Quotient

The concept of quotient, a term whose origin dates back to the Latin word quotiens (from quot, “how many”), has two major applications. In the field of mathematics, the result that is reached after dividing one number by another is known as the quotient. In this sense, the quotient serves to indicate how many times the divisor is contained in the dividend.

When dividing between 8 and 4, for example, the result is 2 (8/4 = 2). In this operation, 8 is the dividend, 4 is the divisor, and 2 is the quotient. By multiplying the divisor and the quotient, we get the dividend (4 x 2 = 8) again, provided that the remainder is 0. If the remainder is not equal to 0, it must be added to the result of the multiplication between the divisor and quotient to arrive at the dividend.

IQ

According to DigoPaul, the other meaning of the word quotient is linked to the IQ, also called IQ. It is a number that is calculated thanks to the data collected from an intelligence test to measure the cognitive ability of a person and compare it with the other members of their age group.

The result of the intelligence quotient is abbreviated as CI or IQ, according to the acronym for intelligence quotient. The standard states that the average or normal IQ of an age group is 100. People who have a higher IQ (such as 110 or 112) are above the average. On the other hand, if the result is less than 100 (96, 94), the individual is less intelligent than the average, at least in terms of the quantifiable aspects of the test.

The person whose IQ is above 98% of the population is considered gifted and has superior intelligence that exceeds normal parameters.

The autism spectrum quotient

In 2001, the Cambridge Autism Research Center published, with the help of Simon Baron-Cohen, a questionnaire of 50 questions whose function is to know to what degree a person with an intelligence considered normal manifests the traits typically associated with autism. It was popularized by the well-known magazine Wired and is often used to self-diagnose Asperger’s syndrome, although this was not the purpose of its creation.

The questions in the questionnaire, which are rather affirmations, present the following possible answers: “Total agreement”, “Partial agreement”, “Partial disagreement” and “Total disagreement”. An example of the adult test is the sentence “I often perceive slight sounds that others do not appreciate.” Topics are divided into social skills, communication skills, imagination, attention to detail, and tolerance for change. Each autistic- type choice adds one point to the total.

Despite the self-evaluation nature of the different versions of the questionnaire, given that anyone can access them and check the results with the help of the instructions, also public, their creators recommend consulting a professional when faced with high scores. Clearly the purpose of the test is to guide and not to diagnose.

The University of Cambridge used the questionnaire to try to find a relationship between math and science ability and autism. To do this, he evaluated a group of winners of the British Mathematical Olympiad, and obtained an average of 24, a considerably high value. There were even participants who scored 32 or more, and some of them turned out to have Asperger’s features; However, due to the lack of anguish, an outstanding characteristic of those who suffer from this syndrome, they were not formally diagnosed.

Quotient