The concept of **quotient** , term whose origin goes back to the Latin word *quotiens* (from *quot*, **"how many"** ), has two great applications. In the field of **math** , is known as quotient to **result that is reached after dividing one number by another** . In this sense, the quotient serves to indicate what **quantity** of times the **divider** is contained in the **dividend** .

When making a **division** between 8 and 4, for example, the result is the number 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 again (**4 x 2 = 8** ), provided that the remainder is 0. In case the remainder is not equal to 0, it must be added to the result of the multiplication between the divisor and the quotient to arrive at the dividend.

**The intellectual quotient**

The other meaning of the word quotient is linked to **IQ ratio** , also called IQ. It's about a **number** which is calculated thanks to the data collected from a **Inteligence test** to measure a person's cognitive ability and compare it with the other members of their age group.

The result of the intellectual quotient is abbreviated as **CI** or **IQ** , according to the acronym of *intelligence quotient*. The standard indicates 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 average. On the other hand, if the result is less than 100 (96, 94), the individual is less intelligent than the average, at least as regards the quantifiable aspects of the **test**.

The person whose **CI** It is above 98% of the population is considered as **gifted** and enjoys superior intelligence that exceeds normal parameters.

**The autistic spectrum ratio**

In 2001, the Cambridge Center for Autism Research published, by Simon Baron-Cohen, **a 50 questionnaire** 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 Wired magazine 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 don't appreciate." The topics are divided into social skills, communication, imagination, attention to detail and tolerance for changes. Each type choice *autistic* add a **point** to the total

In spite of the self-evaluation character of the different versions of the questionnaire, since anyone can access them and check the results with the help of the instructions, also public, their creators recommend **consult a professional 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 some relationship between the ability to **mathematics** and the sciences, and autism. For 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 features; However, given the lack of anguish, an outstanding characteristic of those suffering from this syndrome, they were not formally diagnosed.