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Image of a tortoise studying on a notebook with a quote from Miranda Milana, Psy.D., NESCA Neuropsychologist

Smart Doesn’t Always Mean Fast: Understanding Intelligence and Processing Speed

By | NESCA Notes 2024

Image of a tortoise studying on a notebook with a quote from Miranda Milana, Psy.D., NESCA NeuropsychologistBy Miranda Milana, Psy.D.
Pediatric Neuropsychologist

Picture what it means to be intelligent.

Do you imagine someone who knows many facts about a variety of topics? Someone who has quick wit? The first person to offer up answers? Chances are that you picture someone who not only knows a lot of information—but thinks fast on their feet. Maybe you envision someone who finishes tests before everyone else, completes homework effortlessly, or could dominate any round of Jeopardy.

Those are all common examples of what comes to mind when someone is described as “smart.” Society often rewards efficiency and how fast someone is to provide answers and results, which is why we equate efficiency and speed with high intellect. The fact of the matter is that intelligence does not always mean fast, and there are many extremely bright individuals who perform slower when it comes to tasks like timed tests, fast-paced conversations, or quick decision-making.

This might seem confusing—how can someone so clearly intelligent struggle to perform tasks efficiently? If they have so many answers, why can’t they provide them quickly?

The answer to this question lies in how our brains are wired. Your cognitive profile is complex and includes many factors. Someone can be intellectually gifted, or considered a “genius,” but still be slow to process information.

If you imagine the brain as a car:

  • Core cognitive abilities—things like reasoning, memory, and language—are the engine. They represent how powerful, thoughtfully designed, and capable the car is.
  • Processing speed is the acceleration. It’s how fast that car can go.

Some people might have a powerful engine that takes longer to accelerate. Once it gets going, however, and gains momentum, it can go far and handle any road it encounters. Others might have very fast acceleration but a reduced capability of maneuvering on complex routes.

How Does This Happen?

Many individuals with this “smart but slow” learning profile have exceptional cognitive skills but need more time to show what they know as it takes them longer to take in, make sense of, and respond to information (functions of processing speed).

This discrepancy between intellect and processing speed can cause significant frustration, both for the individual and for those around them. It can be especially difficult in environments that place an emphasis on speed, such as classrooms, standardized testing, or high-pressure workplaces with fast work deadlines/turnaround times.

Factors that Affect Processing Speed

Some brains are simply wired for a slower pace. But other factors can influence processing speed as well, including:

  • Anxiety
  • ADHD and attentional differences
  • Autism spectrum traits
  • Depression and mood disorders
  • Fatigue or chronic stress
  • Substance use or medications

These factors can cause weaknesses and/or variability in processing speed—even in individuals with otherwise high cognitive reasoning abilities. Unfortunately, this “smart but slow” presentation often leads to incorrect labels, such as laziness or reduced capabilities, when in fact, they just need more time to showcase what they know.

No matter the reason for slower processing speed, these individuals benefit from accommodations and strategies such as:

  • Extended time on tasks, tests, or writing assignments
  • Flexible expectations in fast-paced discussions or decision-making settings
  • Alternative ways to demonstrate knowledge, like untimed projects or creating visuals

Now that we have taken some time to understand how intelligence is defined, I encourage you to consider expanding your idea of what comprises intelligence as a whole the next time someone asks you what it means to be intelligent. Some of the most insightful, creative, and capable thinkers are the ones who take their time to pause, reflect, and dive deep before they respond. These individuals might be the smartest people in the room who just move at their own pace and deserve just as much recognition.

 

About the Author

Dr. Miranda Milana provides comprehensive evaluation services for children and adolescents with a wide range of concerns, includingMiranda Milana PsyD headshot attention deficit disorders, communication disorders, intellectual disabilities, and learning disabilities. She particularly enjoys working with children and their families who have concerns regarding an autism spectrum disorder. Dr. Milana has received specialized training on the administration of the Autism Diagnostic Observation Schedule (ADOS).

Dr. Milana places great emphasis on adapting her approach to a child’s developmental level and providing a testing environment that is approachable and comfortable for them. She also values collaboration with families and outside providers to facilitate supports and services that are tailored to a child’s specific needs.

Before joining NESCA, Dr. Milana completed a two-year postdoctoral fellowship at Boston Children’s Hospital in the Developmental Medicine department, where she received extensive training in the administration of psychological and neuropsychological testing. She has also received assessment training from Beacon Assessment Center and The Brenner Center. Dr. Milana graduated with her B.A. from the University of New England and went on to receive her doctorate from William James College (WJC). She was a part of the Children and Families of Adversity and Resilience (CFAR) program while at WJC. Her doctoral training also included therapeutic services across a variety of settings, including an elementary school, the Family Health Center of Worcester and at Roger Williams University.

Dr. Milana grew up in Maine and enjoys trips back home to see her family throughout the year. She currently resides in Wrentham, Massachusetts, with her husband and two golden retrievers. She also enjoys spending time with family and friends, reading, and cheering on the Patriots, Bruins, Red Sox, and Celtics.​

To book an appointment with Dr. Miranda Milana or another expert NESCA neuropsychologist, please complete our Intake Form today. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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Paying Proper Attention to Inattention

By | NESCA Notes 2022

By: Maggie Rodriguez, Psy.D.
Pediatric Neuropsychologist, NESCA

One of the most common referral questions I see in my work as a neuropsychologist is, “Does my child have ADHD?” When a child has trouble focusing, Attention-Deficit/Hyperactivity Disorder, or ADHD, is one of the first things that comes to mind, and for good reason. However, ADHD is only one potential underlying cause of inattention. In fact, there are many cases in which attentional difficulties are present as part of another underlying issue. Some of these include:

  1. Anxiety—On a physiological level, anxiety involves activation of the “fight or flight” response. This adaptive process is designed to alter attention in order to prioritize survival. When the brain senses a threat, it tunes out everything else so it can focus on dealing with the danger at hand. This is extremely useful when the threat is something like a wild animal chasing you. In that case, you need to momentarily shift all of your attention to survival. It’s the worst possible time to be distracted by anything that could divert your attention from escaping a dangerous situation. But when students are anxious, especially for extended periods of time, the same process can make it difficult to focus on day-to-day tasks, including learning.
  2. Learning Disorder—Students who lack the academic skills to engage with the curriculum can appear to be simply not paying attention. If a student’s reading skills, for instance, are several grade levels below expectations, they won’t be able to actively engage with written assignments or materials in class.
  3. Communication Disorder—Deficits in receptive and/or expressive language often manifest in ways that mimic inattention. If a child cannot grasp what is being communicated, they will have significant difficulty following verbal instructions, answering questions, and retaining important information. This can easily be misinterpreted as a sign of an attentional issue when, in reality, the underlying problem has to do with communication.
  4. Autism Spectrum Disorders (ASD)—Many individuals on the Autism spectrum tend to be more attuned and focused on internal experiences (e.g., their own thoughts and specific interests) than to the external environment. As a result, they can miss important information, ranging from social cues to expectations communicated at home or within the classroom.
  5. Other neurocognitive disorders—Weaknesses in other cognitive functions, particularly those we refer to as “cognitive proficiency” skills (e.g., processing speed) and executive functions (e.g., working memory, organization) can also result in apparent inattention. Students who cannot process information quickly are sometimes unable to keep up with the pace of instruction, which causes a diminished ability to comprehend and retain information. Similarly, students who cannot hold information in working memory or organize ideas and concepts can demonstrate reduced comprehension.

There is a range of other issues that can contribute to children or adolescents appearing inattentive. Some of these include trauma, absence seizures, hearing impairments, thought disorders and/or hallucinations, and Tourette’s Syndrome. It is important to thoroughly evaluate the potential causes of inattention and to consider an individual’s full history and presentation.  Because different underlying issues will necessitate different treatment approaches, getting to the root of the issue can be tremendously important.

 

About the Author

Maggie Rodriguez, Psy.D., provides comprehensive evaluation services for children, adolescents, and young adults with often complex presentations. She particularly enjoys working with individuals who have concerns about attention and executive functioning, language-based learning disorders, and those with overlapping cognitive and social/emotional difficulties.

Prior to joining NESCA, Dr. Rodriguez worked in private practice, where she completed assessments with high-functioning students presenting with complex cognitive profiles whose areas of weakness may have gone previously undiagnosed. Dr. Rodriguez’s experience also includes pre- and post-doctoral training in the Learning Disability Clinic at Boston Children’s Hospital and the Neurodevelopmental Center at MassGeneral for Children/North Shore Medical Center. Dr. Rodriguez has spent significant time working with students in academic settings, including k-12 public and charter school systems and private academic programs, such as the Threshold Program at Lesley University.

Dr. Rodriguez earned her Psy.D. from William James College in 2012, where her coursework and practicum training focused on clinical work with children and adolescents and on assessment. Her doctoral thesis centered on cultural issues related to evaluation.

Dr. Rodriguez lives north of Boston with her husband and three young children.  She enjoys spending time outdoors hiking and bike riding with her family, practicing yoga, and reading.

 

To book a consultation with Dr. Rodriguez or one of our many other expert neuropsychologists, complete NESCA’s online intake form.

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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