Cognitive profile of individuals with borderline intellectual functioning: a systematic review
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2026
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Orío-Aparicio, J. P., Ortego, Á., Orío-González, P., & Orío-Pacheco, M. (2026). Cognitive profile of individuals with borderline intellectual functioning: A systematic review. Intelligence, Volume 114, https://doi.org/10.1016/j.intell.2025.101974
Abstract
Borderline intellectual functioning (BIF) is defined as a neurodevelopmental condition characterised by an intelligence quotient between 71 and 85, along with difficulties in adaptive functioning. Although individuals with this condition experience various challenges and require support in different areas of life, research on this topic remains limited. Therefore, this article presents a systematic review aimed at describing the cognitive profile of individuals with BIF. The review included studies addressing the intellectual functioning of the BIF population published between 2012 and 2024. The literature search was conducted in the ProQuest, WoS, SCOPUS, and EBSCOhost databases. Finally, a total of 33 articles were included, and their quality was assessed using the SSAHS tool. The results were organised into three categories: general cognitive abilities, executive functions, language cognition, and neurophysiology. The analysis indicates that individuals with BIF exhibit a cognitive profile characterised by deficits in various domains, including executive functions (such as working memory, cognitive flexibility, processing speed, and planning), general cognitive abilities (such as memory, attention, abstract thinking, problem-solving, arithmetic, and concentration), and language-related cognitive skills, both oral and written. Additionally, neuroimaging techniques suggest that BIF is also associated with structural and functional alterations in the brain. The implications and limitations of the study are discussed, as well as the need for future research with larger samples and more comprehensive assessments. Additionally, the necessity of promoting policies and services that include this population is emphasised.
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This research was funded by the Ministry of Science, Innovation and Universities through the University Teacher Training Program (reference FPU2022-02193) and by the Department of Research and Psychology in Education of the Faculty of Education - Teacher Training Center of the Complutense University of Madrid.
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