theoretical models and clinical expertise. Ultimately, the proposed paradigm promotes diagnostic accuracy, ethical integrity, and equity by shifting from reductionist classification toward a nuanced understanding of cognitive functioning and human potential.This article proposes a multidimensional, person-centered framework for diagnosing mild intellectual disability (MID), chal-lenging the traditional reliance on fixed IQ thresholds as the primary diagnostic criterion. Anchored in the Cattell-Horn-Carroll (CHC) theory of intelligence, the framework advocates for an integrative assessment approach that combines broad (Stratum II) and narrow (Stratum I) cognitive abilities with evaluations of adaptive behavior, clinical observation, and in-formant reports. This comprehensive model reflects the complexity and heterogeneity of MID, emphasizing that intellectual functioning cannot be accurately captured by a single numerical score. The framework underscores the importance of using ecologically valid and culturally sensitive tools, particularly for assessing functionally relevant domains such as memory, language, and literacy. It highlights the need for clinical judgment to be informed by structured tools that map individual cognitive profiles and guide intervention planning in alignment with real-world demands. Central to this approach is the recognition of intra-group variability and the presence of distinct cognitive subprofiles, which call for tailored interventions based on individual strengths and needs rather than rigid diagnostic categories. Drawing on recent empirical studies, the article provides evidence supporting the existence of these cognitive subtypes within MID populations and advocates for individualized, strength-based assessment and support strategies. It calls for a longitudinal, multi-method, and context-sensitive diagnostic process grounded in both theoretical models and clinical expertise. Ultimately, the proposed paradigm promotes diagnostic accuracy, ethical integrity, and equity by shifting from reductionist classification toward a nuanced understanding of cognitive functioning and human potential

Adolescent wellbeing during the pandemic: the role of socioeconomic position, gender, psychological capital, and social support

Background: Adolescents’ mental health was significantly affected during the COVID-19 pandemic, with evidence of socioeconomic and gender disparities. Knowledge about psychological factors that could protect adolescents against poor mental health during stressful times is thus necessary. Participants and procedure: Data were collected mid-2021 among 498 Dutch adolescents (52.21% female, age M = 13.73, SD = 0.80). Measures included mental health and loneliness as dependent variables (DVs), subjective socioeconomic position as the independent variable (IV), and social support and psychological capital (PsyCap) as mediators. Results: The findings revealed that particularly girls and pupils with a lower socioeconomic position reported poorer mental health and higher loneliness. Furthermore, whereas PsyCap mediated the relationship between socioeconomic position and mental health/loneliness for both genders, social support mediated these relationships primarily for girls. Conclusions: This study highlights the importance of protective psychological resources to help adolescents cope with the adverse effects of socioeconomic and pandemic-related stressors. Interventions targeting these factors may be beneficial in promoting ado-lescent well-being.Background: Adolescents’ mental health was significantly affected during the COVID-19 pandemic, with evidence of socioeconomic and gender disparities. Knowledge about psychological factors that could protect adolescents against poor mental health during stressful times is thus necessary. Participants and procedure: Data were collected mid-2021 among 498 Dutch adolescents (52.21% female, age M = 13.73, SD = 0.80). Measures included mental health and loneliness as dependent variables (DVs), subjective socioeconomic position as the independent variable (IV), and social support and psychological capital (PsyCap) as mediators. Results: The findings revealed that particularly girls and pupils with a lower socioeconomic position reported poorer mental health and higher loneliness. Furthermore, whereas PsyCap mediated the relationship between socioeconomic position and mental health/loneliness for both genders, social support mediated these relationships primarily for girls. Conclusions: This study highlights the importance of protective psychological resources to help adolescents cope with the adverse effects of socioeconomic and pandemic-related stressors. Interventions targeting these factors may be beneficial in promoting ado-lescent well-being

Virginia Woolf, Samuel Beckett – Des écrivains en proie à la faille du langage

Virginia Woolf, an Englishwoman born in 1882, and Samuel Beckett, an Irishman born in 1906, have one thing in common: language, or more precisely, the discomfort they experience when confronting language. This article looks at the approaches taken by the authors to create a verbal work that rises, paradoxically, from the rift - the word - that constitutes it. The poetic orientation of the word is the first of these approaches, followed by its pictorial and musical orientations.  Virginia Woolf, an Englishwoman born in 1882, and Samuel Beckett, an Irishman born in 1906, have one thing in common: language, or more precisely, the discomfort they experience when confronting language. This article looks at the approaches taken by the authors to create a verbal work that rises, paradoxically, from the rift - the word - that constitutes it. The poetic orientation of the word is the first of these approaches, followed by its pictorial and musical orientations.  Virginia Woolf, an Englishwoman born in 1882, and Samuel Beckett, an Irishman born in 1906, have one thing in common: language, or more precisely, the discomfort they experience when confronting language. This article looks at the approaches taken by the authors to create a verbal work that rises, paradoxically, from the rift - the word - that constitutes it. The poetic orientation of the word is the first of these approaches, followed by its pictorial and musical orientations. &nbsp

The role of perfectionism, procrastination, and self-discipline in depression

Background: The aim of the study was threefold: first, to test the associations between perfectionism (adaptive and maladaptive), procrastination (general and decisional), and depression; second, to examine the mediating role of self-discipline between perfectionism and procrastination; and third, to examine gender differences. Participants and procedure: The participants in the study were 347 individuals aged 16 to 48 (M = 22.77, SD = 6.14). The following measures were used: the General Procrastination Scale, the Decisional Procrastination Scale, the Brief Self-Control Scale, the Center for Epidemiologic Studies Depression Scale, and the Polish Adaptive and Maladaptive Perfectionism Questionnaire. Results: As a result, maladaptive perfectionism positively contributed to depression, whereas adaptive perfectionism contributed to it negatively. In both the female and male groups, self-discipline was a mediator between maladaptive perfectionism and general and decisional procrastination. Only in the female group was self-discipline a mediator between adaptive perfectionism and general and decisional procrastination. Decisional procrastination mediated the link between perfectionism (adaptive and maladaptive) and depression only in the male group. Likewise, the relationship between maladaptive perfectionism and depression was mediated by self-discipline and decisional procrastination in the male group. Conclusions: As a result, maladaptive perfectionism positively contributed to depression, whereas adaptive perfectionism contributed to it negatively. In both the female and male groups, self-discipline was a mediator between maladaptive perfectionism and general and decisional procrastination. Only in the female group was self-discipline a mediator between adaptive perfectionism and general and decisional procrastination. Decisional procrastination mediated the link between perfectionism (adaptive and maladaptive) and depression only in the male group. Likewise, the relationship between maladaptive perfectionism and depression was mediated by self-discipline and decisional procrastination in the male group.Background: The aim of the study was threefold: first, to test the associations between perfectionism (adaptive and maladaptive), procrastination (general and decisional), and depression; second, to examine the mediating role of self-discipline between perfectionism and procrastination; and third, to examine gender differences. Participants and procedure: The participants in the study were 347 individuals aged 16 to 48 (M = 22.77, SD = 6.14). The following measures were used: the General Procrastination Scale, the Decisional Procrastination Scale, the Brief Self-Control Scale, the Center for Epidemiologic Studies Depression Scale, and the Polish Adaptive and Maladaptive Perfectionism Questionnaire. Results: As a result, maladaptive perfectionism positively contributed to depression, whereas adaptive perfectionism contributed to it negatively. In both the female and male groups, self-discipline was a mediator between maladaptive perfectionism and general and decisional procrastination. Only in the female group was self-discipline a mediator between adaptive perfectionism and general and decisional procrastination. Decisional procrastination mediated the link between perfectionism (adaptive and maladaptive) and depression only in the male group. Likewise, the relationship between maladaptive perfectionism and depression was mediated by self-discipline and decisional procrastination in the male group. Conclusions: As a result, maladaptive perfectionism positively contributed to depression, whereas adaptive perfectionism contributed to it negatively. In both the female and male groups, self-discipline was a mediator between maladaptive perfectionism and general and decisional procrastination. Only in the female group was self-discipline a mediator between adaptive perfectionism and general and decisional procrastination. Decisional procrastination mediated the link between perfectionism (adaptive and maladaptive) and depression only in the male group. Likewise, the relationship between maladaptive perfectionism and depression was mediated by self-discipline and decisional procrastination in the male group

Seasonal variations in phytoplankton community of Manyas Reservoir (Balıkesir, Turkey) in relation to certain physical and chemical variables

This study investigates the seasonal shifts in phytoplankton communities in the Manyas Reservoir (Balıkesir, Turkey) and their relationships with key physicochemical variables. A total of 59 taxa belonging to Heterokontophyta, Chlorophyta, Cyanobacteria, Euglenozoa, Charophyta and Miozoa were identified. The dominant species were Cyclotella meneghiniana, Fragilaria capucina, Nitzschia lorenziana, Navicula radiosa and Ulnaria acus from Heterokontophyta; Desmodesmus communis, Desmodesmus protuberans and Pediastrum simplex from Chlorophyta; and Trachelomonas volvocina from Euglenozoa. The analysis of the data clearly showed that electrical conductivity (EC), dissolved oxygen (DO), nitrate-nitrogen, total nitrogen (TN) and pH significantly shaped phytoplankton species distributions. The findings highlight the importance of hydrodynamics driving diatom dominance in turbulent zones contrary to the previous studies showing that high flow rates cause low diversity and abundance of phytoplankton in turbulent waters

The effect of a training program in executive functions based on Anderson’s model in reducing cognitive test anxiety

Background: The choice of specialization at the secondary level in Jordan depends on the average scores of the student in the previous stages, specifically the scores of the tenth-grade year. Therefore, students in this grade experience cognitive test anxiety (CTA) at elevated levels, and the presence of deficiencies or weaknesses in the skills of executive functions impacts subse-quent career-related milestones for students. The current investigation aimed to assess the influence of an Anderson model-based training program on executive function as a means of alleviating CTA. Participants and procedure: Employing a quasi-experimental pre-post design, the study examined the effectiveness of the training intervention. 36 tenth-grade students were stratified into two groups: 19 in the experimental group and 17 in the control group. Both groups un-derwent administration of the Cognitive Test Anxiety Scale before and after the test. The experimental group participated in a 14-session training program conducted three times weekly. Results: The results exhibited a statistically significant difference in post-test means between the experimental and control groups, signifying the successful reduction of CTA levels among students in the experimental group. Conclusions: The enduring significance of CTA in the ongoing assessment process, encompassing both historical and contemporary con-texts, highlights the necessity for proactive intervention. Recognizing the inherent diversity among students, our study aimed to create a customized training program to alleviate CTA. This endeavor is especially crucial for adolescents navi-gating a developmental stage where educational materials become more intricate. The effectiveness of the intervention is elevated by its strategic foundation in executive functions, which directly and influentially affects CTA. Aligning the training program with these crucial cognitive processes enhances its ability to effectively reduce the underlying factors contributing to CTA, thereby providing a promising approach for meaningful and sustainable outcomes in addressing the challenges faced by students in this regard.Background: The choice of specialization at the secondary level in Jordan depends on the average scores of the student in the previous stages, specifically the scores of the tenth-grade year. Therefore, students in this grade experience cognitive test anxiety (CTA) at elevated levels, and the presence of deficiencies or weaknesses in the skills of executive functions impacts subse-quent career-related milestones for students. The current investigation aimed to assess the influence of an Anderson model-based training program on executive function as a means of alleviating CTA. Participants and procedure: Employing a quasi-experimental pre-post design, the study examined the effectiveness of the training intervention. 36 tenth-grade students were stratified into two groups: 19 in the experimental group and 17 in the control group. Both groups un-derwent administration of the Cognitive Test Anxiety Scale before and after the test. The experimental group participated in a 14-session training program conducted three times weekly. Results: The results exhibited a statistically significant difference in post-test means between the experimental and control groups, signifying the successful reduction of CTA levels among students in the experimental group. Conclusions: The enduring significance of CTA in the ongoing assessment process, encompassing both historical and contemporary con-texts, highlights the necessity for proactive intervention. Recognizing the inherent diversity among students, our study aimed to create a customized training program to alleviate CTA. This endeavor is especially crucial for adolescents navi-gating a developmental stage where educational materials become more intricate. The effectiveness of the intervention is elevated by its strategic foundation in executive functions, which directly and influentially affects CTA. Aligning the training program with these crucial cognitive processes enhances its ability to effectively reduce the underlying factors contributing to CTA, thereby providing a promising approach for meaningful and sustainable outcomes in addressing the challenges faced by students in this regard

Psychometric properties of the Spanish adaptation of the Highly Sensitive Child Scale for use with adults

Background: Sensory processing sensitivity is the capacity to detect and interpret external and internal stimuli, which varies significantly among individuals. The Highly Sensitive Person Scale (HSPS) is a widely used tool for measuring this personality trait. To extend this research to children and adolescents, the Highly Sensitive Child Scale (HSCS) was developed. Participants and procedure: This study focused on adapting and psychometrically analyzing a 12-item Spanish version of the HSCS for use in adults (HSCS-A). This version was administered to 372 adults aged 18 to 75. The Spanish 27-item HSPS was applied to analyze convergent validity. Results: The confirmatory factor analysis (CFA) confirmed that the three-factor structure of the test had the best fit indices in the Spanish sample, which was composed of three subscales: Ease of Excitation; Low Sensory Threshold; and Aesthetic Sensitivity. Internal consistency values (α/ω > 0.8) indicate that this Spanish version of the HSCS-A is adequate to measure environmental sensitivity. Positive and significant bivariate correlations for convergent validity demonstrated moderate and strong relationships between HSCS-A and HSPS-27 dimensions and the general factor of sensitivity (r = .83, p < .001). Conclusions: This study produced results consistent with recent research on the measurement of environmental sensitivity. The Spanish version of the HSCS for use in adults appears to be a reliable tool for measuring sensitivity across the life cycleBackground: Sensory processing sensitivity is the capacity to detect and interpret external and internal stimuli, which varies significantly among individuals. The Highly Sensitive Person Scale (HSPS) is a widely used tool for measuring this personality trait. To extend this research to children and adolescents, the Highly Sensitive Child Scale (HSCS) was developed. Participants and procedure: This study focused on adapting and psychometrically analyzing a 12-item Spanish version of the HSCS for use in adults (HSCS-A). This version was administered to 372 adults aged 18 to 75. The Spanish 27-item HSPS was applied to analyze convergent validity. Results: The confirmatory factor analysis (CFA) confirmed that the three-factor structure of the test had the best fit indices in the Spanish sample, which was composed of three subscales: Ease of Excitation; Low Sensory Threshold; and Aesthetic Sensitivity. Internal consistency values (α/ω > 0.8) indicate that this Spanish version of the HSCS-A is adequate to measure environmental sensitivity. Positive and significant bivariate correlations for convergent validity demonstrated moderate and strong relationships between HSCS-A and HSPS-27 dimensions and the general factor of sensitivity (r = .83, p < .001). Conclusions: This study produced results consistent with recent research on the measurement of environmental sensitivity. The Spanish version of the HSCS for use in adults appears to be a reliable tool for measuring sensitivity across the life cycl