The study reported here investigated the differences in verbal and nonverbal abstraction ability of adults who became blind before age 2 and those who lost their sight after the age of 5, when their expressive language ability would have been more fully developed. No significant differences between the two groups were found in these areas, as measured by the Cognitive Test for the Blind and the Verbal sub-scale of the Wechsler Adult Intelligence Scale-Revised (WAIS-R). The finding that educational level affects the variability of scores on the WAIS-R suggests that differences in educational experiences may significantly influence individuals’ performance on standardized measures of intelligence.

In this commentary the author identifies her estimation of the most salient points of Hanna's (2011) seminal article. While in agreement that movement toward a unified model is timely, the author suggests alternative conceptualizations to the freedom paradigm, such as Wilber's (1995, 1996) Integral Model, for disciplinary unification.

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