Seltzer Marsha Mailick, Floyd Frank, Greenberg Jan, Lounds Julie, Lindstromm Mary, Hong Jinkuk
Waisman Center, University of Wisconsin-Madison, WI 53705, USA.
Am J Ment Retard. 2005 Nov;110(6):451-68. doi: 10.1352/0895-8017(2005)110[451:LCIOMI]2.0.CO;2.
We identified 201 individuals who obtained IQs of 85 or below in high school and participated in the Wisconsin Longitudinal Study (a prospective longitudinal study that followed sample members from age 18 through age 53). Their life course development was contrasted with their siblings who obtained IQs above 100. Life course outcomes were assessed in five domains: Education and Occupational Attainment, Family Formation, Social Participation and Support, Physical Health, and Psychological Well-Being. Compared to their higher IQ sibling, low-IQ individuals completed less schooling, had less prestigious occupations, rated themselves less physically healthy, and reported lower levels of psychological well-being. Differences were not evident, however, in patterns of family formation, social support, job satisfaction, or objective measures of physical health.
我们识别出了201名在高中时智商为85及以下且参与了威斯康星纵向研究（一项从18岁到53岁追踪样本成员的前瞻性纵向研究）的个体。他们的人生历程发展与智商高于100的兄弟姐妹形成了对比。人生历程结果在五个领域进行了评估：教育和职业成就、家庭组建、社会参与和支持、身体健康以及心理健康。与智商较高的兄弟姐妹相比，低智商个体完成的学业较少，从事的职业声望较低，对自己身体健康的评价较低，且心理健康水平较低。然而，在家庭组建模式、社会支持、工作满意度或身体健康的客观指标方面，差异并不明显。
