Significant vs Meaningful Differences in the Effects of Tangible Reinforcement on Intelligence Test Achievement and Reliability of TMR Subjects

ERIC Educational Resources Information Center

Busch, John Christian; Osborne, William Larry

1976-01-01

The effects of reinforcement on four different intelligence test measures for 72 trainable mentally retarded children was investigated. The Lorge-Thorndike Vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in superior performance on all but the Comprehension test.…

Strategies for Assessing Intellectual Patterns in Black, Anglo, and Mexican-American Boys--or Any Other Children--and Implications for Education.

ERIC Educational Resources Information Center

Meeker, Mary; Meeker, Robert

In this analysis of intelligence testing of minority group children, the implications of inadequate testing practices are discussed. Several aspects of test design are examined: deficiencies in intelligence testing, cultural bias, construct validity, and diagnostic utility. A sample set of results derived from a Stanford-Binet test administered to…

The Relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III Scales and Subtests for Gifted Children.

ERIC Educational Resources Information Center

Sabatino, David A.; And Others

1995-01-01

This study determines the comparability of the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III in relation to gifted children. Results indicate that both tests produce remarkably similar scale and subtest scores when administered under clinical conditions. (JPS)

Intelligence--Group Administered, Grades 4-6. Collection. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Most of the 28 tests included in this bibliography assess intelligence and provide an actual I.Q. score or one that is statistically similar. (A complete list of mental or cognitive ability tests is available separately.) Although all ages are represented, the majority of tests are targeted to grades 4 through 6. This document is one in a series…

Intelligence--Group Administered, Grades 7 and Above. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Most of the 47 tests included in this bibliography assess intelligence and provide an actual I.Q. score or other score with similar statistical properties. Many of the tests are designed to measure occupational qualifications or to aid in career guidance. Although all ages are represented, the majority of tests are targeted to grade 7 and above. A…

Assessing Follow Through: Changes in Intelligence Test Scores over Two and Three Years of Experience in the Responsive Program.

ERIC Educational Resources Information Center

Rayder, Nicolas; And Others

1978-01-01

Four Wechsler subscales were administered in a longitudinal design to children from the Responsive Model Follow Through Program. On the first testing, subjects' average intelligence scores were significantly lower, but on subsequent tests equivalent to or higher than national norms, calling into question Deutsch's cumulative-deficit hypothesis.…

Construct validity of the Italian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) v2.0.

PubMed

Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela; Zammuner, Vanda Lucia; Salovey, Peter

2013-01-01

In 2 studies, we assessed the construct validity of the Italian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) version 2.0. In Study 1, we administered the MSCEIT together with measures of crystallized and fluid intelligence, personality, and affect. In Study 2, we administered the MSCEIT together with indexes of dispositional coping, emotion regulation strategies, alexithymia, state-trait anxiety, depression, and depressive rumination. We evaluated the factorial structure of the MSCEIT with a confirmatory factor analysis model using data combined from Study 1 and 2. The results confirm that the MSCEIT Italian version satisfactorily discriminates emotional intelligence ability from crystallized and fluid intelligence, personality, and affect, and exhibits significant correlations with various psychological well-being criteria. Furthermore, data from both studies confirm that the factorial structure of MSCEIT is consistent with the theory on which it is based, although it was difficult to rule out alternative structures.

Relationship of the Kaufman Brief Intelligence Test-Second Edition and the Wechsler Abbreviated Scale of Intelligence in children referred for ADHD.

PubMed

Raggio, Donald J; Scattone, Dorothy; May, Warren

2010-04-01

This study examines the relationship between the Wechsler Abbreviated Scale of Intelligence (WASI) and the Kaufman Brief Intelligence Test-Second Edition (KBIT-2). Increasingly, psychologists are using brief measures of intelligence, but scant information exists regarding their clinical utility in various populations. 44 children referred for evaluation of ADHD were administered the KBIT-2 and WASI in counterbalanced order. Results of this study indicated the WASI to be a more stable measure of ADHD children's intelligence, that the KBIT-2 Vocabulary scores were significantly lower than the WASI Verbal score, and that there was significant variability within participants.

Measures of Emotional Intelligence and Social Acceptability in Children: A Concurrent Validity Study

ERIC Educational Resources Information Center

Windingstad, Sunny; McCallum, R. Steve; Bell, Sherry Mee; Dunn, Patrick

2011-01-01

The concurrent validity of two measures of Emotional Intelligence (EI), one considered a trait measure, the other an ability measure, was examined by administering the Emotional Quotient Inventory: Youth Version (EQi:YV; Bar-On & Parker, 2000), the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version (MSCEIT:YV; Mayer, Salovey, &…

Social Emotional Competence of Pre-School Children: Relationship to Intelligence and Maturity.

ERIC Educational Resources Information Center

Brar, S.

Social-emotional competence (SEC) is considered a measure of an individual's total effectiveness in dealing with the environment. To verify empirically whether SEC depends on the intelligence and social maturity of young children, a study of 40 preschool children was undertaken in India. A standardized intelligence test was administered to the…

Test Review: Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition: Canadian

ERIC Educational Resources Information Center

Soares, Melissa A.; McCrimmon, Adam W.

2013-01-01

The Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition: Canadian (WPPSI-IVCDN; Wechsler, 2012), published by NCS Pearson, is a newly updated, individually administered measure of cognitive intelligence for children aged 2:6 through 7:7. Suitable for educational, clinical, and research settings, the purposes of the WPPSI-IVCDN are…

Retinoblastoma and Superior Verbal IQ Scores?

ERIC Educational Resources Information Center

Tobin, Michael; Hill, Eileen; Hill, John

2010-01-01

Experienced teachers have long asserted that children blind from retinoblastoma (Rb), a rare cancer of the eye, are of above average intelligence. To test this hypothesis, standardized verbal intelligence tests were administered to a sample of 85 children and adults, all diagnosed with the early infancy form of this condition. For 42 of the Rb…

Using the Theory of Successful Intelligence as a Framework for Developing Assessments in AP Physics

ERIC Educational Resources Information Center

Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Jarvin, Linda; Sharpes, Kirsten

2009-01-01

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg's theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006-2007 school year. Six empirically distinguishable profiles of strengths and…

Processes in the development of mathematics in kindergarten children from Title 1 schools.

PubMed

Foster, Matthew E; Anthony, Jason L; Clements, Doug H; Sarama, Julie H

2015-12-01

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R(2) values = .49 and .32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (ΔR(2) = .05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (ΔR(2) = .14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. Copyright © 2015 Elsevier Inc. All rights reserved.

Test Review: Wechsler, D. (2014),"Wechsler Intelligence Scale for Children, Fifth Edition: Canadian 322 (WISC-V[superscript CDN])." Toronto, Ontario: Pearson Canada Assessment.

ERIC Educational Resources Information Center

Cormier, Damien C.; Kennedy, Kathleen E.; Aquilina, Alexandra M.

2016-01-01

The Wechsler Intelligence Scale for Children, Fifth Edition: Canadian (WISC-V[superscript CDN]; Wechsler, 2014) is published by Pearson Canada Assessment. The WISC-V[superscript CDN] is a norm-referenced, individually administered intelligence battery that provides a comprehensive diagnostic profile of the cognitive strengths and weaknesses of…

Increased Specificity of Wechsler Adult Intelligence Scale-Third Edition Matrix Reasoning Test Instructions and Time Limits

ERIC Educational Resources Information Center

Callens, Andy M.; Atchison, Timothy B.; Engler, Rachel R.

2009-01-01

Instructions for the Matrix Reasoning Test (MRT) of the Wechsler Adult Intelligence Scale-Third Edition were modified by explicitly stating that the subtest was untimed or that a per-item time limit would be imposed. The MRT was administered within one of four conditions: with (a) standard administration instructions, (b) explicit instructions…

Heredity and Environment in the Development of Intelligence

ERIC Educational Resources Information Center

Migliorino, Giuseppe

1974-01-01

Intelligence tests were administered to a stratified sample of 4058 school children from Palermo, Sicily. I.Q. scores were found to be positively correlated with socioeconomic status and negatively related to family size. As birth order increased, mental development decreased. Implications for future research were discussed. (EH)

Eye-Movement Analysis Demonstrates Strategic Influences on Intelligence

ERIC Educational Resources Information Center

Vigneau, Francois; Caissie, Andre F.; Bors, Douglas A.

2006-01-01

Taking into account various models and findings pertaining to the nature of analogical reasoning, this study explored quantitative and qualitative individual differences in intelligence using latency and eye-movement data. Fifty-five university students were administered 14 selected items of the Raven's Advanced Progressive Matrices test. Results…

Children's Cognitive Ability from 4 to 9 Years Old as a Function of Prenatal Cocaine Exposure, Environmental Risk, and Maternal Verbal Intelligence

ERIC Educational Resources Information Center

Bennett, David S.; Bendersky, Margaret; Lewis, Michael

2008-01-01

This study examined the effects of prenatal cocaine exposure, environmental risk, and maternal verbal intelligence on children's cognitive ability. Gender and age were examined as moderators of potential cocaine exposure effects. The Stanford-Binet IV intelligence test was administered to 231 children (91 cocaine exposed, 140 unexposed) at ages 4,…

Factorial Validity of the Reynolds Intellectual Assessment Scales for Referred Students

ERIC Educational Resources Information Center

Beaujean, A. Alexander; McGlaughlin, Sean M.; Margulies, Allison S.

2009-01-01

The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Test reviewers have recommended the use of the RIAS despite the fact that, although…

Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools

ERIC Educational Resources Information Center

Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie H.

2015-01-01

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall…

The Comparability of Three Wechsler Adult Intelligence Scales in a College Sample.

ERIC Educational Resources Information Center

Quereshi, M. Y.; Ostrowski, Michael J.

1985-01-01

Administered three Wechsler adult intelligence scales to 72 undergraduates and tested the quality of means, variances, and covariances, utilizing subtest scale scores and IQs. Results indicated that the three scales were not parallel. Generally, the subtest scaled scores exhibited less similarity across the three scales than the IQ estimates.…

Managing Emotionally Intelligent Service Workers: Personal and Positional Effects in the Greek Context

ERIC Educational Resources Information Center

Dimitriades, Zoe S.

2007-01-01

Purpose: The purpose of this research is to investigate the relative importance of personal-demographic and positional factors in predicting emotional intelligence (EI) among service workers in the Greek context. Design/methodology/approach: The study involved administering Schutte et al.'s SREIT test to employees engaged in retailing, insurance,…

Test Review: Wechsler Preschool and Primary Scale of Intelligence-

ERIC Educational Resources Information Center

Syeda, Maisha M.; Climie, Emma A.

2014-01-01

The "Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition" (WPPSI-IV; Wechsler, 2012a, 2012b) is a comprehensive clinical tool, intended for assessing cognitive functioning among children aged 2 years 6 months through 7 years 7 months. Published by Pearson, the WPPSI-IV is an individually administered tool, to be used by…

Role of test motivation in intelligence testing.

PubMed

Duckworth, Angela Lee; Quinn, Patrick D; Lynam, Donald R; Loeber, Rolf; Stouthamer-Loeber, Magda

2011-05-10

Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidence against both. First, we examined whether motivation is less than maximal on intelligence tests administered in the context of low-stakes research situations. Specifically, we completed a meta-analysis of random-assignment experiments testing the effects of material incentives on intelligence-test performance on a collective 2,008 participants. Incentives increased IQ scores by an average of 0.64 SD, with larger effects for individuals with lower baseline IQ scores. Second, we tested whether individual differences in motivation during IQ testing can spuriously inflate the predictive validity of intelligence for life outcomes. Trained observers rated test motivation among 251 adolescent boys completing intelligence tests using a 15-min "thin-slice" video sample. IQ score predicted life outcomes, including academic performance in adolescence and criminal convictions, employment, and years of education in early adulthood. After adjusting for the influence of test motivation, however, the predictive validity of intelligence for life outcomes was significantly diminished, particularly for nonacademic outcomes. Collectively, our findings suggest that, under low-stakes research conditions, some individuals try harder than others, and, in this context, test motivation can act as a third-variable confound that inflates estimates of the predictive validity of intelligence for life outcomes.

Role of test motivation in intelligence testing

PubMed Central

Duckworth, Angela Lee; Quinn, Patrick D.; Lynam, Donald R.; Loeber, Rolf; Stouthamer-Loeber, Magda

2011-01-01

Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidence against both. First, we examined whether motivation is less than maximal on intelligence tests administered in the context of low-stakes research situations. Specifically, we completed a meta-analysis of random-assignment experiments testing the effects of material incentives on intelligence-test performance on a collective 2,008 participants. Incentives increased IQ scores by an average of 0.64 SD, with larger effects for individuals with lower baseline IQ scores. Second, we tested whether individual differences in motivation during IQ testing can spuriously inflate the predictive validity of intelligence for life outcomes. Trained observers rated test motivation among 251 adolescent boys completing intelligence tests using a 15-min “thin-slice” video sample. IQ score predicted life outcomes, including academic performance in adolescence and criminal convictions, employment, and years of education in early adulthood. After adjusting for the influence of test motivation, however, the predictive validity of intelligence for life outcomes was significantly diminished, particularly for nonacademic outcomes. Collectively, our findings suggest that, under low-stakes research conditions, some individuals try harder than others, and, in this context, test motivation can act as a third-variable confound that inflates estimates of the predictive validity of intelligence for life outcomes. PMID:21518867

Test Reviews: Reynolds, C. R., & Kamphaus, R. W. (2003). "RIAS: Reynolds Intellectual Assessment Scales." Lutz, FL: Psychological Assessment Resources, Inc.

ERIC Educational Resources Information Center

Andrews, Jac J. W.

2007-01-01

In this article, the author reviews the Reynolds Intellectual Assessment Scales (RIAS), an individually administered test of intelligence appropriate for ages 3 through 94 years with a conormed, supplemental measure of memory. The RIAS should be administered by examiners who have formal training in assessment. In this regard, the RIAS is a…

The Predictive Validity of Four Intelligence Tests for School Grades: A Small Sample Longitudinal Study

PubMed Central

Gygi, Jasmin T.; Hagmann-von Arx, Priska; Schweizer, Florine; Grob, Alexander

2017-01-01

Intelligence is considered the strongest single predictor of scholastic achievement. However, little is known regarding the predictive validity of well-established intelligence tests for school grades. We analyzed the predictive validity of four widely used intelligence tests in German-speaking countries: The Intelligence and Development Scales (IDS), the Reynolds Intellectual Assessment Scales (RIAS), the Snijders-Oomen Nonverbal Intelligence Test (SON-R 6-40), and the Wechsler Intelligence Scale for Children (WISC-IV), which were individually administered to 103 children (Mage = 9.17 years) enrolled in regular school. School grades were collected longitudinally after 3 years (averaged school grades, mathematics, and language) and were available for 54 children (Mage = 11.77 years). All four tests significantly predicted averaged school grades. Furthermore, the IDS and the RIAS predicted both mathematics and language, while the SON-R 6-40 predicted mathematics. The WISC-IV showed no significant association with longitudinal scholastic achievement when mathematics and language were analyzed separately. The results revealed the predictive validity of currently used intelligence tests for longitudinal scholastic achievement in German-speaking countries and support their use in psychological practice, in particular for predicting averaged school grades. However, this conclusion has to be considered as preliminary due to the small sample of children observed. PMID:28348543

Microcomputer-based tests for repeated-measures: Metric properties and predictive validities

NASA Technical Reports Server (NTRS)

Kennedy, Robert S.; Baltzley, Dennis R.; Dunlap, William P.; Wilkes, Robert L.; Kuntz, Lois-Ann

1989-01-01

A menu of psychomotor and mental acuity tests were refined. Field applications of such a battery are, for example, a study of the effects of toxic agents or exotic environments on performance readiness, or the determination of fitness for duty. The key requirement of these tasks is that they be suitable for repeated-measures applications, and so questions of stability and reliability are a continuing, central focus of this work. After the initial (practice) session, seven replications of 14 microcomputer-based performance tests (32 measures) were completed by 37 subjects. Each test in the battery had previously been shown to stabilize in less than five 90-second administrations and to possess retest reliabilities greater than r = 0.707 for three minutes of testing. However, all the tests had never been administered together as a battery and they had never been self-administered. In order to provide predictive validity for intelligence measurement, the Wechsler Adult Intelligence Scale-Revised and the Wonderlic Personnel Test were obtained on the same subjects.

Can We Learn to Treat One Another Better? A Test of a Social Intelligence Curriculum

PubMed Central

Gallardo, Carmen Ecija; Velasco, Lilian

2015-01-01

This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. PMID:26076133

Stability of scores for the Slosson Full-Range Intelligence Test.

PubMed

Williams, Thomas O; Eaves, Ronald C; Woods-Groves, Suzanne; Mariano, Gina

2007-08-01

The test-retest stability of the Slosson Full-Range Intelligence Test by Algozzine, Eaves, Mann, and Vance was investigated with test scores from a sample of 103 students. With a mean interval of 13.7 mo. and different examiners for each of the two test administrations, the test-retest reliability coefficients for the Full-Range IQ, Verbal Reasoning, Abstract Reasoning, Quantitative Reasoning, and Memory were .93, .85, .80, .80, and .83, respectively. Mean differences from the test-retest scores were not statistically significantly different for any of the scales. Results suggest that Slosson scores are stable over time even when different examiners administer the test.

Test Review: D. Wechsler "Wechsler Adult Intelligence Scale" (4th ed.). San Antonio, TX--Psychological Corporation, 2008

ERIC Educational Resources Information Center

Climie, Emma A.; Rostad, Kristin

2011-01-01

This article presents a review of the "Wechsler Adult Intelligence Scale-Fourth Edition" (WAIS-IV), an individually administered measure of cognitive ability for individuals aged 16 years, 0 months to 90 years, 11 months. The WAIS-IV was designed with a number of specific goals including updated norms, increased user friendliness,…

The use of neuropsychological tests to assess intelligence.

PubMed

Gansler, David A; Varvaris, Mark; Schretlen, David J

We sought to derive a 'neuropsychological intelligence quotient' (NIQ) to replace IQ testing in some routine assessments. We administered neuropsychological testing and a seven-subtest short form of the Wechsler Adult Intelligence Scale to a community sample of 394 adults aged 18-96 years. We regressed Wechsler Full Scale IQs (W-FSIQ) on 23 neuropsychological scores and derived an NIQ from 9 measures that explained significant variance in W-FSIQ. We then compared subgroups of 284 healthy and 108 unhealthy participants in NIQ and W-FSIQ to assess criterion validity, correlated NIQ and W-FSIQ scores with education level and independence for activities of daily living to assess convergent validity, and compared validity coefficients for the NIQ with those of 'hold' and 'no-hold' indices. By design, NIQ and W-FSIQ scores correlated highly (r = .84), and both were higher in healthy participants. The difference was larger for NIQ, which accounted for more variability in activities of daily living. The NIQ and 'no-hold' index were better predicted by health status and less predicted by educational status than the 'hold' index. We constructed an NIQ that correlates highly with Wechsler FSIQ. Tests required to obtain NIQ are commonly used and can be administered in about 45 min. Validity properties of NIQ and W-FSIQ are similar. The NIQ bore greater resemblance to a 'no-hold' than 'hold' index. One can obtain a reasonably accurate estimate of current Full Scale IQ without formal intelligence testing from a brief neuropsychological battery.

Exploring Possible Neural Mechanisms of Intelligence Differences Using Processing Speed and Working Memory Tasks: An fMRI Study

ERIC Educational Resources Information Center

Waiter, Gordon D.; Deary, Ian J.; Staff, Roger T.; Murray, Alison D.; Fox, Helen C.; Starr, John M.; Whalley, Lawrence J.

2009-01-01

To explore the possible neural foundations of individual differences in intelligence test scores, we examined the associations between Raven's Matrices scores and two tasks that were administered in a functional magnetic resonance imaging (fMRI) setting. The two tasks were an n-back working memory (N = 37) task and inspection time (N = 47). The…

Assessing Intellectual Functioning in Young Adolescents: How Do the WISC-IV and SB5 Compare?

ERIC Educational Resources Information Center

Wilson, Kimberley; Gilmore, Linda

2012-01-01

The Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV) and the Stanford-Binet--Fifth Edition (SB5) are two of the most commonly used intelligence tests for children and adolescents. No comparative studies of the WISC-IV and SB5 have yet been published. In the current study the WISC-IV and SB5 were administered in counterbalanced…

Assessment Issues in the Testing of Children at School Entry

ERIC Educational Resources Information Center

Rock, Donald A.; Stenner, A. Jackson

2005-01-01

The authors introduce readers to the research documenting racial and ethnic gaps in school readiness. They describe the key tests, including the Peabody Picture Vocabulary Test (PPVT), the Early Childhood Longitudinal Study (ECLS), and several intelligence tests, and describe how they have been administered to several important national samples of…

Psychological Correlates of College Students Referred to a Learning Needs Center.

ERIC Educational Resources Information Center

Lefebvre, R. Craig

The paper considers issues in intelligence testing of learning disabled (LD) children and adults and reviews results of psychological testing of LD students at the University of Virginia (UVA). Tests administered include neurological screening tests and personality assessments where appropriate. It is explained that the matriculating LD student is…

Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

NASA Astrophysics Data System (ADS)

Marpaung, M. G.; Sareharto, T. P.; Purwanti, A.; Hermawati, D.

2017-02-01

Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

Predicting and retrodicting intelligence between childhood and old age in the 6-Day Sample of the Scottish Mental Survey 1947.

PubMed

Deary, Ian J; Brett, Caroline E

2015-01-01

In studies of cognitive ageing it is useful and important to know how stable are the individual differences in cognitive ability from childhood to older age, and also to be able to estimate (retrodict) prior cognitive ability differences from those in older age. Here we contribute to these aims with new data from a follow-up study of the 6-Day Sample of the Scottish Mental Survey of 1947 (original N = 1208). The sample had cognitive, educational, social, and occupational data collected almost annually from age 11 to 27 years. Whereas previous long-term follow-up studies of the Scottish mental surveys are based upon group-administered cognitive tests at a mean age of 11 years, the present sample each had an individually-administered revised Binet test. We traced them for vital status in older age, and some agreed to take several mental tests at age 77 years (N = 131). The National Adult Reading Test at age 77 correlated .72 with the Terman-Merrill revision of the Binet Test at age 11. Adding the Moray House Test No. 12 score from age 11 and educational information took the multiple R to .81 between youth and older age. The equivalent multiple R for fluid general intelligence was .57. When the NART from age 77 was the independent variable (retrodictor) along with educational attainment, the multiple R with the Terman-Merrill IQ at age 11 was .75. No previous studies of the stability of intelligence from childhood to old age, or of the power of the NART to retrodict prior intelligence, have had individually-administered IQ data from youth. About two-thirds, at least, of the variation in verbal ability in old age can be captured by cognitive and educational information from youth. Non-verbal ability is less well predicted. A short test of pronunciation-the NART-and brief educational information can capture well over half of the variation in IQ scores obtained 66 years earlier.

Predicting and retrodicting intelligence between childhood and old age in the 6-Day Sample of the Scottish Mental Survey 1947

PubMed Central

Deary, Ian J.; Brett, Caroline E.

2015-01-01

In studies of cognitive ageing it is useful and important to know how stable are the individual differences in cognitive ability from childhood to older age, and also to be able to estimate (retrodict) prior cognitive ability differences from those in older age. Here we contribute to these aims with new data from a follow-up study of the 6-Day Sample of the Scottish Mental Survey of 1947 (original N = 1208). The sample had cognitive, educational, social, and occupational data collected almost annually from age 11 to 27 years. Whereas previous long-term follow-up studies of the Scottish mental surveys are based upon group-administered cognitive tests at a mean age of 11 years, the present sample each had an individually-administered revised Binet test. We traced them for vital status in older age, and some agreed to take several mental tests at age 77 years (N = 131). The National Adult Reading Test at age 77 correlated .72 with the Terman–Merrill revision of the Binet Test at age 11. Adding the Moray House Test No. 12 score from age 11 and educational information took the multiple R to .81 between youth and older age. The equivalent multiple R for fluid general intelligence was .57. When the NART from age 77 was the independent variable (retrodictor) along with educational attainment, the multiple R with the Terman–Merrill IQ at age 11 was .75. No previous studies of the stability of intelligence from childhood to old age, or of the power of the NART to retrodict prior intelligence, have had individually-administered IQ data from youth. About two-thirds, at least, of the variation in verbal ability in old age can be captured by cognitive and educational information from youth. Non-verbal ability is less well predicted. A short test of pronunciation—the NART—and brief educational information can capture well over half of the variation in IQ scores obtained 66 years earlier. PMID:26207078

The Relationship between the Woodcock-Johnson Psycho-Educational Battery-Revised (Early Development) and the Wechsler Preschool and Primary Scale of Intelligence-Revised.

ERIC Educational Resources Information Center

Harrington, Robert G.; And Others

1992-01-01

Examined concurrent validity between Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Cognitive Ability (WJ-R, COG) (Early Development) and Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) by administering instruments to 30 normal 3, 4, and 5 year olds. WJ-R Broad Cognitive Ability and WPPSI-R Full Scale IQ and…

The Impact of Test-Taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample

ERIC Educational Resources Information Center

Oakland, Thomas; Callueng, Carmelo; Harris, Josette G.

2012-01-01

The use of individually administered measures of intelligence and other cognitive abilities requires clinicians to monitor a client's test behaviors, given the need for a client to be engaged fully, attentive, and cooperative during the testing process. The use of standardized and norm-referenced measures of test-taking behaviors facilitates this…

Factor Analysis of the WAIS and Twenty French-Kit Reference Tests.

ERIC Educational Resources Information Center

Ramsey, Philip H.

1979-01-01

The Wechsler Adult Intelligence Scale (WAIS) and 20 tests from the French Kit were administered to over 100 undergraduates. Analyses revealed ten factors: verbal comprehension, visualization, memory span, syllogistic reasoning, general reasoning, induction, mechanical knowledge, number facility, spatial orientation, and associative memory.…

Reasoning=working Memory<>attention

ERIC Educational Resources Information Center

Buehner, M.; Krumm, S.; Pick, M.

2005-01-01

The purpose of this study was to clarify the relationship between attention, components of working memory, and reasoning. Therefore, twenty working memory tests, two attention tests, and nine intelligence subtests were administered to 135 students. Using structural equation modeling, we were able to replicate a functional model of working memory…

Factor Structure of Psychoeducational and Neuropsychological Measures of Learning-Disabled Children.

ERIC Educational Resources Information Center

Chittooran, Mary Mathai; And Others

1993-01-01

Administered Wechsler Intelligence Scale for Children-Revised, Halstead-Reitan Neuropsychological Battery, Peabody Picture Vocabulary Test, and Wide Range Achievement Test to 934 learning-disabled students between ages 8 and 16. Principal-components analysis with varimax rotation indicated existence of seven factors: Verbal Reasoning, Academic…

Emotional intelligence, risk perception in abstinent cocaine dependent individuals.

PubMed

Romero-Ayuso, Dulce; Mayoral-Gontán, Yolanda; Triviño-Juárez, José-Matías

2016-01-01

Cocaine is now responsible for the second-highest number of cessation intervention requests. In this study we analyze the different skills of emotional intelligence in cocaine- dependent patients maintaining abstinence. The Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Balloon Analogue Risk Task (BART) were administered to 50 subjects (25 individuals with no history of drug use and 25 individuals in treatment at the Addictive Behaviors Unit in a state of withdrawal at the time of evaluation). The results showed differences between these groups in overall emotional intelligence quotient, strategic emotional intelligence, understanding emotions and emotional management. Cocaine-addicted participants showed difficulties in analyzing complex emotions and regulating their emotional response, aspects that can interfere with interactions in daily life.

[Inductive reasoning and intelligence test performance--analysis of the manner of the effect of 2 thought training methods for children].

PubMed

Hager, W; Hasselhorn, M; Hübner, S

1995-10-01

For his training programs of inductive reasoning Klauer postulates a transfer effect to inductive thinking as well as to (performance in tests of) intelligence. As evidence for these claims, however, he uses the same data. That means the same tests are used to prove enhancement of inductive thinking and to prove transfer to performance in tests of intelligence. Moreover, Klauer's claim to train inductive thinking is criticized since better performances in at least some of the tests he administers can result due to enhancements in the area of visual perception. Finally, we ask what kind of effects the programs result in: Are they mere coaching effects or do the programs result in better performance due to enhanced competencies? The empirical evidence suggest that positive effects on inductive thinking do not last as long as perceptual competencies that are necessarily fostered when visual material is presented to children.

The effects of an emotional intelligence program on the quality of life and well-being of patients with type 2 diabetes mellitus.

PubMed

Yalcin, Bektas Murat; Karahan, Tevfik Fikret; Ozcelik, Muhittin; Igde, Fusun Artiran

2008-01-01

The purpose of the study is to investigate the effect of an emotional intelligence program on the health-related quality of life and well-being of individuals with type 2 diabetes. The BarOn Emotional Intelligence Scale (EQ-I), WHO Well-Being Questionnaire (WHO-WBQ-22), WHO Quality of Life Measure (WHOQOL-Bref), and the Medical Outcomes Study 36-Item Health Survey (SF-36) were administered to 184 patients with type 2 diabetes who volunteered to participate. Thirty-six patients with the lowest test scores on the WHO-WBQ-22, WHOQOL-Bref, and SF-36 were randomized into study and control groups (18 patients each). A 12-week emotional intelligence program was administered to the study group. At the end of the program, scales were readministered to both groups and again at 3 and 6 months. There were no differences between the quality of life, well-being, and emotional intelligence levels of the study and control groups before the commencement of the program (P > .05). At the conclusion of the program, quality of life, well-being, and emotional intelligence levels of study group patients increased in comparison with those in the control group (P < .001). The positive effect of the program on study groups' quality of life, wellbeing, and emotional intelligence persisted at the 3- and 6-month follow-up. The emotional intelligence program may have positive effects on quality of life and well-being of individuals with type 2 diabetes.

Architecture of fluid intelligence and working memory revealed by lesion mapping.

PubMed

Barbey, Aron K; Colom, Roberto; Paul, Erick J; Grafman, Jordan

2014-03-01

Although cognitive neuroscience has made valuable progress in understanding the role of the prefrontal cortex in human intelligence, the functional networks that support adaptive behavior and novel problem solving remain to be well characterized. Here, we studied 158 human brain lesion patients to investigate the cognitive and neural foundations of key competencies for fluid intelligence and working memory. We administered a battery of neuropsychological tests, including the Wechsler Adult Intelligence Scale (WAIS) and the N-Back task. Latent variable modeling was applied to obtain error-free scores of fluid intelligence and working memory, followed by voxel-based lesion-symptom mapping to elucidate their neural substrates. The observed latent variable modeling and lesion results support an integrative framework for understanding the architecture of fluid intelligence and working memory and make specific recommendations for the interpretation and application of the WAIS and N-Back task to the study of fluid intelligence in health and disease.

Meta-Evaluation Applied To Results Of ITS Initiatives

DOT National Transportation Integrated Search

1995-04-01

META-EVALUATION : META-EVALUATION IS A PROCESS TO BE USED FOR THE COMPARISON OF RESULTS ACROSS INTELLIGENT TRANSPORTATION SYSTEMS (ITS). OPERATIONAL TESTS, A COMPONENT OF THE ITS PROGRAM ADMINISTERED BY THE FEDERAL HIGHWAY ADMINISTRATION (FHWA), A...

Self-reported emotional dysregulation but no impairment of emotional intelligence in borderline personality disorder: an explorative study.

PubMed

Beblo, Thomas; Pastuszak, Anna; Griepenstroh, Julia; Fernando, Silvia; Driessen, Martin; Schütz, Astrid; Rentzsch, Katrin; Schlosser, Nicole

2010-05-01

Emotional dysfunction is a key feature of patients with borderline personality disorder (BPD) but emotional intelligence (EI) has rarely been investigated in this sample. This study aimed at an investigation of ability EI, general intelligence, and self-reported emotion regulation in BPD. We included 19 patients with BPD and 20 healthy control subjects in the study. EI was assessed by means of the Mayer-Salovey-Caruso emotional intelligence test and the test of emotional intelligence. For the assessment of general intelligence, we administered the multidimensional "Leistungsprüfsystem-Kurzversion." The emotion regulation questionnaire and the difficulties in Emotion Regulation Scale were used to assess emotion regulation. The patients with BPD did not exhibit impairments of ability EI and general intelligence but reported severe impairments in emotion regulation. Ability EI was related both to general intelligence (patients and controls) and to self-reported emotion regulation (patients). In conclusion, emotional dysfunction in BPD might primarily affect self-perceived behavior rather than abilities. Intense negative emotions in everyday life may trigger dysfunctional emotion regulation strategies in BPD although patients possess sufficient theoretical knowledge about optimal regulation strategies.

Proximate factors associated with speech intelligibility in children with cochlear implants: A preliminary study.

PubMed

Chin, Steven B; Kuhns, Matthew J

2014-01-01

The purpose of this descriptive pilot study was to examine possible relationships among speech intelligibility and structural characteristics of speech in children who use cochlear implants. The Beginners Intelligibility Test (BIT) was administered to 10 children with cochlear implants, and the intelligibility of the words in the sentences was judged by panels of naïve adult listeners. Additionally, several qualitative and quantitative measures of word omission, segment correctness, duration, and intonation variability were applied to the sentences used to assess intelligibility. Correlational analyses were conducted to determine if BIT scores and the other speech parameters were related. There was a significant correlation between BIT score and percent words omitted, but no other variables correlated significantly with BIT score. The correlation between intelligibility and word omission may be task-specific as well as reflective of memory limitations.

Parents' Reactions to Finding Out That Their Children Have Average or above Average IQ Scores.

ERIC Educational Resources Information Center

Dirks, Jean; And Others

1983-01-01

Parents of 41 children who had been given an individually-administered intelligence test were contacted 19 months after testing. Parents of average IQ children were less accurate in their memory of test results. Children with above average IQ experienced extremely low frequencies of sibling rivalry, conceit or pressure. (Author/HLM)

The Effects of Repeated Testing on Verbal and Nonverbal Ability Assessment.

ERIC Educational Resources Information Center

Lewis, Ernest L.; Beggs, Donald L.

The purpose of this study was to attempt to determine if score gains obtained upon repeated testing with an intelligence test result from a practice effect, from students remembering specific items, or from a combination of both. The verbal and nonverbal batteries of an I.Q. test were administered to 860 sixth graders on three occasions with…

Failure of Working Memory Training to Enhance Cognition or Intelligence

PubMed Central

Thompson, Todd W.; Waskom, Michael L.; Garel, Keri-Lee A.; Cardenas-Iniguez, Carlos; Reynolds, Gretchen O.; Winter, Rebecca; Chang, Patricia; Pollard, Kiersten; Lala, Nupur; Alvarez, George A.; Gabrieli, John D. E.

2013-01-01

Fluid intelligence is important for successful functioning in the modern world, but much evidence suggests that fluid intelligence is largely immutable after childhood. Recently, however, researchers have reported gains in fluid intelligence after multiple sessions of adaptive working memory training in adults. The current study attempted to replicate and expand those results by administering a broad assessment of cognitive abilities and personality traits to young adults who underwent 20 sessions of an adaptive dual n-back working memory training program and comparing their post-training performance on those tests to a matched set of young adults who underwent 20 sessions of an adaptive attentional tracking program. Pre- and post-training measurements of fluid intelligence, standardized intelligence tests, speed of processing, reading skills, and other tests of working memory were assessed. Both training groups exhibited substantial and specific improvements on the trained tasks that persisted for at least 6 months post-training, but no transfer of improvement was observed to any of the non-trained measurements when compared to a third untrained group serving as a passive control. These findings fail to support the idea that adaptive working memory training in healthy young adults enhances working memory capacity in non-trained tasks, fluid intelligence, or other measures of cognitive abilities. PMID:23717453

A National Study on the Development of Visual Attention Using the Cognitive Assessment System

ERIC Educational Resources Information Center

Lehman, Elyse Brauch; Naglieri, Jack A.; Aquilino, Sally A.

2010-01-01

Objective: Developmental changes in the performance of children and adolescents are studied using the Cognitive Assessment System (CAS) which is an individually administered test of 4 basic cognitive processes. Method: The test measures the Planning, Attention, Simultaneous, and Successive (PASS) processes as a theory of intelligence that can…

Testing and Evaluating C3I Systems That Employ AI. Volume 4. Published Articles

DTIC Science & Technology

1991-01-31

development performance in an naming, design and actions The system ’ s & Sophisticated system organizational setting) evaluated in a classroom setting by...observing designed as an intelligent the system in use and administering training aid in r questionnaires . Observers videotape and tave classroom setting...notes to assess how both students and instructors use the system in an actual classroom setting. Questionnaires are administered to both students and

An Examination of the CTONI Utilizing Gc-Gf Theory: A Comparison of the CTONI and WJ-III

ERIC Educational Resources Information Center

Lassiter, Kerry S.; Matthews, T. Darin; Feeback, Greg

2007-01-01

The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from…

Concurrent Validity of the Woodcock-Johnson Tests of Cognitive Ability with the WISC-R: EMR Children.

ERIC Educational Resources Information Center

Cummings, Jack A.; Sanville, David

1983-01-01

Administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) to educable mentally retarded children (N=30). Results showed significant mean differences between WISC-R and WJTCA full-scale standard scores, providing implications for placement of children in classes for the…

Transferability of Norms and Its Implication in Cross-Cultural Gifted Education: Norming Naglieri Nonverbal Ability Test (NNAT) in the Philippine Public Schools

ERIC Educational Resources Information Center

Vista, Alvin; Grantham, Tarek

2009-01-01

This is a normative study to investigate the transferability of norms from western-based intelligence tests to Filipino students. More than 2,700 Filipino sixth graders were sampled across the country and administered the Naglieri Nonverbal Ability Test (NNAT). Scores were then compared to the US normative sample. The results showed no significant…

Relationship between speech motor control and speech intelligibility in children with speech sound disorders.

PubMed

Namasivayam, Aravind Kumar; Pukonen, Margit; Goshulak, Debra; Yu, Vickie Y; Kadis, Darren S; Kroll, Robert; Pang, Elizabeth W; De Nil, Luc F

2013-01-01

The current study was undertaken to investigate the impact of speech motor issues on the speech intelligibility of children with moderate to severe speech sound disorders (SSD) within the context of the PROMPT intervention approach. The word-level Children's Speech Intelligibility Measure (CSIM), the sentence-level Beginner's Intelligibility Test (BIT) and tests of speech motor control and articulation proficiency were administered to 12 children (3:11 to 6:7 years) before and after PROMPT therapy. PROMPT treatment was provided for 45 min twice a week for 8 weeks. Twenty-four naïve adult listeners aged 22-46 years judged the intelligibility of the words and sentences. For CSIM, each time a recorded word was played to the listeners they were asked to look at a list of 12 words (multiple-choice format) and circle the word while for BIT sentences, the listeners were asked to write down everything they heard. Words correctly circled (CSIM) or transcribed (BIT) were averaged across three naïve judges to calculate percentage speech intelligibility. Speech intelligibility at both the word and sentence level was significantly correlated with speech motor control, but not articulatory proficiency. Further, the severity of speech motor planning and sequencing issues may potentially be a limiting factor in connected speech intelligibility and highlights the need to target these issues early and directly in treatment. The reader will be able to: (1) outline the advantages and disadvantages of using word- and sentence-level speech intelligibility tests; (2) describe the impact of speech motor control and articulatory proficiency on speech intelligibility; and (3) describe how speech motor control and speech intelligibility data may provide critical information to aid treatment planning. Copyright © 2013 Elsevier Inc. All rights reserved.

Beyond a bigger brain: Multivariable structural brain imaging and intelligence

PubMed Central

Ritchie, Stuart J.; Booth, Tom; Valdés Hernández, Maria del C.; Corley, Janie; Maniega, Susana Muñoz; Gow, Alan J.; Royle, Natalie A.; Pattie, Alison; Karama, Sherif; Starr, John M.; Bastin, Mark E.; Wardlaw, Joanna M.; Deary, Ian J.

2015-01-01

People with larger brains tend to score higher on tests of general intelligence (g). It is unclear, however, how much variance in intelligence other brain measurements would account for if included together with brain volume in a multivariable model. We examined a large sample of individuals in their seventies (n = 672) who were administered a comprehensive cognitive test battery. Using structural equation modelling, we related six common magnetic resonance imaging-derived brain variables that represent normal and abnormal features—brain volume, cortical thickness, white matter structure, white matter hyperintensity load, iron deposits, and microbleeds—to g and to fluid intelligence. As expected, brain volume accounted for the largest portion of variance (~ 12%, depending on modelling choices). Adding the additional variables, especially cortical thickness (+~ 5%) and white matter hyperintensity load (+~ 2%), increased the predictive value of the model. Depending on modelling choices, all neuroimaging variables together accounted for 18–21% of the variance in intelligence. These results reveal which structural brain imaging measures relate to g over and above the largest contributor, total brain volume. They raise questions regarding which other neuroimaging measures might account for even more of the variance in intelligence. PMID:26240470

The locus of adult intelligence: knowledge, abilities, and nonability traits.

PubMed

Ackerman, P L; Rolfhus, E L

1999-06-01

Some intelligence theorists (e.g., R. B. Cattell, 1943; D. O. Hebb, 1942) have suggested that knowledge is one aspect of human intelligence that is well preserved or increases during adult development. Very little is known about knowledge structures across different domains or about how individual differences in knowledge relate to other traits. Twenty academic and technology-oriented tests were administered to 135 middle-aged adults. In comparison with younger college students, the middle-aged adults knew more about nearly all of the various knowledge domains. Knowledge was partly predicted by general intelligence, by crystallized abilities, and by personality, interest, and self-concept. Implications of this work are discussed in the context of a developmental theory that focuses on the acquisition and maintenance of intelligence-as-knowledge, as well as the role of knowledge for predicting the vocational and avocational task performance of adults.

Assessing Intellectual Ability with a Minimum of Cultural Bias for Two Samples of Metis and Indian Children.

ERIC Educational Resources Information Center

West, Lloyd Wilbert

An investigation was designed to ascertain the effects of cultural background on selected intelligence tests and to identify instruments which validly measure intellectual ability with a minimum of cultural bias. A battery of tests, selected for factor analytic study, was administered and replicated at four grade levels to a sample of Metis and…

Building Emotional Competence in Educators

ERIC Educational Resources Information Center

Kasler, Jonathan; Hen, Meirav; Nov, Adi Sharabi

2013-01-01

The importance of emotion in the process of learning interpersonal communication in educational settings has been well documented. We administered the Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998), the Interpersonal Reactivity Index (Davis, 1980), and the Emotional Self-Efficacy Scale (Kirk et al., 2008) to 50…

Comparison of Measures of Ability in Adolescents with Intellectual Disability

PubMed Central

Mungkhetklang, Chantanee; Crewther, Sheila G.; Bavin, Edith L.; Goharpey, Nahal; Parsons, Carl

2016-01-01

Finding the most appropriate intelligence test for adolescents with Intellectual Disability (ID) is challenging given their limited language, attention, perceptual, and motor skills and ability to stay on task. The study compared performance of 23 adolescents with ID on the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), one of the most widely used intelligence tests, and three non-verbal IQ tests, the Raven's Colored Progressive Matrices (RCPM), the Test of Non-verbal Intelligence-Fourth Edition and the Wechsler Non-verbal test of Ability. Results showed that the WISC-IV Full Scale IQ raw and scaled scores were highly correlated with total scores from the three non-verbal tests, although the correlations were higher for raw scores, suggesting they may lead to better understanding of within group differences and what individuals with ID can do at the time of assessment. All participants attempted more questions on the non-verbal tests than the verbal. A preliminary analysis showed that adolescents with ID without ASD (n = 15) achieved higher scores overall than those presenting with ID+ASD (n = 8). Our findings support the view that short non-verbal tests are more likely to give a similar IQ result as obtained from the WISC-IV. In terms of the time to administer and the stress for participants, they are more appropriate for assessing adolescents with ID. PMID:27242597

Comparison of Measures of Ability in Adolescents with Intellectual Disability.

PubMed

Mungkhetklang, Chantanee; Crewther, Sheila G; Bavin, Edith L; Goharpey, Nahal; Parsons, Carl

2016-01-01

Finding the most appropriate intelligence test for adolescents with Intellectual Disability (ID) is challenging given their limited language, attention, perceptual, and motor skills and ability to stay on task. The study compared performance of 23 adolescents with ID on the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), one of the most widely used intelligence tests, and three non-verbal IQ tests, the Raven's Colored Progressive Matrices (RCPM), the Test of Non-verbal Intelligence-Fourth Edition and the Wechsler Non-verbal test of Ability. Results showed that the WISC-IV Full Scale IQ raw and scaled scores were highly correlated with total scores from the three non-verbal tests, although the correlations were higher for raw scores, suggesting they may lead to better understanding of within group differences and what individuals with ID can do at the time of assessment. All participants attempted more questions on the non-verbal tests than the verbal. A preliminary analysis showed that adolescents with ID without ASD (n = 15) achieved higher scores overall than those presenting with ID+ASD (n = 8). Our findings support the view that short non-verbal tests are more likely to give a similar IQ result as obtained from the WISC-IV. In terms of the time to administer and the stress for participants, they are more appropriate for assessing adolescents with ID.

Predicting True Reading Gains After Remedial Tutoring.

ERIC Educational Resources Information Center

Dahlke, Anita B.

Using selected student variables, an attempt was made to predict retarded readers' true reading gains after remedial tutoring. The independent variables consisted of IQ and subtest scores obtained on the Wechsler Intelligence Scale for Children (WISC), pretutoring reading levels on the individually administered Diagnostic Reading Scales test, age,…

Intellectual Estimates of Hearing-Impaired Children: A Comparison of Three Measures

ERIC Educational Resources Information Center

Ritter, David R.

1976-01-01

The Arthur Adaptation of the Leiter International Performance Scale, Raven's Coloured Progressive Matrices, and Wechsler Intelligence Scale for Children-Performance Section were administered to 31 children with mild to moderate hearing impairments. A comparison of test results indicated moderate convergent validity among the measures. (Author)

The mediating role of emotional intelligence between negative life events and psychological distress among nursing students: A cross-sectional study.

PubMed

Zhang, Pan; Li, Chang-Zai; Zhao, Ya-Ning; Xing, Feng-Mei; Chen, Chang-Xiang; Tian, Xi-Feng; Tang, Qi-Qun

2016-09-01

Previous studies have highlighted that negative life events and emotional intelligence are significant predictors of mental health. However, whether emotional intelligence mediates the relationship between negative life events and psychological distress among nursing students have not been given adequate attention. To explore the relationship among negative life events, emotional intelligence and psychological distress and to examine the mediating role of emotional intelligence in psychological distress among Chinese nursing students. A cross-sectional survey using convenience sampling. A total of 467 nursing students who were enrolled in a university in mainland of China. A structured questionnaire was administered from September-November in 2013 to participants who consented to participate in the study. Independent variables were personal variables, emotional intelligence and negative life events. Outcome variable was psychological health. The means and standard deviations were computed. Student's t-test and one-way analysis of variance (ANOVA) were performed, to test the differences among the demographic characteristics on the psychological distress scores. Pearson correlation analyses and hierarchical regression analyses were performed. Negative life events were positively associated with psychological distress. Emotional intelligence was negatively associated with psychological distress and negative life events. Emotional intelligence mediated the relationship between negative life events and psychological distress. The findings support the theory of Salovey and his colleagues, and provide evidence for emotional intelligence as a factor that buffers effects of negative life events on psychological distress. Copyright © 2016 Elsevier Ltd. All rights reserved.

Test anxiety and intelligence testing: a closer examination of the stage-fright hypothesis and the influence of stressful instruction.

PubMed

Meijer, Joost; Oostdam, Ron

2007-03-01

The influence of test anxiety and the content of instruction (stressful versus reassuring) on measurements of intelligence were investigated. It was expected that components of test anxiety would show differential effects on test performance. A Latin Square design was used to unravel the effects of test type and test order. Furthermore, effects of type of instruction, stressful versus reassuring, were studied by means of a within-subjects design. Test anxiety was measured with the Revised Worry-Emotionality Questionnaire. Measurements for verbal ability, reasoning, and memory were administered. Performance on memory tests showed less vulnerability to test anxiety compared with the other tests, with a picture recall test being insensitive. The negative effect of test anxiety was mostly confined to the beginning of a test session, independent of the type of test. Partial support for the so-called stage-fright hypothesis was found. The effect of instructional content was equivocal.

Construct validity of the Wechsler Intelligence Scale for Children - Fourth UK Edition with a referred Irish sample: Wechsler and Cattell-Horn-Carroll model comparisons with 15 subtests.

PubMed

Canivez, Gary L; Watkins, Marley W; Good, Rebecca; James, Kate; James, Trevor

2017-09-01

Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV UK ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV UK standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV UK core subtests in clinical assessments of learning difficulties and dominance of general intelligence. Because only 10 subtests were available, Cattell-Horn-Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared. The present study utilized confirmatory factor analyses to test the latent factor structure of the WISC-IV UK with a sample of 245 Irish children administered all 15 WISC-IV UK subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA. Meaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subscale coefficients indicated that unit-weighted composites that would be generated by WISC-IV UK group factors (Wechsler or CHC) would contain little unique variance and thus be of little value. These results were similar to those from other investigations, further demonstrating the replication of the WISC-IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ. © 2017 The British Psychological Society.

Influence of impulsivity-reflexivity when testing dynamic spatial ability: sex and g differences.

PubMed

Quiroga, M Angeles; Hernández, José Manuel; Rubio, Victor; Shih, Pei Chun; Santacreu, José

2007-11-01

This work analyzes the possibility that the differences in the performance of men and women in dynamic spatial tasks such as the Spatial Orientation Dynamic Test-Revised (SODT-R; Santacreu & Rubio, 1998), obtained in previous works, are due to cognitive style (Reflexivity-Impulsivity) or to the speed-accuracy tradeoff (SATO) that the participants implement. If these differences are due to cognitive style, they would be independent of intelligence, whereas if they are due to SATO, they may be associated with intelligence. In this work, 1652 participants, 984 men and 668 women, ages between 18 and 55 years, were assessed. In addition to the SODT-R, the "Test de Razonamiento Analitico, Secuencial e Inductivo" (TRASI [Analytical, Sequential, and Inductive Reasoning Test]; Rubio & Santacreu, 2003) was administered as a measure of general intelligence. Impulsivity scores (Zi) of Salkind and Wright (1977) were used to analyze reflexivity-impulsivity and SATO. The results obtained indicate that (a) four performance groups can be identified: Fast-accurate, Slow-inaccurate, Impulsive, and Reflexive. The first two groups solve the task as a function of a competence variable and the last two as a function of a personality variable; (b) performance differences should be attributed to SATO; (c) SATO differs depending on sex and intelligence level.

Early Malnutrition and Child Neurobehavioral Development: Insights from the Study of Children of Diabetic Mothers.

ERIC Educational Resources Information Center

Rizzo, Thomas A.; And Others

1997-01-01

Studied whether disturbances in mothers' metabolism (N=139) during pregnancy may exert long-range effects on neurobehavioral development of singleton progeny. Examined detailed pregnancy and perinatal records of mothers who experienced diabetes in pregnancy and intelligence tests of their offspring, administered at ages 7 to 11 years. All…

Norm Block Sample Sizes: A Review of 17 Individually Administered Intelligence Tests

ERIC Educational Resources Information Center

Norfolk, Philip A.; Farmer, Ryan L.; Floyd, Randy G.; Woods, Isaac L.; Hawkins, Haley K.; Irby, Sarah M.

2015-01-01

The representativeness, recency, and size of norm samples strongly influence the accuracy of inferences drawn from their scores. Inadequate norm samples may lead to inflated or deflated scores for individuals and poorer prediction of developmental and academic outcomes. The purpose of this study was to apply Kranzler and Floyd's method for…

Cross-Cultural Differences in Cognitive Performance and Spearman's Hypothesis: "g" or "c"?

ERIC Educational Resources Information Center

Helms-Lorenz, Michelle; Fons, J. R. Van de Vijer; Poortinga, Ype H.

2003-01-01

Administered two intelligence batteries and a computer-assisted elementary cognitive test battery to 474 second-generation migrant and 747 majority-group students, aged 6 to 12 years, in the Netherlands. Findings suggest that performance differences between these groups are better predicted by a cultural complexity ("c") factor than by…

An Alternative Approach to Identifying Students with Learning Disabilities in Australian Schools

ERIC Educational Resources Information Center

Skues, Jason L.; Cunningham, Everarda G.

2013-01-01

This study examined the validity of using teacher-administered educational and intelligence tests to screen students for learning disabilities (LDs). Twenty-seven Technical and Further Education (TAFE) students from regional Victoria who were enrolled in a program that was designed to reconnect school dropouts with education via TAFE participated…

Executive function in cancer patients with posttraumatic stress disorder.

PubMed

Yang, Juan; Guo, Juncheng; Jiang, Xiangling

2017-03-01

Background Cancer patients with posttraumatic stress disorder can lead to their noncompliant behaviors. However, less is known about the neurocognitive functioning of posttraumatic stress disorder in general cancer types or patient populations. The current study attempted to examine the prevalence of posttraumatic stress disorder and their relationships with executive function in individuals with cancer. Methods A total of 285 cancer patients with posttraumatic stress disorder and 150 healthy individuals were recruited for the present study. The Clinician Administered PTSD Scale, Tower of Hanoi, Wisconsin Card Sorting Test, and Wechsler Adult Intelligence Scale-Revised Chinese revision were administered to all participants. Results Significant differences in the score of Tower of Hanoi, Wisconsin Card Sorting Test, and Wechsler Adult Intelligence Scale-Revised Chinese revision were observed between the posttraumatic stress disorder group and the healthy control group ( p < 0.001). Significant correlations were found between all posttraumatic stress disorder symptoms and executive function. Conclusions These findings suggest that individuals with cancer-related posttraumatic stress disorder exhibit more severe impairment in executive function than healthy controls do.

Emotional Intelligence and Personality as Predictors of Psychological Well-Being

ERIC Educational Resources Information Center

James, Colin; Bore, Miles; Zito, Susanna

2012-01-01

Research studies have reported elevated rates of psychological distress (e.g., depression) in practicing lawyers yet little research has examined predictors of such problems in law students. Specific personality traits have been shown to be predictors of a range of psychological problems. We administered a battery of tests to a cohort of 1st-year…

The Acquisition of English Lexical Stress by Chinese-Speaking Learners: An OT Account

ERIC Educational Resources Information Center

Yuan, Man; Cheng, Wei

2017-01-01

Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners…

Examining Prediction Models of Giving up within a Resource-Based Framework of Coping in Primary School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Skues, Jason L.; Cunningham, Everarda G.; Theiler, Stephen S.

2016-01-01

This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire…

Speech intelligibility in cerebral palsy children attending an art therapy program.

PubMed

Wilk, Magdalena; Pachalska, Maria; Lipowska, Małgorzata; Herman-Sucharska, Izabela; Makarowski, Ryszard; Mirski, Andrzej; Jastrzebowska, Grazyna

2010-05-01

Dysarthia is a common sequela of cerebral palsy (CP), directly affecting both the intelligibility of speech and the child's psycho-social adjustment. Speech therapy focused exclusively on the articulatory organs does not always help CP children to speak more intelligibly. The program of art therapy described here has proven to be helpful for these children. From among all the CP children enrolled in our art therapy program from 2005 to 2009, we selected a group of 14 boys and girls (average age 15.3) with severe dysarthria at baseline but no other language or cognitive disturbances. Our retrospective study was based on results from the Auditory Dysarthria Scale and neuropsychological tests for fluency, administered routinely over the 4 months of art therapy. All 14 children in the study group showed some degree of improvement after art therapy in all tested parameters. On the Auditory Dysarthia Scale, highly significant improvements were noted in overall intelligibility (p<0.0001), with significant improvement (p<0.001) in volume, tempo, and control of pauses. The least improvement was noted in the most purely motor parameters. All 14 children also exhibited significant improvement in fluency. Art therapy improves the intelligibility of speech in children with cerebral palsy, even when language functions are not as such the object of therapeutic intervention.

Dorsolateral Prefrontal Contributions to Human Intelligence

PubMed Central

Barbey, Aron K.; Colom, Roberto; Grafman, Jordan

2012-01-01

Although cognitive neuroscience has made remarkable progress in understanding the involvement of the prefrontal cortex in executive control functions for human intelligence, the necessity of the dorsolateral prefrontal cortex (dlPFC) for key competencies of general intelligence and executive function remains to be well established. Here we studied human brain lesion patients with dlPFC lesions to investigate whether this region is computationally necessary for performance on neuropsychological tests of general intelligence and executive function, administering the Wechsler Adult Intelligence Scale (WAIS) and subtests of the Delis Kaplan Executive Function System (D-KEFS) to three groups: dlPFC lesions (n = 19), non-dlPFC lesions (n = 152), and no brain lesions (n = 55). The key results indicate that: (1) patients with focal dlPFC damage exhibit lower scores, at the latent variable level, than controls in general intelligence (g) and executive function; (2) dlPFC patients demonstrate lower scores than controls in several executive measures; and (3) these latter differences are no longer significant when the pervasive influence of the general factor of intelligence (g) is statistically removed. The observed findings support a central role for the dlPFC in general intelligence and make specific recommendations for the interpretation and application of the WAIS and D-KEFS to the study of high-level cognition in health and disease. PMID:22634247

Personal conceptions of intelligence, self-esteem, and school achievement in Italian and Portuguese students.

PubMed

Pepi, Annamaria; Faria, Luísa; Alesi, Marianna

2006-01-01

Educational research places emphasis on the fact that different cultures have different self-construals. These construals can influence cognitive, emotional, and motivational processes in individuals. Great importance is attached to individuals' implicit conceptions of the nature of their intelligence (incremental or entity) and self-esteem. In general, both representation of intelligence and self-esteem seem to play an important role in scholastic performance in terms of both a predispostion to learning and the results actually achieved. The aim of this research is to determine the relationship between variables such as school, and socioeconomic level and gender in Italian and Portuguese students. A questionnaire was administered to 1,540 high school and university students assessing socioeconomic level and school performance, the Personal Conceptions of Intelligence Test (Faira & Fontaine, 1997), and the Self-Esteem Test (Rosenberg, 1965). In general, results show that Portuguese subjects are more incremental than Italians. Moreover, significant differences have to be determined regarding motivational factors linked to school and socioeconomic level and gender. The research highlights the importance of macro-contextual factors in the social, economic, and political organizations that influence how people develop their motivational beliefs.

The Validity of the Lorge Thorndike Nonverbal Battery as a Predictor of the Academic Achievement of International Students.

ERIC Educational Resources Information Center

Saigh, Philip A.

1981-01-01

Moderate correlations were observed between the grade point average and nonverbal battery IQ scores of the Lorge Thorndike Intelligence Test administered to 27 elementary school students representing 12 countries during their first semester at a private American school overseas. Reasons are cited for additional research needs in the United States…

EFFECTS OF MAGNESIUM PEMOLINE UPON HUMAN LEARNING, MEMORY, AND PERFORMANCE TESTS.

ERIC Educational Resources Information Center

SMITH, RONALD G.

THIS STUDY WAS CONDUCTED DURING 1966 TO DETERMINE THE EFFECTS OF MAGNESIUM PEMOLINE (A COMBINATION OF 2-IMINO-5-PHENYL-4-OXAZOLIDINONE AND MAGNESIUM HYDROXIDE) ON A VARIETY OF HUMAN LEARNING, MEMORY, AND PERFORMANCE TASKS. MAGNESIUM PEMOLINE (25 OR 37.5 MG) OR A PLACEBO WAS ADMINISTERED ORALLY ON A DOUBLE-BLIND BASIS TO INTELLIGENCE-MATCHED GROUPS…

A Factor Analysis Study of Intellectual Development in Deaf and Hearing Children.

ERIC Educational Resources Information Center

Zweibel, Abraham; Mertens, Donna M.

The Snijders-Oomen Nonverbal Intelligence Test (SON) was administered to 251 deaf children (6-15 years old) and 101 hearing children (10-12 years old) in Israel. The SON was judged appropriate for measuring cognitive functioning in the deaf because it requires no verbal instructions or responses and includes a measure of abstract thinking ability.…

Can Intelligence Be Estimated From Drawings Of A Man?

ERIC Educational Resources Information Center

Reisman, John M.; Yamokoski, Tom

1973-01-01

The Goodenough-Harris Draw-A-Man Test (DAM) and either the WISC or Stanford-Binet (S-B) were administered to 158 normal'' children. Discrepancy scores between the DAM and the S-B or WISC indicated that the DAM IQ tends to be below, at times considerably, IQs obtained from individual scales. Moreover, the DAM seemed to be virtually useless in…

Relationship of Bilirubin Levels in Infancy to Later Intellectual Development. Interim Report No. 20.

ERIC Educational Resources Information Center

Rubin, Rosalyn A.; And Others

The relationship of bilirubin (a red bile pigment that is sometimes found in the urine and occurs in the blood and tissues in jaundice) in infancy to later intellectual development was investigated in 241 infants with moderately elevated and high bilirubin levels. Ss were administered motor, psycholinguistic, and intelligence tests at age 8…

Factor Structure and Validity of Paper-and-Pencil Measures of Mental Speed: Evidence for a Higher-Order Model?

ERIC Educational Resources Information Center

Danthiir, Vanessa; Wilhelm, Oliver; Schulze, Ralf; Roberts, Richard D.

2005-01-01

This study explored the structure of elementary cognitive tasks (ECTs) and relations between the corresponding construct(s) with processing speed (Gs) and fluid intelligence (Gf). Participants (N=321) completed 14 ECTs, 3 Gs, and 6 Gf marker tests, all administered in paper-and-pencil format to reduce potential confounds evident when tasks are…

Predictive Ability of the SB5 Gifted Composite versus the Full-Scale IQ among Children Referred for Gifted Evaluations

ERIC Educational Resources Information Center

McGowan, Mark R.; Holtzman, Dean R.; Coyne, Thomas B.; Miles, Kristina L.

2016-01-01

This study examined the utility of the Gifted Composite (GC) formula derived from selected subtests on the "Stanford-Binet Intelligence Scales, Fifth Edition" (SB5) for evaluating intellectual giftedness. A sample of 52 children were administered both the SB5 and "Woodcock-Johnson Tests of Achievement, Third Edition" (WJ-III…

Development and validation of the Emotional Self-Awareness Questionnaire: a measure of emotional intelligence.

PubMed

Killian, Kyle D

2012-07-01

This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to 1,406 undergraduate psychology students. The ESQ was reduced from 118 to 60 items via factor and reliability analyses, retaining 11 subscales and a normal score distribution with a reliability of .92. The ESQ had significant positive correlations with the Emotional Intelligence Test and positive affect, significant negative correlations with alexithymia and negative affect, and an insignificant correlation with cognitive ability. The ESQ accounted for 35% of the variance in life satisfaction over and above the Big Five, cognitive ability, and self-esteem, and demonstrated incremental validity in explaining GPA and leadership aspirations. The significance of emotional intelligence as a unique contributor to psychological well-being and performance, and applications for the ESQ in assessment and outcome research in couple and family therapy are discussed. © 2011 American Association for Marriage and Family Therapy.

Planning abilities of children aged 4 years and 9 months to 8 ½ years: Effects of age, fluid intelligence and school type on performance in the Tower of London test

PubMed Central

Malloy-Diniz, Leandro Fernandes; Cardoso-Martins, Cláudia; Nassif, Elaine Pacheco; Levy, Angela Maria; Leite, Wellington Borges; Fuentes, Daniel

2008-01-01

The present study investigated the relationship between age and one type of environmental factor, namely, type of school (i.e., private vs. public), and the development of mental planning ability, as measured by the Tower of London (TOL) test. Methods Participants comprised 197 public and 174 private school students, ranging in age from 4 years and 9 months to 8 years and 6 months. Besides the TOL test, students were administered Raven's Colored Matrices. Results Results confirmed the findings of previous studies that both age and school type are important predictors of mental planning. Furthermore, results also suggest that the relationship between type of school and mental planning ability cannot be accounted for by differences in students' fluid intelligence. Conclusion In the present study, the TOL test continued to differentiate public from private school students, even after we controlled for the effect of differences on the Raven test. PMID:29213536

Development and Validation of the Emotional Self-Awareness Questionnaire: A Measure of Emotional Intelligence

ERIC Educational Resources Information Center

Killian, Kyle D.

2012-01-01

This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to…

Effects of endogenous and exogenous progesterone on emotional intelligence in cocaine dependent men and women who also abuse alcohol

PubMed Central

Milivojevic, V; Sinha, R; Morgan, PT; Sofuoglu, M; Fox, HC

2015-01-01

Objective As sex differences in substance dependence may impinge upon the perception and regulation of emotion, we assess Emotional Intelligence (EI) as a function of gender, menstrual cycle (MC) phase and hormonal changes in early abstinent cocaine dependent individuals who abuse alcohol (CDA). Methods Study 1: The Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was administered to 98 CDA (55M/43F) and 56 healthy (28M/28F) individuals. Performance in women was also assessed by MC phase. Study 2: The MSCEIT was administered to 18 CDA (19M/9F) who received exogenous progesterone (400mg/day) versus placebo for 7 days. (Study 2). Results Study 1: Healthy females were better than healthy males at facilitating thought and managing emotions. This gender discrepancy was not observed in the CDA group. Additionally, all women in the high compared with the low progesterone phase of their MC were better at managing their emotions. Study 2: Exogenous progesterone improved ability to facilitate thought in both males and females. Conclusions CDA women may be vulnerable to difficulties managing and regulating emotions. Gonadal hormones may contribute to this gender effect, as increases in both endogenous and exogenous progesterone improved selective aspects of EI. PMID:25363303

Effects of endogenous and exogenous progesterone on emotional intelligence in cocaine-dependent men and women who also abuse alcohol.

PubMed

Milivojevic, Verica; Sinha, Rajita; Morgan, Peter T; Sofuoglu, Mehmet; Fox, Helen C

2014-11-01

As sex differences in substance dependence may impinge upon the perception and regulation of emotion, we assess emotional intelligence (EI) as a function of gender, menstrual cycle (MC) phase and hormonal changes in early abstinent cocaine-dependent individuals who abuse alcohol (CDA). Study 1: The Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was administered to 98 CDA (55 M/43 F) and 56 healthy (28 M/28 F) individuals. Performance in women was also assessed by MC phase. Study 2: The MSCEIT was administered to 28 CDA (19 M/9 F) who received exogenous progesterone (400 mg/day) versus placebo for 7 days (study 2). Study 1: Healthy females were better than healthy males at facilitating thought and managing emotions. This gender discrepancy was not observed in the CDA group. Additionally, all women in the high compared with the low progesterone phase of their MC were better at managing their emotions. Study 2: Exogenous progesterone improved ability to facilitate thought in both males and females. CDA women may be vulnerable to difficulties managing and regulating emotions. Gonadal hormones may contribute to this gender effect, as increases in both endogenous and exogenous progesterone improved selective aspects of EI. Copyright © 2014 John Wiley & Sons, Ltd.

Graduate Students' Administration and Scoring Errors on the WISC-IV: Reducing Inaccuracies with Training and Experience

ERIC Educational Resources Information Center

Alper, Jaclyn

2012-01-01

A total of 52 Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) protocols, administered by graduate students were examined to obtain data on the type and frequency of examiner errors, the impact of errors on resultant test scores as well as improvement rate over the course of two years in training. Findings were consistent with…

Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

ERIC Educational Resources Information Center

Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

2009-01-01

This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

Preliminary Data on the Role of Emotional Intelligence in Moderating the Link between Psychopathy and Aggression in a Nonforensic Sample.

PubMed

Lanciano, Tiziana; Curci, Antonietta; Guglielmi, Francesca; Soleti, Emanuela; Grattagliano, Ignazio

2018-05-01

This short report presents preliminary data on the role of emotional intelligence (EI) in moderating the relationship between psychopathy and aggression in a nonforensic sample. A sample of 109 volunteer men was administered the Psychopathic Personality Inventory-Revised (PPI-R), the Reactive-Proactive Aggression Questionnaire, and the Mayer-Salovey-Caruso emotional intelligence Test in individual sessions. Correlation and moderation analyzes showed that, at low levels of EI (in terms of strategic ability to understand and manage one's own and others' emotions), people scoring high on the total PPI-R and impulsivity dimension seemed to be both reactively and proactively aggressive. By contrast, at high levels of strategic ability, the relationships between psychopathy and aggression were no longer significant. These preliminary results encourage further investigation into the role of EI ability in mitigating aggressive outcomes in psychopathic subjects. © 2017 American Academy of Forensic Sciences.

Speech Intelligibility and Prosody Production in Children with Cochlear Implants

PubMed Central

Chin, Steven B.; Bergeson, Tonya R.; Phan, Jennifer

2012-01-01

Objectives The purpose of the current study was to examine the relation between speech intelligibility and prosody production in children who use cochlear implants. Methods The Beginner's Intelligibility Test (BIT) and Prosodic Utterance Production (PUP) task were administered to 15 children who use cochlear implants and 10 children with normal hearing. Adult listeners with normal hearing judged the intelligibility of the words in the BIT sentences, identified the PUP sentences as one of four grammatical or emotional moods (i.e., declarative, interrogative, happy, or sad), and rated the PUP sentences according to how well they thought the child conveyed the designated mood. Results Percent correct scores were higher for intelligibility than for prosody and higher for children with normal hearing than for children with cochlear implants. Declarative sentences were most readily identified and received the highest ratings by adult listeners; interrogative sentences were least readily identified and received the lowest ratings. Correlations between intelligibility and all mood identification and rating scores except declarative were not significant. Discussion The findings suggest that the development of speech intelligibility progresses ahead of prosody in both children with cochlear implants and children with normal hearing; however, children with normal hearing still perform better than children with cochlear implants on measures of intelligibility and prosody even after accounting for hearing age. Problems with interrogative intonation may be related to more general restrictions on rising intonation, and the correlation results indicate that intelligibility and sentence intonation may be relatively dissociated at these ages. PMID:22717120

The role of pre-morbid intelligence and cognitive reserve in predicting cognitive efficiency in a sample of Italian elderly.

PubMed

Caffò, Alessandro O; Lopez, Antonella; Spano, Giuseppina; Saracino, Giuseppe; Stasolla, Fabrizio; Ciriello, Giuseppe; Grattagliano, Ignazio; Lancioni, Giulio E; Bosco, Andrea

2016-12-01

Models of cognitive reserve in aging suggest that individual's life experience (education, working activity, and leisure) can exert a neuroprotective effect against cognitive decline and may represent an important contribution to successful aging. The objective of the present study is to investigate the role of cognitive reserve, pre-morbid intelligence, age, and education level, in predicting cognitive efficiency in a sample of healthy aged individuals and with probable mild cognitive impairment. Two hundred and eight aging participants recruited from the provincial region of Bari (Apulia, Italy) took part in the study. A battery of standardized tests was administered to them to measure cognitive reserve, pre-morbid intelligence, and cognitive efficiency. Protocols for 10 participants were excluded since they did not meet inclusion criteria, and statistical analyses were conducted on data from the remaining 198 participants. A path analysis was used to test the following model: age, education level, and intelligence directly influence cognitive reserve and cognitive efficiency; cognitive reserve mediates the influence of age, education level, and intelligence on cognitive efficiency. Cognitive reserve fully mediates the relationship between pre-morbid intelligence and education level and cognitive efficiency, while age maintains a direct effect on cognitive efficiency. Cognitive reserve appears to exert a protective effect regarding cognitive decline in normal and pathological populations, thus masking, at least in the early phases of neurodegeneration, the decline of memory, orientation, attention, language, and reasoning skills. The assessment of cognitive reserve may represent a useful evaluation supplement in neuropsychological screening protocols of cognitive decline.

One Dimensional Turing-Like Handshake Test for Motor Intelligence

PubMed Central

Karniel, Amir; Avraham, Guy; Peles, Bat-Chen; Levy-Tzedek, Shelly; Nisky, Ilana

2010-01-01

In the Turing test, a computer model is deemed to "think intelligently" if it can generate answers that are not distinguishable from those of a human. However, this test is limited to the linguistic aspects of machine intelligence. A salient function of the brain is the control of movement, and the movement of the human hand is a sophisticated demonstration of this function. Therefore, we propose a Turing-like handshake test, for machine motor intelligence. We administer the test through a telerobotic system in which the interrogator is engaged in a task of holding a robotic stylus and interacting with another party (human or artificial). Instead of asking the interrogator whether the other party is a person or a computer program, we employ a two-alternative forced choice method and ask which of two systems is more human-like. We extract a quantitative grade for each model according to its resemblance to the human handshake motion and name it "Model Human-Likeness Grade" (MHLG). We present three methods to estimate the MHLG. (i) By calculating the proportion of subjects' answers that the model is more human-like than the human; (ii) By comparing two weighted sums of human and model handshakes we fit a psychometric curve and extract the point of subjective equality (PSE); (iii) By comparing a given model with a weighted sum of human and random signal, we fit a psychometric curve to the answers of the interrogator and extract the PSE for the weight of the human in the weighted sum. Altogether, we provide a protocol to test computational models of the human handshake. We believe that building a model is a necessary step in understanding any phenomenon and, in this case, in understanding the neural mechanisms responsible for the generation of the human handshake. PMID:21206462

The NASA HRMS educational outreach program - Searching for extraterrestrial intelligence while developing extraintelligent terrestrials

NASA Technical Reports Server (NTRS)

Coulter, Gary R.; O'Sullivan, Kathleen; Milne, David; Stoneburner, Cara

1993-01-01

Students, young and old, find extraterrestrial life one of the most intriguing of all science topics. A curriculum development project co-funded by the National Science Foundation and NASA, and administered by the SETI Institute, is underway to develop and test third through ninth grade science lessons that draw upon this fascination to focus student interest on science and mathematics. Individual lessons are designed by teachers and curriculum developers, tested in classrooms, revised and re-tested prior to distribution. A series of guides, each containing 10 to 15 lessons, will be finished by late summer 1994.

Fluctuating asymmetry and psychometric intelligence.

PubMed Central

Furlow, F B; Armijo-Prewitt, T; Gangestad, S W; Thornhill, R

1997-01-01

Little is known about the genetic nature of human psychometric intelligence (IQ), but it is widely assumed that IQ's heritability is at loci for intelligence per se. We present evidence consistent with a hypothesis that interindividual IQ differences are partly due to heritable vulnerabilities to environmental sources of developmental stress, an indirect genetic mechanism for the heritability of IQ. Using fluctuating asymmetry (FA) of the body (the asymmetry resulting from errors in the development of normally symmetrical bilateral traits under stressful conditions), we estimated the relative developmental instability of 112 undergraduates and administered to them Cattell's culture fair intelligence test (CFIT). A subsequent replication on 128 students was performed. In both samples, FA correlated negatively and significantly with CFIT scores. We propose two non-mutually exclusive physiological explanations for this correlation. First, external body FA may correlate negatively with the developmental integrity of the brain. Second, individual energy budget allocations and/or low metabolic efficiency in high-FA individuals may lower IQ scores. We review the data on IQ in light of our findings and conclude that improving developmental quality may increase average IQ in future generations. PMID:9265189

Sensitivity of the Halstead and Wechsler Test Batteries to brain damage: Evidence from Reitan's original validation sample.

PubMed

Loring, David W; Larrabee, Glenn J

2006-06-01

The Halstead-Reitan Battery has been instrumental in the development of neuropsychological practice in the United States. Although Reitan administered both the Wechsler-Bellevue Intelligence Scale and Halstead's test battery when evaluating Halstead's theory of biologic intelligence, the relative sensitivity of each test battery to brain damage continues to be an area of controversy. Because Reitan did not perform direct parametric analysis to contrast group performances, we reanalyze Reitan's original validation data from both Halstead (Reitan, 1955) and Wechsler batteries (Reitan, 1959a) and calculate effect sizes and probability levels using traditional parametric approaches. Eight of the 10 tests comprising Halstead's original Impairment Index, as well as the Impairment Index itself, statistically differentiated patients with unequivocal brain damage from controls. In addition, 13 of 14 Wechsler measures including Full-Scale IQ also differed statistically between groups (Brain Damage Full-Scale IQ = 96.2; Control Group Full Scale IQ = 112.6). We suggest that differences in the statistical properties of each battery (e.g., raw scores vs. standardized scores) likely contribute to classification characteristics including test sensitivity and specificity.

Deploying the integrated metropolitan intelligent transportation systems (ITS) infrastructure : FY 2003 report

DOT National Transportation Integrated Search

2003-01-01

In January 1996, the Secretary of Transportation set a goal of deploying the integrated metropolitan Intelligent Transportation System (ITS) infrastructure in 75 of the nation's largest metropolitan areas by 2005. Using data from surveys administered...

Deploying the integrated metropolitan intelligent transportation systems (ITS) infrastructure : FY 2004 report

DOT National Transportation Integrated Search

2005-07-01

In January 1996, the Secretary of Transportation set a goal of deploying the integrated metropolitan Intelligent Transportation System (ITS) infrastructure in 75 of the nation's largest metropolitan areas by 2005. Using data from surveys administered...

Yoga therapy for developing emotional intelligence in mid-life managers.

PubMed

Ganpat, Tikhe Sham; Nagendra, H R

2011-01-01

Business executives' lives have become a never-ending race against time, technology, and targets. This race creates tension, which leads to dissatisfaction and frustration and eventually manifests itself as psychological and physiological stress with mental and emotional drain. This modern lifestyle intensifies the stress leading to "excessive tension" and consequent deterioration in "executive efficiency". To assess emotional intelligent quotient (EQ) in managers undergoing yoga-based Self Management of Excessive Tension (SMET) program. 72 managers participated in this study which is of "single group pre-post design." The EQ test developed by Prof N. K. Chadha from University of Delhi was administered as pre and post the 5 days of SMET program. Means, standard deviations, Kolmogorov-Smirnov test, and Wilcoxon signed rank test were used to analyze the data. The data analysis showed 72.02% significant increase (P<0.001) in EQ. The results suggest that participation in a SMET program was associated with improvement in EQ and may have implications for "executive efficiency."

Some Information-Processing Correlates of Measures of Intelligence

ERIC Educational Resources Information Center

Lunneborg, Clifford E.

1978-01-01

Group and individually administered measure of intelligence were related to laboratory based measures of human information processing on a group of college freshmen. Among other results, high IQ was related to right hemisphere efficiency in processing non-linguistic stimuli. (Author/JKS)

Measuring an artificial intelligence system's performance on a Verbal IQ test for young children

NASA Astrophysics Data System (ADS)

Ohlsson, Stellan; Sloan, Robert H.; Turán, György; Urasky, Aaron

2017-07-01

We administered the Verbal IQ (VIQ) part of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) to the ConceptNet 4 artificial intelligence (AI) system. The test questions (e.g. "Why do we shake hands?") were translated into ConceptNet 4 inputs using a combination of the simple natural language processing tools that come with ConceptNet together with short Python programs that we wrote. The question answering used a version of ConceptNet based on spectral methods. The ConceptNet system scored a WPPSI-III VIQ that is average for a four-year-old child, but below average for 5-7 year olds. Large variations among subtests indicate potential areas of improvement. In particular, results were strongest for the Vocabulary and Similarities subtests, intermediate for the Information subtest and lowest for the Comprehension and Word Reasoning subtests. Comprehension is the subtest most strongly associated with common sense. The large variations among subtests and ordinary common sense strongly suggest that the WPPSI-III VIQ results do not show that "ConceptNet has the verbal abilities of a four-year-old". Rather, children's IQ tests offer one objective metric for the evaluation and comparison of AI systems. Also, this work continues previous research on psychometric AI.

Measuring intellectual ability in cerebral palsy: The comparison of three tests and their neuroimaging correlates.

PubMed

Ballester-Plané, Júlia; Laporta-Hoyos, Olga; Macaya, Alfons; Póo, Pilar; Meléndez-Plumed, Mar; Vázquez, Élida; Delgado, Ignacio; Zubiaurre-Elorza, Leire; Narberhaus, Ana; Toro-Tamargo, Esther; Russi, Maria Eugenia; Tenorio, Violeta; Segarra, Dolors; Pueyo, Roser

2016-09-01

Standard intelligence scales require both verbal and manipulative responses, making it difficult to use in cerebral palsy and leading to underestimate their actual performance. This study aims to compare three intelligence tests suitable for the heterogeneity of cerebral palsy in order to identify which one(s) could be more appropriate to use. Forty-four subjects with bilateral dyskinetic cerebral palsy (26 male, mean age 23 years) conducted the Raven's Coloured Progressive Matrices (RCPM), the Peabody Picture Vocabulary Test-3rd (PPVT-III) and the Wechsler Nonverbal Scale of Ability (WNV). Furthermore, a comprehensive neuropsychological battery and magnetic resonance imaging were assessed. The results show that PPVT-III gives limited information on cognitive performance and brain correlates, getting lower intelligence quotient scores. The WNV provides similar outcomes as RCPM, but cases with severe motor impairment were unable to perform it. Finally, the RCPM gives more comprehensive information on cognitive performance, comprising not only visual but also verbal functions. It is also sensitive to the structural state of the brain, being related to basal ganglia, thalamus and white matter areas such as superior longitudinal fasciculus. So, the RCPM may be considered a standardized easy-to-administer tool with great potential in both clinical and research fields of bilateral cerebral palsy. Copyright © 2016 Elsevier Ltd. All rights reserved.

Wechsler Intelligence Scale for Children-Third and -Fourth Edition: Predictors of Academic Achievement in Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Mayes, Susan Dickerson; Calhoun, Susan L.

2007-01-01

IQ and achievement scores were analyzed for 678 children with attention-deficit/hyperactivity disorder (ADHD; 6-16 years of age, IQ=80) administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; n=586) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV, n=92). Approximately 76% of children in both samples…

The effect of intranasal oxytocin on perceiving and understanding emotion on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).

PubMed

Cardoso, Christopher; Ellenbogen, Mark A; Linnen, Anne-Marie

2014-02-01

Evidence suggests that intranasal oxytocin enhances the perception of emotion in facial expressions during standard emotion identification tasks. However, it is not clear whether this effect is desirable in people who do not show deficits in emotion perception. That is, a heightened perception of emotion in faces could lead to "oversensitivity" to the emotions of others in nonclinical participants. The goal of this study was to assess the effects of intranasal oxytocin on emotion perception using ecologically valid social and nonsocial visual tasks. Eighty-two participants (42 women) self-administered a 24 IU dose of intranasal oxytocin or a placebo in a double-blind, randomized experiment and then completed the perceiving and understanding emotion components of the Mayer-Salovey-Caruso Emotional Intelligence Test. In this test, emotion identification accuracy is based on agreement with a normative sample. As expected, participants administered intranasal oxytocin rated emotion in facial stimuli as expressing greater emotional intensity than those given a placebo. Consequently, accurate identification of emotion in faces, based on agreement with a normative sample, was impaired in the oxytocin group relative to placebo. No such effect was observed for tests using nonsocial stimuli. The results are consistent with the hypothesis that intranasal oxytocin enhances the salience of social stimuli in the environment, but not nonsocial stimuli. The present findings support a growing literature showing that the effects of intranasal oxytocin on social cognition can be negative under certain circumstances, in this case promoting "oversensitivity" to emotion in faces in healthy people. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Relating children's attentional capabilities to intelligence, memory, and academic achievement: a test of construct specificity in children with asthma.

PubMed

Annett, Robert D; Bender, Bruce G; Gordon, Michael

2007-01-01

The relationship between attention, intelligence, memory, achievement, and behavior in a large population (N = 939) of children without neuropsychologic problems was investigated in children with mild and moderate asthma. It was hypothesized that different levels of children's attentional capabilities would be associated with different levels of intellectual, memory, and academic abilities. Children ages 6-12 at the eight clinical centers of the Childhood Asthma Management Program (CAMP) were enrolled in this study. Standardized measures of child neuropsychological and behavioral performance were administered to all participants, with analyses examining both the developmental trajectory of child attentional capabilities and the associations between Continuous Performance Test (CPT) scores and intellectual functioning, and measures of memory, academic achievement, and behavioral functioning. Findings demonstrated that correct responses on the CPT increase significantly with age, while commission errors decrease significantly with age. Performance levels on the CPT were associated with differences in child intellectual function, memory, and academic achievement. Overall these findings reveal how impairments in child attention skills were associated with normal levels of performance on measures of children's intelligence, memory, academic achievement, and behavioral functioning, suggesting that CPT performance is a salient marker of brain function.

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study.

PubMed

Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

2016-01-01

Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses' competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses' competence level and its possible relationship with their personality and emotional intelligence. Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses' competence, explaining almost 20% of variations in nurse competence scores. Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses' competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

Development of the Korean Adult Reading Test (KART) to estimate premorbid intelligence in dementia patients

PubMed Central

Seo, Eun Hyun; Han, Ji Young; Sohn, Bo Kyung; Byun, Min Soo; Lee, Jun Ho; Choe, Young Min; Ahn, Suzy; Woo, Jong Inn; Jun, Jongho; Lee, Dong Young

2017-01-01

We aimed to develop a word-reading test for Korean-speaking adults using irregularly pronounced words that would be useful for estimation of premorbid intelligence. A linguist who specialized in Korean phonology selected 94 words that have irregular relationship between orthography and phonology. Sixty cognitively normal elderly (CN) and 31 patients with Alzheimer’s disease (AD) were asked to read out loud the words and were administered the Wechsler Adult Intelligence Scale, 4th edition, Korean version (K-WAIS-IV). Among the 94 words, 50 words that did not show a significant difference between the CN and the AD group were selected and constituted the KART. Using the 30 CN calculation group (CNc), a linear regression equation was obtained in which the observed full-scale IQ (FSIQ) was regressed on the reading errors of the KART, where education was included as an additional variable. When the regressed equation computed from the CNc was applied to 30 CN individuals of the validation group (CNv), the predicted FSIQ adequately fit the observed FSIQ (R2 = 0.63). In addition, independent sample t-test showed that the KART-predicted IQs were not significantly different between the CNv and AD groups, whereas the performance of the AD group was significantly worse in the observed IQs. In addition, an extended validation of the KART was performed with a separate sample consisted of 84 CN, 56 elderly with mild cognitive impairment (MCI), and 43 AD patients who were administered comprehensive neuropsychological assessments in addition to the KART. When the equation obtained from the CNc was applied to the extended validation sample, the KART-predicted IQs of the AD, MCI and the CN groups did not significantly differ, whereas their current global cognition scores significantly differed between the groups. In conclusion, the results support the validity of KART-predicted IQ as an index of premorbid IQ in individuals with AD. PMID:28723964

Defense Intelligence: Foreign Area/Language Needs and Academe.

ERIC Educational Resources Information Center

SRI International, Menlo Park, CA.

The Department of Defense's (DOD) need for foreign language/area expertise was assessed, along with opportunities for the academic community to supplement government training. In addition to interviewing intelligence managers, questionnaires were administered to defense analysts to determine their background, training, and use of external…

WISC-R Examiner Errors: Cause for Concern.

ERIC Educational Resources Information Center

Slate, John R.; Chick, David

1989-01-01

Clinical psychology graduate students (N=14) administered Wechsler Intelligence Scale for Children-Revised. Found numerous scoring and mechanical errors that influenced full-scale intelligence quotient scores on two-thirds of protocols. Particularly prone to error were Verbal subtests of Vocabulary, Comprehension, and Similarities. Noted specific…

Trait psychopathy, emotional intelligence, and criminal thinking: Predicting illegal behavior among college students.

PubMed

Fix, Rebecca L; Fix, Spencer T

2015-01-01

Research focusing on individuals high on trait psychopathy remains limited. Higher trait psychopathy is associated with lower levels of emotional intelligence and increased participation in illegal behavior. Additionally, research has confirmed significantly higher levels of criminal thinking and lower levels of empathy in the incarcerated psychopathic population. However, the relationships between trait psychopathy and criminal thinking have not been researched in the community or college population. To test for such differences, questionnaires containing relevant measures were administered to 111 college students. Results indicated that higher levels of trait psychopathy were significantly related to less caring for others, intrapersonal understanding, and general mood, and greater interpersonal functioning and stress management. Furthermore, trait psychopathy was a strong predictor of violent, property, drug, and status offenses. Power-oriented criminal thinking was also predictive of violent behaviors, and entitlement predicted property offending. Results suggest emotional intelligence is important for predicting psychopathy, and trait psychopathy is a strong predictor of all types of illegal behaviors among the non-incarcerated population. Published by Elsevier Ltd.

[Concurrent validity of the HAWIK-IV and the Intelligence and Development Scales (IDS)].

PubMed

Hagmann-von Arx, Priska; Grob, Alexander; Petermann, Franz; Daseking, Monika

2012-01-01

The present study examined the concurrent validity of the Hamburg Wechsler Intelligenztest für Kinder - IV (HAWIK-IV; Petermann & Petermann, 2010) and the Intelligence and Development Scales (IDS; Grob, Meyer & Hagmann-von Arx, 2009). HAWIK-IV and IDS were administered in counterbalanced order to N = 172 children aged 6 to 11 years. The study presents the descriptive statistics, correlations, and an exploratory factor analysis of the data. There is a high correlation between HAWIK-IV Full Scale IQ and IDS intelligence score (r = .83). HAWIK-IV indices showed moderate to high correlations with the cognitive scales of the IDS (Cognition, Language, Mathematics). Low to absent correlations were found between HAWIK-IV indices and the noncognitive scales of the IDS (Social-Emotional Competence, Psychomotor, Achievement Motivation). The factor structure can be interpreted meaningfully and allows integration of the IDS cognitive, language, and mathematical subtests into the four HAWIK-IV indices. The results show that HAWIK-IV and IDS test results can be related to each other.

The neural bases of key competencies of emotional intelligence.

PubMed

Krueger, Frank; Barbey, Aron K; McCabe, Kevin; Strenziok, Maren; Zamboni, Giovanna; Solomon, Jeffrey; Raymont, Vanessa; Grafman, Jordan

2009-12-29

Emotional intelligence (EI) refers to a set of competencies that are essential features of human social life. Although the neural substrates of EI are virtually unknown, it is well established that the prefrontal cortex (PFC) plays a crucial role in human social-emotional behavior. We studied a unique sample of combat veterans from the Vietnam Head Injury Study, which is a prospective, long-term follow-up study of veterans with focal penetrating head injuries. We administered the Mayer-Salovey-Caruso Emotional Intelligence Test as a valid standardized psychometric measure of EI behavior to examine two key competencies of EI: (i) Strategic EI as the competency to understand emotional information and to apply it for the management of the self and of others and (ii) Experiential EI as the competency to perceive emotional information and to apply it for the integration into thinking. The results revealed that key competencies underlying EI depend on distinct neural PFC substrates. First, ventromedial PFC damage diminishes Strategic EI, and therefore, hinders the understanding and managing of emotional information. Second, dorsolateral PFC damage diminishes Experiential EI, and therefore, hinders the perception and integration of emotional information. In conclusion, EI should be viewed as complementary to cognitive intelligence and, when considered together, provide a more complete understanding of human intelligence.

The neural bases of key competencies of emotional intelligence

PubMed Central

Krueger, Frank; Barbey, Aron K.; McCabe, Kevin; Strenziok, Maren; Zamboni, Giovanna; Solomon, Jeffrey; Raymont, Vanessa; Grafman, Jordan

2009-01-01

Emotional intelligence (EI) refers to a set of competencies that are essential features of human social life. Although the neural substrates of EI are virtually unknown, it is well established that the prefrontal cortex (PFC) plays a crucial role in human social-emotional behavior. We studied a unique sample of combat veterans from the Vietnam Head Injury Study, which is a prospective, long-term follow-up study of veterans with focal penetrating head injuries. We administered the Mayer-Salovey-Caruso Emotional Intelligence Test as a valid standardized psychometric measure of EI behavior to examine two key competencies of EI: (i) Strategic EI as the competency to understand emotional information and to apply it for the management of the self and of others and (ii) Experiential EI as the competency to perceive emotional information and to apply it for the integration into thinking. The results revealed that key competencies underlying EI depend on distinct neural PFC substrates. First, ventromedial PFC damage diminishes Strategic EI, and therefore, hinders the understanding and managing of emotional information. Second, dorsolateral PFC damage diminishes Experiential EI, and therefore, hinders the perception and integration of emotional information. In conclusion, EI should be viewed as complementary to cognitive intelligence and, when considered together, provide a more complete understanding of human intelligence. PMID:20080795

Individual Differences in General Intelligence Correlate with Brain Function during Nonreasoning Tasks.

ERIC Educational Resources Information Center

Haier, Richard J.; White, Nathan S.; Alkire, Michael T.

2003-01-01

Administered Raven's Advanced Progressive Matrices to 22 adults and measured cerebral glucose activity as subjects viewed videos on 2 occasions. Data provide evidence that individual differences in intelligence correlate with brain function even when the brain is engaged in non-reasoning tasks. (SLD)

Memory performance on the Auditory Inference Span Test is independent of background noise type for young adults with normal hearing at high speech intelligibility

PubMed Central

Rönnberg, Niklas; Rudner, Mary; Lunner, Thomas; Stenfelt, Stefan

2014-01-01

Listening in noise is often perceived to be effortful. This is partly because cognitive resources are engaged in separating the target signal from background noise, leaving fewer resources for storage and processing of the content of the message in working memory. The Auditory Inference Span Test (AIST) is designed to assess listening effort by measuring the ability to maintain and process heard information. The aim of this study was to use AIST to investigate the effect of background noise types and signal-to-noise ratio (SNR) on listening effort, as a function of working memory capacity (WMC) and updating ability (UA). The AIST was administered in three types of background noise: steady-state speech-shaped noise, amplitude modulated speech-shaped noise, and unintelligible speech. Three SNRs targeting 90% speech intelligibility or better were used in each of the three noise types, giving nine different conditions. The reading span test assessed WMC, while UA was assessed with the letter memory test. Twenty young adults with normal hearing participated in the study. Results showed that AIST performance was not influenced by noise type at the same intelligibility level, but became worse with worse SNR when background noise was speech-like. Performance on AIST also decreased with increasing memory load level. Correlations between AIST performance and the cognitive measurements suggested that WMC is of more importance for listening when SNRs are worse, while UA is of more importance for listening in easier SNRs. The results indicated that in young adults with normal hearing, the effort involved in listening in noise at high intelligibility levels is independent of the noise type. However, when noise is speech-like and intelligibility decreases, listening effort increases, probably due to extra demands on cognitive resources added by the informational masking created by the speech fragments and vocal sounds in the background noise. PMID:25566159

Memory performance on the Auditory Inference Span Test is independent of background noise type for young adults with normal hearing at high speech intelligibility.

PubMed

Rönnberg, Niklas; Rudner, Mary; Lunner, Thomas; Stenfelt, Stefan

2014-01-01

Listening in noise is often perceived to be effortful. This is partly because cognitive resources are engaged in separating the target signal from background noise, leaving fewer resources for storage and processing of the content of the message in working memory. The Auditory Inference Span Test (AIST) is designed to assess listening effort by measuring the ability to maintain and process heard information. The aim of this study was to use AIST to investigate the effect of background noise types and signal-to-noise ratio (SNR) on listening effort, as a function of working memory capacity (WMC) and updating ability (UA). The AIST was administered in three types of background noise: steady-state speech-shaped noise, amplitude modulated speech-shaped noise, and unintelligible speech. Three SNRs targeting 90% speech intelligibility or better were used in each of the three noise types, giving nine different conditions. The reading span test assessed WMC, while UA was assessed with the letter memory test. Twenty young adults with normal hearing participated in the study. Results showed that AIST performance was not influenced by noise type at the same intelligibility level, but became worse with worse SNR when background noise was speech-like. Performance on AIST also decreased with increasing memory load level. Correlations between AIST performance and the cognitive measurements suggested that WMC is of more importance for listening when SNRs are worse, while UA is of more importance for listening in easier SNRs. The results indicated that in young adults with normal hearing, the effort involved in listening in noise at high intelligibility levels is independent of the noise type. However, when noise is speech-like and intelligibility decreases, listening effort increases, probably due to extra demands on cognitive resources added by the informational masking created by the speech fragments and vocal sounds in the background noise.

Rorschach Comprehensive System data for a sample of 52 older adult nonpatients from the United States.

PubMed

Pertchik, Kevin; Shaffer, Thomas W; Erdberg, Philip; Margolin, David Ira

2007-01-01

This study is composed of 52 older adults, ages 60 to 80, all from the United States. In addition to being administered the Rorschach (Rorschach, 1942), all participants also were administered the Wechsler Adult Intelligence Scale-Revised (WAIS-R; Weschler, 1981), the Minnesota Multiphasic Personality Inventory-2 (MMPI-2; Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989), the Neuro Cognitive Status Examination (NCSE; Kiernan, Mueller, Langston, & Van Dyke, 1987), and the Trail Making Test Part B (Reitan, 1958; Reitan & Wolfson, 1993). Examiners included the principal author as well as three other trained examiners. Inclusion criteria are described. Interrater reliability statistics at the response level are presented along with scores for the Rorschach Comprehensive System (CS; Exner, 1995).

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale.

PubMed

Lang, Margherita; Matta, Michael; Parolin, Laura; Morrone, Cristina; Pezzuti, Lina

2017-09-01

The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood.

The Influence of Social Intelligence on Effective Music Teaching

ERIC Educational Resources Information Center

Juchniewicz, Jay

2010-01-01

The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from "exemplary programs" and "more challenging programs" across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task-15 (IPT-15). In addition, 84 external…

The Relationship between Perceptual Learning Style Preferences and Multiple Intelligences among Iranian EFL Learners

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shayeghi, Rose

2014-01-01

The purpose of the present study is to investigate the relationships between preferences of Multiple Intelligences and perceptual/social learning styles. Two self-report questionnaires were administered to a total of 207 male and female participants. Pearson correlation results revealed statistically significant positive relations between…

Verbal and Nonverbal Intelligence Scores within the Context of Poverty

ERIC Educational Resources Information Center

Kaya, Fatih; Stough, Laura M.; Juntune, Joyce

2017-01-01

This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through…

Multiple Intelligences in Virtual and Traditional Skill Instructional Learning Environments

ERIC Educational Resources Information Center

McKethan, Robert; Rabinowitz, Erik; Kernodle, Michael W.

2010-01-01

The purpose of this investigation was to examine (a) how Multiple Intelligence (MI) strengths correlate to learning in virtual and traditional environments and (b) the effectiveness of learning with and without an authority figure in attendance. Participants (N=69) were randomly assigned to four groups, administered the Multiple Intelligences…

The Wechsler Test of Adult Reading as a Measure of Premorbid Intelligence Following Traumatic Brain Injury.

PubMed

Steward, Kayla A; Novack, Thomas A; Kennedy, Richard; Crowe, Michael; Marson, Daniel C; Triebel, Kristen L

2017-02-01

The current study sought to determine whether the Wechsler Test of Adult Reading (WTAR) provides a stable estimate of premorbid intellectual ability in acutely injured patients recovering from traumatic brain injury (TBI). A total of 135 participants (43 mild TBI [mTBI], 40 moderate/severe TBI [msevTBI], 52 healthy controls) were administered the WTAR at 1 and 12 months post-injury. Despite similar demographic profiles, participants with msevTBI performed significantly worse than controls on the WTAR at both time points. Moreover, the msevTBI group had a significant improvement in WTAR performance over the 1-year period. In contrast, those participants with mTBI did not significantly differ from healthy controls and both the mTBI and control groups demonstrated stability on the WTAR over time. Results indicate that word-reading tests may underestimate premorbid intelligence during the immediate recovery period for patients with msevTBI. Clinicians should consider alternative estimation measures in this TBI subpopulation. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Relationships between visual-motor and cognitive abilities in intellectual disabilities.

PubMed

Di Blasi, Francesco D; Elia, Flaviana; Buono, Serafino; Ramakers, Ger J A; Di Nuovo, Santo F

2007-06-01

The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

[The relationship between cognitive intelligence, emotional intelligence, coping and stress symptoms in the context of type A personality pattern].

PubMed

Hisli Sahin, Nesrin; Güler, Murat; Basim, H Nejat

2009-01-01

This study aimed to determine the relationships between cognitive and emotional intelligence, coping and stress symptoms in the context of Type A personality pattern. The Raven Progressive Matrices, Emotional Intelligence Questionnaire, Ways of Coping Inventory, Stress Symptoms Scale, and Type A Personality Scale were administered to 271 university students. Two groups, Type As and Type Bs were created according to the Type A Personality Scale scores and were compared in terms of their scores on the other scales that were administered. Our analyses showed that stress symptoms were negatively correlated with effective coping, stress management, and general mood dimensions of the Emotional Intelligence Questionnaire. They were also positively correlated with ineffective coping and Type A behaviors. Being female also significantly predicted stress symptoms. When the participants were grouped according to Type A Personality Scale scores as Type As and Type Bs, the regression analysis showed that the stress symptoms of Type As were significantly predicted by the insufficient use of effective coping styles and deficiencies in the general mood component of emotional intelligence, whereas the stress symptoms of Type Bs were predicted by the insufficient use of effective coping styles, overuse of ineffective coping styles, and increase in the intrapersonal abilities component of emotional intelligence. Stress symptoms can be related to the variables associated with personality styles. It is suggested that stress management programs for Type As should include exercises that increase emotional intelligence, especially the components of drawing pleasure from their life situation, being more positive, hopeful and optimistic.

Intelligence and EEG current density using low-resolution electromagnetic tomography (LORETA).

PubMed

Thatcher, R W; North, D; Biver, C

2007-02-01

The purpose of this study was to compare EEG current source densities in high IQ subjects vs. low IQ subjects. Resting eyes closed EEG was recorded from 19 scalp locations with a linked ears reference from 442 subjects ages 5 to 52 years. The Wechsler Intelligence Test was administered and subjects were divided into low IQ (< or =90), middle IQ (>90 to <120) and high IQ (> or =120) groups. Low-resolution electromagnetic tomographic current densities (LORETA) from 2,394 cortical gray matter voxels were computed from 1-30 Hz based on each subject's EEG. Differences in current densities using t tests, multivariate analyses of covariance, and regression analyses were used to evaluate the relationships between IQ and current density in Brodmann area groupings of cortical gray matter voxels. Frontal, temporal, parietal, and occipital regions of interest (ROIs) consistently exhibited a direct relationship between LORETA current density and IQ. Maximal t test differences were present at 4 Hz, 9 Hz, 13 Hz, 18 Hz, and 30 Hz with different anatomical regions showing different maxima. Linear regression fits from low to high IQ groups were statistically significant (P < 0.0001). Intelligence is directly related to a general level of arousal and to the synchrony of neural populations driven by thalamo-cortical resonances. A traveling frame model of sequential microstates is hypothesized to explain the results.

Journal of Rehabilitation Research and Development, Volume 30, Number 3, 1993

DTIC Science & Technology

1993-01-01

should be typed double-spaced on a separate sheet and originaty should have a brief tide. Short or abbreviated column heads should be Authors must...intelligibility of the LABORATORY OR CLINIC talker was found to be average among a group of normal talkers (20). The competing noise is a In the short ...talker indicated that the can be administered in a short period of time, the simulated reverberant environment was different in SIR test is well-suited to

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study

PubMed Central

Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

2016-01-01

Introduction: Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses’ competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses’ competence level and its possible relationship with their personality and emotional intelligence. Methods: Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Results: Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses’ competence, explaining almost 20% of variations in nurse competence scores. Conclusion: Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses’ competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients. PMID:27354976

Health-related quality of life and cognitive functioning at on- and off-treatment periods in children aged between 6-13 years old with brain tumors: a prospective longitudinal study.

PubMed

An, Kyung Jin; Joung, Yoo Sook; Sung, Ki Woong; Kim, Ji-Hae

2013-03-01

Our study aimed to examine the relationship between intelligence and health-related quality of life (HRQOL) in children (6-13 years old) diagnosed as having a brain tumor. We administered a Korean version of the Wechsler Intelligence Scale for Children-III, the Pediatric Quality of Life Inventory, version 4.0 (PedsQL), the Korean version of the Parenting Stress Index-Short Form, and the Korean Version of the Parenting Sense of Competence (K-PSOC) scale before or after initial radiotherapy (T1) and after treatment termination (T2). In total, 13 patients completed both the T1 and T2 interviews. Scores significantly declined between T1 and T2 on the full-scale intelligence quotients (FIQ), verbal intelligence quotients (VIQ), performance intelligence quotients (PIQ), similarity and coding tests, as well as the K-PSOC, which measures parental anxiety. FIQ scores at T1 were correlated with the self-reported PedsQL total scores (r=0.739) and the parent proxy-report PedsQL scores for school functioning (r=0.706) at T2. Also, the FIQ scores at T2 were correlated with the self-reported PedsQL total scores (r=0.748) and scores for physical health (r=0.728) at T2. The cognitive ability and intelligence level of the patients significantly declined between on and off treatment periods, and higher intelligence functioning at both on and off treatment was correlated with long-term higher HRQOL. Further investigations that monitor intelligence, HRQOL and parenting stress over a longer period, using a greater number of participants, are needed.

Association of black carbon with cognition among children in a prospective birth cohort study.

PubMed

Suglia, S Franco; Gryparis, A; Wright, R O; Schwartz, J; Wright, R J

2008-02-01

While studies show that ultrafine and fine particles can be translocated from the lungs to the central nervous system, the possible neurodegenerative effect of air pollution remains largely unexplored. The authors examined the relation between black carbon, a marker for traffic particles, and cognition among 202 Boston, Massachusetts, children (mean age = 9.7 years (standard deviation, 1.7)) in a prospective birth cohort study (1986-2001). Local black carbon levels were estimated using a validated spatiotemporal land-use regression model (mean predicted annual black carbon level, 0.56 mug/m(3) (standard deviation, 0.13)). The Wide Range Assessment of Memory and Learning and the Kaufman Brief Intelligence Test were administered for assessment of cognitive constructs. In analysis adjusting for sociodemographic factors, birth weight, blood lead level, and tobacco smoke exposure, black carbon (per interquartile-range increase) was associated with decreases in the vocabulary (-2.2, 95% confidence interval (CI): -5.5, 1.1), matrices (-4.0, 95% CI: -7.6, -0.5), and composite intelligence quotient (-3.4, 95% CI: -6.6, -0.3) scores of the Kaufman Brief Intelligence Test and with decreases on the visual subscale (-5.4, 95% CI: -8.9, -1.9) and general index (-3.9, 95% CI: -7.5, -0.3) of the Wide Range Assessment of Memory and Learning. Higher levels of black carbon predicted decreased cognitive function across assessments of verbal and nonverbal intelligence and memory constructs.

Emotional Intelligence, Personality Traits and Career Decision Difficulties

ERIC Educational Resources Information Center

Di Fabio, Annamaria; Palazzeschi, Letizia

2009-01-01

This study aims to take an in-depth look at the role of emotional intelligence and personality traits in relation to career decision difficulties. The Italian version of the Career Decision Difficulties Questionnaire (CDDQ), the Bar-On Emotional Quotient Inventory: Short (Bar-On EQ-i: S), and the Big Five Questionnaire (BFQ) were administered to…

Organizational Justice: Personality Traits or Emotional Intelligence? An Empirical Study in an Italian Hospital Context

ERIC Educational Resources Information Center

Di Fabio, Annamaria; Palazzeschi, Letizia

2012-01-01

The purpose of this study was to investigate the role of personality traits and emotional intelligence in relation to organizational justice. The Organizational Justice Scale, the Eysenck Personality Questionnaire-Revised Short Form, and the Bar-On Emotional Quotient Inventory were administered to 384 Italian nurses. The emotional intelligence…

Automatic Speech Recognition Predicts Speech Intelligibility and Comprehension for Listeners With Simulated Age-Related Hearing Loss.

PubMed

Fontan, Lionel; Ferrané, Isabelle; Farinas, Jérôme; Pinquier, Julien; Tardieu, Julien; Magnen, Cynthia; Gaillard, Pascal; Aumont, Xavier; Füllgrabe, Christian

2017-09-18

The purpose of this article is to assess speech processing for listeners with simulated age-related hearing loss (ARHL) and to investigate whether the observed performance can be replicated using an automatic speech recognition (ASR) system. The long-term goal of this research is to develop a system that will assist audiologists/hearing-aid dispensers in the fine-tuning of hearing aids. Sixty young participants with normal hearing listened to speech materials mimicking the perceptual consequences of ARHL at different levels of severity. Two intelligibility tests (repetition of words and sentences) and 1 comprehension test (responding to oral commands by moving virtual objects) were administered. Several language models were developed and used by the ASR system in order to fit human performances. Strong significant positive correlations were observed between human and ASR scores, with coefficients up to .99. However, the spectral smearing used to simulate losses in frequency selectivity caused larger declines in ASR performance than in human performance. Both intelligibility and comprehension scores for listeners with simulated ARHL are highly correlated with the performances of an ASR-based system. In the future, it needs to be determined if the ASR system is similarly successful in predicting speech processing in noise and by older people with ARHL.

MMPI-2 Personality Profiles of High-Functioning Adults With Autism Spectrum Disorders

ERIC Educational Resources Information Center

Ozonoff, Sally; Garcia, Nicanor; Clark, Elaine; Lainhart, Janet E.

2005-01-01

The Minnesota Multiphasic Personality Inventory-Second Edition was administered to 20 adults with autism spectrum disorders (ASD) who fell in the average to above average range of intelligence and 24 age-, intelligence-, and gender-matched college students. Large group differences, with the ASD group scoring higher, were found on the L validity…

Examiner Disability and Other Bias Sources in Administration of the Wechsler Adult Intelligence Scale--Revised.

ERIC Educational Resources Information Center

Voskuil, Susan; Tucker, Inez A.

1987-01-01

To examine participant and examiner bias, graduate students posing as disabled examiners in a wheelchair administered the Wechsler Adult Intelligence Scale - Revised to 101 nondisabled college students. In terms of bias operating to influence subtest scores, only participant gender had a significant effect. Men scored higher than women on both the…

The Use of WAIS-III in Adults with HFA and Asperger Syndrome

ERIC Educational Resources Information Center

Spek, Antoinette A.; Scholte, Evert M.; van Berckelaer-Onnes, Ina A.

2008-01-01

The WAIS III was administered to 16 adults with high functioning autism (HFA) and 27 adults with Asperger syndrome. Differences between Verbal Intelligence (VIQ) and Performance Intelligence (PIQ) were not found. Processing Speed problems in people with HFA appeared. At the subtest level, the Asperger syndrome group performed weak on Digit Span.…

Development of Emotional Intelligence in First-Year Undergraduate Students in a Frontier State

ERIC Educational Resources Information Center

Leedy, Gail M.; Smith, James E.

2012-01-01

Emotional Intelligence (EI) has been defined as knowing the emotional state of self and others. Its relevance for college student development is only beginning to be researched. In the present research, the Bar-On Emotional Quotient Inventory was administered to college students at the beginning and end of a semester-long course designed…

Dissociable brain biomarkers of fluid intelligence.

PubMed

Paul, Erick J; Larsen, Ryan J; Nikolaidis, Aki; Ward, Nathan; Hillman, Charles H; Cohen, Neal J; Kramer, Arthur F; Barbey, Aron K

2016-08-15

Cognitive neuroscience has long sought to understand the biological foundations of human intelligence. Decades of research have revealed that general intelligence is correlated with two brain-based biomarkers: the concentration of the brain biochemical N-acetyl aspartate (NAA) measured by proton magnetic resonance spectroscopy (MRS) and total brain volume measured using structural MR imaging (MRI). However, the relative contribution of these biomarkers in predicting performance on core facets of human intelligence remains to be well characterized. In the present study, we sought to elucidate the role of NAA and brain volume in predicting fluid intelligence (Gf). Three canonical tests of Gf (BOMAT, Number Series, and Letter Sets) and three working memory tasks (Reading, Rotation, and Symmetry span tasks) were administered to a large sample of healthy adults (n=211). We conducted exploratory factor analysis to investigate the factor structure underlying Gf independent from working memory and observed two Gf components (verbal/spatial and quantitative reasoning) and one working memory component. Our findings revealed a dissociation between two brain biomarkers of Gf (controlling for age and sex): NAA concentration correlated with verbal/spatial reasoning, whereas brain volume correlated with quantitative reasoning and working memory. A follow-up analysis revealed that this pattern of findings is observed for males and females when analyzed separately. Our results provide novel evidence that distinct brain biomarkers are associated with specific facets of human intelligence, demonstrating that NAA and brain volume are independent predictors of verbal/spatial and quantitative facets of Gf. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Verbal intelligence in bilinguals when measured in L1 and L2.

PubMed

Ardila, Alfredo; Lopez-Recio, Alexandra; Sakowitz, Ariel; Sanchez, Estefania; Sarmiento, Stephanie

2018-04-04

This study was aimed at studying the Verbal IQ in two groups of Spanish/English bilinguals: simultaneous and early sequential bilinguals. 48 Spanish/English bilinguals born in the U.S. or Latin American countries but moving to United States before the age of 10 were selected. The verbal subtests of the Wechsler Adult Intelligence Scale (English and Spanish) - Third Edition (WAIS-III) was administered. Overall, performance was significantly better in English for both groups of bilinguals. Verbal IQ difference when tested in Spanish and English was about one standard deviation higher in English for simultaneous bilinguals, and about half standard deviation for early sequential bilinguals. In both groups, Verbal IQ in English was about 100; considering the level of education of our sample (bachelor degree, on average), it can be assumed that Verbal IQ in English was lower than expected, suggesting that bilinguals may be penalized even when evaluated in the dominant language.

Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children-Third Edition in an Australian Clinical Sample

ERIC Educational Resources Information Center

Cockshott, Felicity C.; Marsh, Nigel V.; Hine, Donald W.

2006-01-01

A confirmatory factor analysis was conducted on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; D. Wechsler, 1991) with a sample of 579 Australian children referred for assessment because of academic difficulties in the classroom. The children were administered the WISC-III as part of the initial eligibility determination…

Relationships between the Kaufman Brief Intelligence Test and the Wechsler Adult Intelligence Scale-Third Edition.

PubMed

Walters, Steven O; Weaver, Kenneth A

2003-06-01

The Kaufman Brief Intelligence Test detects learning problems of young students and is a screen for whether a more comprehensive test of intelligence is needed. A study to assess whether this test was valid as an adult intelligence test was conducted with 20 undergraduate psychology majors. The correlations between the Kaufman Brief Intelligence Test's Composite, Vocabulary, and Matrices test scores and their corresponding Wechsler Adult Intelligence Scale-Third Edition test scores, the Full Scale (r=.88), Verbal (r=.77), and Performance scores (r=.87), indicated very strong relationships. In addition, no significant differences were obtained between the Composite, Vocabulary, and Matrices means of the Kaufman Brief Intelligence Test and the Full Scale, Verbal, and Performance means of the WAIS-III. The Kaufman Brief Intelligence Test appears to be a valid test of intelligence for adults.

Thinking positively: The genetics of high intelligence

PubMed Central

Shakeshaft, Nicholas G.; Trzaskowski, Maciej; McMillan, Andrew; Krapohl, Eva; Simpson, Michael A.; Reichenberg, Avi; Cederlöf, Martin; Larsson, Henrik; Lichtenstein, Paul; Plomin, Robert

2015-01-01

High intelligence (general cognitive ability) is fundamental to the human capital that drives societies in the information age. Understanding the origins of this intellectual capital is important for government policy, for neuroscience, and for genetics. For genetics, a key question is whether the genetic causes of high intelligence are qualitatively or quantitatively different from the normal distribution of intelligence. We report results from a sibling and twin study of high intelligence and its links with the normal distribution. We identified 360,000 sibling pairs and 9000 twin pairs from 3 million 18-year-old males with cognitive assessments administered as part of conscription to military service in Sweden between 1968 and 2010. We found that high intelligence is familial, heritable, and caused by the same genetic and environmental factors responsible for the normal distribution of intelligence. High intelligence is a good candidate for “positive genetics” — going beyond the negative effects of DNA sequence variation on disease and disorders to consider the positive end of the distribution of genetic effects. PMID:25593376

Material-specific retroactive interference effects of the Wechsler Adult Intelligence Scale-Fourth Edition on the Wechsler Memory Scale-Fourth Edition in a nonclinical sample.

PubMed

Ingram, Nicolette S; Diakoumakos, Jessica V; Sinclair, Erin R; Crowe, Simon F

2016-01-01

This study investigated proactive and retroactive interference effects between the Wechsler Memory Scale-Fourth Edition (WMS-IV) using the flexible approach, and the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). One hundred and eighty nonclinical participants were assigned to a four (visual interference, verbal interference, visual and verbal interference, vs. no interference) by two (retroactive vs. proactive) between-subjects design. The administration order of the tests was counterbalanced (i.e., administration of the WAIS-IV prior to the WMS-IV, and the WAIS-IV administered during the delay interval of the WMS-IV). The WAIS-IV produced significant retroactive interference effects on the WMS-IV; however, no proactive interference effect was observed. The retroactive interference effect was dependent on material specificity. The results indicate that material presented within the delay of the WMS-IV can have a significant effect on subsequent delayed recall. Clinicians should carefully consider the effects associated with carry-over effects of these tests when using them in combination.

[The Freiburg monosyllable word test in postoperative cochlear implant diagnostics].

PubMed

Hey, M; Brademann, G; Ambrosch, P

2016-08-01

The Freiburg monosyllable word test represents a central tool of postoperative cochlear implant (CI) diagnostics. The objective of this study is to test the equivalence of different word lists by analysing word comprehension. For patients whose CI has been implanted for more than 5 years, the distribution of suprathreshold speech intelligibility outcomes will also be analysed. In a retrospective data analysis, speech understanding for 626 CI users word correct scores were evaluated using a total of 5211 lists with 20 words each. The analysis of word comprehension within each list shows differences in mean and in the kind of distribution function. There are lists which show a significant difference of their mean word recognition to the overall mean. The Freiburg monosyllable word test is easy to administer at suprathreshold speech level for CI recipients, and typically has a saturation level above 80 %. The Freiburg monosyllable word test can be performed successfully by the majority of CI patients. The limited balance of the test lists elicits the conclusion that an adaptive test procedure with the Freiburg monosyllable test does not make sense. The Freiburg monosyllable test can be restructured by resorting all words across lists, or by omitting individual words of a test list to increase the reliability of the test. The results show that speech intelligibility in quiet should also be investigated in CI recipients al levels below 70 dB.

Intelligence and education as predictors of cognitive state in late life: a 50-year follow-up.

PubMed

Plassman, B L; Welsh, K A; Helms, M; Brandt, J; Page, W F; Breitner, J C

1995-08-01

We evaluated the relation of education and intelligence in early adult life to cognitive function in a group of elderly male twins. The Army General Classification Test (AGCT) was administered to US armed forces inductees in the early 1940s. Fifty years later, as part of a study of dementia in twins, we tested the cognitive status of 930 of these men using the modified Telephone Interview for Cognitive Status (TICS-m). TICS-m scores obtained in later life were correlated with AGCT scores (r = 0.457) and with years of education (r = 0.408). Thus, in univariate analyses, the AGCT score accounted for 20.6% and education accounted for 16.7% of variance in cognitive status. However, these two effects were not fully independent. A multivariable model using AGCT score, education, and the interaction of the two variables as predictors of the TICS-m score explained 24.8% of the variance, a slightly but significantly greater proportion than was explained by either factor alone. In a separate analysis based on 604 pairs of twins who took the AGCT, heritability of intelligence (estimated by AGCT score) was 0.503. Although this study does not address the issue of education and premorbid IQ as risk factors for dementia, the findings suggest that basic cognitive abilities in late life are related to cognitive performance measures from early adult life (ie, education and IQ).

The spiritual intelligence of nurses in Taiwan.

PubMed

Yang, Ke-Ping

2006-03-01

The purposes of the study included: (1) defining the profile of nurses' spiritual intelligence; (2) examining the relationship between nurses' demographic characteristics and spiritual intelligence; and (3) exploring the mode of nurses' spiritual intelligence and related factors, among nurses in Taiwan. A cross-sectional descriptive study was designed and administered to 299 hospital registered nurses, who were distributed throughout metropolitan Taipei. Wolman's (2001) PsychoMatrix Spirituality Inventory, a 4-point scaled, self-reported, 49-item questionnaire covering seven spiritual factors (divinity, mindfulness, extrasensory perception, community, intellectuality, trauma, and childhood spirituality) was used to measure nurses' spiritual intelligence. Results showed that nurses' spiritual intelligence was centralized in a moderate degree, while trauma and childhood spirituality were either moderate or high. Age and childhood spirituality were the most significant variables affecting nurses' spiritual intelligence, accounting for 61.4% of the variance in nurses' spiritual intelligence. This study may contribute to a better understanding of the spiritual intelligence profile of nurses and may also help facilitate a program for nurses' spiritual development as well as improve the quality of spiritual care.

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school.

PubMed

Cerda, Gamal; Pérez, Carlos; Navarro, José I; Aguilar, Manuel; Casas, José A; Aragón, Estíbaliz

2015-01-01

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students' performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.

A study on different forms of intelligence in Indian school-going children.

PubMed

Singh, Yashpal; Makharia, Archita; Sharma, Abhilasha; Agrawal, Kruti; Varma, Gowtham; Yadav, Tarun

2017-01-01

Most definitions of intelligence focus on capabilities that are relevant to scholastic performances. However, there are seven forms of intelligences. There is a lack of data on multiple intelligences in Indian children. Hence, this study was conducted to assess different forms of intelligences in students and compared these diverse intelligences with intelligence quotient (IQ) scores. In this cross-sectional observational study, we recruited 1065 school children between the age of 12 and 16 years from two government and 13 private schools in five towns, six cities, and two villages across India. All the children were administered multiple intelligences questionnaire by Armstrong, consisting of thirty true/false types of questions to assess the intelligences of a child in seven domains including linguistic skills, logical/mathematical abilities, musical skills, spatial intelligence, bodily-kinesthetic skills, intrapersonal intelligence, and interpersonal intelligence. IQ scores were assessed by Ravens Standard Progressive Matrices. We found that different students possessed different forms of intelligences and most students had more than one forms of intelligence. Of seven forms of intelligence, only three forms of intelligence such as logical/mathematical, musical, and spatial were positively correlated with the IQ score. Even in the children with low IQ, many students had other forms of intelligences. The IQ scores correlated with only logical/mathematical, spatial, and musical intelligence. Hence, tapping the intelligences of students can help enhance their learning process. Our curriculum should have an amalgamation of teaching for all kinds of intelligences for maximum productivity.

An Exploratory Study on the Application of Multiple Intelligences to MBA Andragogy with Particular Reference to ERP-Controlling Configuration Course

ERIC Educational Resources Information Center

Gaikwad, Sophia S.; Bharathi, S. Vijayakumar

2018-01-01

The purpose of this study is to elicit the application of Multiple Intelligences (MI) theory to a course taught in the MBA Andragogy. Administered to a sample of 47 students of the first year MBA Information Technology Business Management (ITBM) program at a private university in India the study brought out certain interesting implications.…

Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children

PubMed Central

Visu-Petra, Laura; Stanciu, Oana; Benga, Oana; Miclea, Mircea; Cheie, Lavinia

2014-01-01

It has been conjectured that basic individual differences in attentional control influence higher-level executive functioning and subsequent academic performance in children. The current study sets out to complement the limited body of research on early precursors of executive functions (EFs). It provides both a cross-sectional, as well as a longitudinal exploration of the relationship between EF and more basic attentional control mechanisms, assessed via children's performance on memory storage tasks, and influenced by individual differences in anxiety. Multiple measures of verbal and visuospatial short-term memory (STM) were administered to children between 3 and 6 years old, alongside a non-verbal measure of intelligence, and a parental report of anxiety symptoms. After 9 months, children were re-tested on the same STM measures, at which time we also administered multiple measures of executive functioning: verbal and visuospatial working memory (WM), inhibition, and shifting. A cross-sectional view of STM development indicated that between 3 and 6 years the trajectory of visuospatial STM and EF underwent a gradual linear improvement. However, between 5 and 6 years progress in verbal STM performance stagnated. Hierarchical regression models revealed that trait anxiety was negatively associated with WM and shifting, while non-verbal intelligence was positively related to WM span. When age, gender, non-verbal intelligence, and anxiety were controlled for, STM (measured at the first assessment) was a very good predictor of overall executive performance. The models were most successful in predicting WM, followed by shifting, yet poorly predicted inhibition measures. Further longitudinal research is needed to directly address the contribution of attentional control mechanisms to emerging executive functioning and to the development of problematic behavior during early development. PMID:24904462

36 CFR 1260.32 - How is the NDC administered?

Code of Federal Regulations, 2012 CFR

2012-07-01

..., Defense, Energy, and Homeland Security, the Attorney General, and the Director of National Intelligence... ADMINISTRATION DECLASSIFICATION DECLASSIFICATION OF NATIONAL SECURITY INFORMATION The National Declassification...

36 CFR 1260.32 - How is the NDC administered?

Code of Federal Regulations, 2014 CFR

2014-07-01

..., Defense, Energy, and Homeland Security, the Attorney General, and the Director of National Intelligence... ADMINISTRATION DECLASSIFICATION DECLASSIFICATION OF NATIONAL SECURITY INFORMATION The National Declassification...

The Effects of an Online Mind-Body Training Program on Stress, Coping Strategies, Emotional Intelligence, Resilience and Psychological State

PubMed Central

Jung, Ye-Ha; Ha, Tae Min; Oh, Chang Young; Lee, UI Soon; Jang, Joon Hwan; Kim, Jungwon; Park, Jae-Oh; Kang, Do-Hyung

2016-01-01

The goal of this study was to evaluate the effects of an online mind-body training (MBT) program on participants’ stress, anger, coping strategies, emotional intelligence, resilience, and positive and negative affect. Forty-two healthy women participated in an online MBT program for approximately 8–10 minutes a day for 8 weeks; a control group of 45 healthy women did not participate in the program. Self-report psychological questionnaires were administered before the beginning of the program and at 4 and 8 weeks following its onset. Data from the MBT group and the control group were compared using repeated measures ANOVA and Student’s t-tests. Significant time x group interaction effects were found with respect to stress, coping strategies, anger, emotional intelligence, negative affect and resilience. These results demonstrate beneficial effects of the online MBT program and significant improvements in the psychological capabilities of participants compared with the control group. The effects of online MBT program were similar with those of the previous offline MBT in psychological aspects, suggesting further studies for neuroscientific evidence related stress and emotion of online MBT effects. PMID:27479499

Cognitive precursors of arithmetic development in primary school children with cerebral palsy.

PubMed

Van Rooijen, M; Verhoeven, L; Smits, D W; Dallmeijer, A J; Becher, J G; Steenbergen, B

2014-04-01

The aim of this study was to examine the development of arithmetic performance and its cognitive precursors in children with CP from 7 till 9 years of age. Previous research has shown that children with CP are generally delayed in arithmetic performance compared to their typically developing peers. In children with CP, the developmental trajectory of the ability to solve addition- and subtraction tasks has, however, rarely been studied, as well as the cognitive factors affecting this trajectory. Sixty children (M=7.2 years, SD=.23 months at study entry) with CP participated in this study. Standardized tests were administered to assess arithmetic performance, word decoding skills, non-verbal intelligence, and working memory. The results showed that the ability to solve addition- and subtraction tasks increased over a two year period. Word decoding skills were positively related to the initial status of arithmetic performance. In addition, non-verbal intelligence and working memory were associated with the initial status and growth rate of arithmetic performance from 7 till 9 years of age. The current study highlights the importance of non-verbal intelligence and working memory to the development of arithmetic performance of children with CP. Copyright © 2014 Elsevier Ltd. All rights reserved.

Children's cognitive ability from 4 to 9 years old as a function of prenatal cocaine exposure, environmental risk, and maternal verbal intelligence.

PubMed

Bennett, David S; Bendersky, Margaret; Lewis, Michael

2008-07-01

This study examined the effects of prenatal cocaine exposure, environmental risk, and maternal verbal intelligence on children's cognitive ability. Gender and age were examined as moderators of potential cocaine exposure effects. The Stanford-Binet IV intelligence test was administered to 231 children (91 cocaine exposed, 140 unexposed) at ages 4, 6, and 9 years. Neonatal medical risk and other prenatal exposures (alcohol, cigarettes, and marijuana) were also examined for their unique effects on child IQ. Mixed models analysis indicated that prenatal cocaine exposure interacted with gender, as cocaine-exposed boys had lower composite IQ scores. Age at assessment did not moderate this relation, indicating that cocaine-exposed boys had lower IQs across this age period. A stimulating home environment and high maternal verbal IQ also predicted higher composite IQ scores. Cocaine-exposed boys had lower scores on the Abstract/Visual Reasoning subscale, with trends for lower scores on the Short-Term Memory and Verbal Reasoning subscales, as exposure effects were observed across domains. The findings indicate that cocaine exposure continues to place children at risk for mild cognitive deficits into preadolescence. Possible mechanisms for the Exposure x Gender interaction are discussed.

The Effects of an Online Mind-Body Training Program on Stress, Coping Strategies, Emotional Intelligence, Resilience and Psychological State.

PubMed

Jung, Ye-Ha; Ha, Tae Min; Oh, Chang Young; Lee, Ui Soon; Jang, Joon Hwan; Kim, Jungwon; Park, Jae-Oh; Kang, Do-Hyung

2016-01-01

The goal of this study was to evaluate the effects of an online mind-body training (MBT) program on participants' stress, anger, coping strategies, emotional intelligence, resilience, and positive and negative affect. Forty-two healthy women participated in an online MBT program for approximately 8-10 minutes a day for 8 weeks; a control group of 45 healthy women did not participate in the program. Self-report psychological questionnaires were administered before the beginning of the program and at 4 and 8 weeks following its onset. Data from the MBT group and the control group were compared using repeated measures ANOVA and Student's t-tests. Significant time x group interaction effects were found with respect to stress, coping strategies, anger, emotional intelligence, negative affect and resilience. These results demonstrate beneficial effects of the online MBT program and significant improvements in the psychological capabilities of participants compared with the control group. The effects of online MBT program were similar with those of the previous offline MBT in psychological aspects, suggesting further studies for neuroscientific evidence related stress and emotion of online MBT effects.

[Comparing Two Editions of Wechsler Intelligence Scales and Assessing Reading Skills in Children with Attention Deficit and Hyperactivity Disorder].

PubMed

Çelik, Cihat; Erden, Gülsen; Özmen, Sevim; Tural Hesapçıoğlu, Selma

2017-01-01

This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of these children were also investigated. A total of 48 children with ADHD between the ages of 6 and 16 years who were outpatients in Muş State Hospital were included in this study. The children were administered the WISC-R, the WISC-IV, and the Oral Reading Skills and Reading Comprehension Test (ORCT). There were no significant differences between the WISC-R IQ scores and WISC-IV index scores. Moreover, reading comprehension skills (derived from ORCT scores) were predicted with significant accuracy by both the WISC-R Verbal IQ and the WISC-IV WMI (Working Memory Index). Results of this study suggest that the WISC-R and the WISC-IV scale are not sufficient for obtaining a specific cognitive profile for ADHD - there is no significant difference between them. However, the four-factor structure of the WISC-IV is believed to provide more specific information. In addition, results of this study related to reading skills indicate that the importance of reading skills should not be overlooked when assessing children with ADHD.

Advanced clinical interpretation of the Delis-Kaplan Executive Function System: multivariate base rates of low scores.

PubMed

Karr, Justin E; Garcia-Barrera, Mauricio A; Holdnack, James A; Iverson, Grant L

2018-01-01

Multivariate base rates allow for the simultaneous statistical interpretation of multiple test scores, quantifying the normal frequency of low scores on a test battery. This study provides multivariate base rates for the Delis-Kaplan Executive Function System (D-KEFS). The D-KEFS consists of 9 tests with 16 Total Achievement scores (i.e. primary indicators of executive function ability). Stratified by education and intelligence, multivariate base rates were derived for the full D-KEFS and an abbreviated four-test battery (i.e. Trail Making, Color-Word Interference, Verbal Fluency, and Tower Test) using the adult portion of the normative sample (ages 16-89). Multivariate base rates are provided for the full and four-test D-KEFS batteries, calculated using five low score cutoffs (i.e. ≤25th, 16th, 9th, 5th, and 2nd percentiles). Low scores occurred commonly among the D-KEFS normative sample, with 82.6 and 71.8% of participants obtaining at least one score ≤16th percentile for the full and four-test batteries, respectively. Intelligence and education were inversely related to low score frequency. The base rates provided herein allow clinicians to interpret multiple D-KEFS scores simultaneously for the full D-KEFS and an abbreviated battery of commonly administered tests. The use of these base rates will support clinicians when differentiating between normal variations in cognitive performance and true executive function deficits.

36 CFR § 1260.32 - How is the NDC administered?

Code of Federal Regulations, 2013 CFR

2013-07-01

..., Defense, Energy, and Homeland Security, the Attorney General, and the Director of National Intelligence... ADMINISTRATION DECLASSIFICATION DECLASSIFICATION OF NATIONAL SECURITY INFORMATION The National Declassification...

The efficacy of a volunteer-administered cognitive stimulation program in long-term care homes.

PubMed

van Zon, Lorraine; Kirby, John R; Anderson, Nicole

2016-06-01

Cognitive impairment (CI) that arises in some older adults limits independence and decreases quality of life. Cognitive stimulation programs delivered by professional therapists have been shown to help maintain cognitive abilities, but the costs of such programming are prohibitive. The present study explored the feasibility and efficacy of using long-term care homes' volunteers to administer a cognitive stimulation program to residents. Thirty-six resident participants and 16 volunteers were alternately assigned to one of two parallel groups: a control group (CG) or stimulation group (SG). For eight weeks, three times each week, CG participants met for standard "friendly visits" (casual conversation between a resident and volunteer) and SG participants met to work through a variety of exercises to stimulate residents' reasoning, attention, and memory abilities. Resident participants were pre- and post-tested using the Weschler Abbreviated Scale of Intelligence-Second Edition, Test of Memory, and Learning-Senior Edition, a modified Letter Sorting test (LS), Clock Drawing Test (CDT), and the Action Word Verbal Fluency Test. Two-way analyses of covariance (ANCOVA) controlling for dementia diagnosis indicated statistically greater improvements in the stimulation participants than in the control participants in Immediate Verbal Memory, p = 0.011; Non-Verbal Memory, p = 0.012; Learning, p = 0.016; and Verbal Fluency, p = 0.024. The feasibility and efficiency of a volunteer-administered cognitive stimulation program was demonstrated. Longitudinal studies with larger sample sizes are recommended in order to continue investigating the breadth and depth volunteer roles in the maintenance of the cognitive abilities of older adults.

A new mother-child play activity program to decrease parenting stress and improve child cognitive abilities: a cluster randomized controlled trial.

PubMed

Tachibana, Yoshiyuki; Fukushima, Ai; Saito, Hitomi; Yoneyama, Satoshi; Ushida, Kazuo; Yoneyama, Susumu; Kawashima, Ryuta

2012-01-01

We propose a new play activity intervention program for mothers and children. Our interdisciplinary program integrates four fields of child-related sciences: neuroscience, preschool pedagogy, developmental psychology, and child and maternal psychiatry. To determine the effect of this intervention on child and mother psychosocial problems related to parenting stress and on the children's cognitive abilities, we performed a cluster randomized controlled trial. Participants were 238 pairs of mothers and typically developing preschool children (ages 4-6 years old) from Wakakusa kindergarten in Japan. The pairs were asked to play at home for about 10 min a day, 5 days a week for 3 months. Participants were randomly assigned to the intervention or control group by class unit. The Parenting Stress Index (PSI) (for mothers), the Goodenough Draw-a-Man intelligence test (DAM), and the new S-S intelligence test (NS-SIT) (for children) were administered prior to and 3 months after the intervention period. Pre-post changes in test scores were compared between the groups using a linear mixed-effects model analysis. The primary outcomes were the Total score on the child domain of the PSI (for child psychosocial problems related to parenting stress), Total score on the parent domain of the PSI (for maternal psychosocial problems related to parenting stress), and the score on the DAM (for child cognitive abilities). The results of the PSI suggested that the program may reduce parenting stress. The results of the cognitive tests suggested that the program may improve the children's fluid intelligence, working memory, and processing speed. Our intervention program may ameliorate the children's psychosocial problems related to parenting stress and increase their cognitive abilities. UMIN Clinical Trials Registry UMIN000002265.

Individual differences in control of language interference in late bilinguals are mainly related to general executive abilities

PubMed Central

2010-01-01

Background Recent research based on comparisons between bilinguals and monolinguals postulates that bilingualism enhances cognitive control functions, because the parallel activation of languages necessitates control of interference. In a novel approach we investigated two groups of bilinguals, distinguished by their susceptibility to cross-language interference, asking whether bilinguals with strong language control abilities ("non-switchers") have an advantage in executive functions (inhibition of irrelevant information, problem solving, planning efficiency, generative fluency and self-monitoring) compared to those bilinguals showing weaker language control abilities ("switchers"). Methods 29 late bilinguals (21 women) were evaluated using various cognitive control neuropsychological tests [e.g., Tower of Hanoi, Ruff Figural Fluency Task, Divided Attention, Go/noGo] tapping executive functions as well as four subtests of the Wechsler Adult Intelligence Scale. The analysis involved t-tests (two independent samples). Non-switchers (n = 16) were distinguished from switchers (n = 13) by their performance observed in a bilingual picture-naming task. Results The non-switcher group demonstrated a better performance on the Tower of Hanoi and Ruff Figural Fluency task, faster reaction time in a Go/noGo and Divided Attention task, and produced significantly fewer errors in the Tower of Hanoi, Go/noGo, and Divided Attention tasks when compared to the switchers. Non-switchers performed significantly better on two verbal subtests of the Wechsler Adult Intelligence Scale (Information and Similarity), but not on the Performance subtests (Picture Completion, Block Design). Conclusions The present results suggest that bilinguals with stronger language control have indeed a cognitive advantage in the administered tests involving executive functions, in particular inhibition, self-monitoring, problem solving, and generative fluency, and in two of the intelligence tests. What remains unclear is the direction of the relationship between executive functions and language control abilities. PMID:20180956

Exploring emotional intelligence in a Caribbean medical school.

PubMed

Sa, B; Baboolal, N; Williams, S; Ramsewak, S

2014-03-01

To explore the emotional intelligence (EI) in medical students in a Caribbean medical school and investigate its association with gender, age, year of study and ethnicity. A cross-sectional design using convenient sampling of 304 years two to five undergraduate medical students at the School of Medicine, the University of the West Indies (UWI), St Augustine campus, was conducted. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-V2.0) was administered to test four branches of EI: perceiving emotions, facilitating thought, understanding emotions and managing emotions. Data were analysed using SPSS version 19. T-test, analysis of variance (ANOVA) and r (product moment correlation) were calculated to establish the effects of selected variables (gender, age, year of study and ethnicity) on total and sub-scales EI scores and tested against 0.05 and 0.01 significance levels. The total mean score for EI fell within the average according to MSCEIT standards. Gender analysis showed significantly higher scores for males and for younger age groups (< 25 years). Year of study and ethnicity did not yield any significant effect. These findings of higher EI scores in males and younger students are unusual, given the well-publicized stereotype of the Caribbean male and the perception that advancing age brings maturity and emotional stability. It would be valuable to widen this study by including other UWI campuses and offshore medical schools in the Caribbean. This preliminary study examined a sample of medical students from a well-established Caribbean medical school. Since EI is considered to be important in the assessment and training of medical undergraduates, consideration should be given to introducing interventions aimed at increasing EI.

Exploring Emotional Intelligence in a Caribbean Medical School

PubMed Central

Sa, B; Baboolal, N; Williams, S; Ramsewak, S

2014-01-01

Objective: To explore the emotional intelligence (EI) in medical students in a Caribbean medical school and investigate its association with gender, age, year of study and ethnicity. Design and Methods: A cross-sectional design using convenient sampling of 304 years two to five undergraduate medical students at the School of Medicine, The University of the West Indies (UWI), St Augustine campus, was conducted. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-V2.0) was administered to test four branches of EI: perceiving emotions, facilitating thought, understanding emotions and managing emotions. Data were analysed using SPSS version 19. T-test, analysis of variance (ANOVA) and r (product moment correlation) were calculated to establish the effects of selected variables (gender, age, year of study and ethnicity) on total and sub-scales EI scores and tested against 0.05 and 0.01 significance levels. Results: The total mean score for EI fell within the average according to MSCEIT standards. Gender analysis showed significantly higher scores for males and for younger age groups (< 25 years). Year of study and ethnicity did not yield any significant effect. Conclusions: These findings of higher EI scores in males and younger students are unusual, given the well-publicized stereotype of the Caribbean male and the perception that advancing age brings maturity and emotional stability. It would be valuable to widen this study by including other UWI campuses and offshore medical schools in the Caribbean. This preliminary study examined a sample of medical students from a well-established Caribbean medical school. Since EI is considered to be important in the assessment and training of medical undergraduates, consideration should be given to introducing interventions aimed at increasing EI. PMID:25303251

A New Mother-Child Play Activity Program to Decrease Parenting Stress and Improve Child Cognitive Abilities: A Cluster Randomized Controlled Trial

PubMed Central

Tachibana, Yoshiyuki; Fukushima, Ai; Saito, Hitomi; Yoneyama, Satoshi; Ushida, Kazuo; Yoneyama, Susumu; Kawashima, Ryuta

2012-01-01

Background We propose a new play activity intervention program for mothers and children. Our interdisciplinary program integrates four fields of child-related sciences: neuroscience, preschool pedagogy, developmental psychology, and child and maternal psychiatry. To determine the effect of this intervention on child and mother psychosocial problems related to parenting stress and on the children's cognitive abilities, we performed a cluster randomized controlled trial. Methodology/Principal Findings Participants were 238 pairs of mothers and typically developing preschool children (ages 4–6 years old) from Wakakusa kindergarten in Japan. The pairs were asked to play at home for about 10 min a day, 5 days a week for 3 months. Participants were randomly assigned to the intervention or control group by class unit. The Parenting Stress Index (PSI) (for mothers), the Goodenough Draw-a-Man intelligence test (DAM), and the new S-S intelligence test (NS-SIT) (for children) were administered prior to and 3 months after the intervention period. Pre–post changes in test scores were compared between the groups using a linear mixed-effects model analysis. The primary outcomes were the Total score on the child domain of the PSI (for child psychosocial problems related to parenting stress), Total score on the parent domain of the PSI (for maternal psychosocial problems related to parenting stress), and the score on the DAM (for child cognitive abilities). The results of the PSI suggested that the program may reduce parenting stress. The results of the cognitive tests suggested that the program may improve the children's fluid intelligence, working memory, and processing speed. Conclusions/Significance Our intervention program may ameliorate the children's psychosocial problems related to parenting stress and increase their cognitive abilities. Trial Registration UMIN Clinical Trials Registry UMIN000002265 PMID:22848340

Transcranial Direct Current Stimulation of Frontal Cortex Decreases Performance on the WAIS-IV Intelligence Test

PubMed Central

Sellers, Kristin K.; Mellin, Juliann M.; Lustenberger, Caroline M.; Boyle, Michael R.; Lee, Won Hee; Peterchev, Angel V.; Frohlich, Flavio

2015-01-01

Transcranial direct current stimulation (tDCS) modulates excitability of motor cortex. However, there is conflicting evidence about the efficacy of this non-invasive brain stimulation modality to modulate performance on cognitive tasks. Previous work has tested the effect of tDCS on specific facets of cognition and executive processing. However, no randomized, double-blind, sham-controlled study has looked at the effects of tDCS on a comprehensive battery of cognitive processes. The objective of this study was to test if tDCS had an effect on performance on a comprehensive assay of cognitive processes, a standardized intelligence quotient (IQ) test. The study consisted of two substudies and followed a double-blind, between-subjects, sham-controlled design. In total, 41 healthy adult participants completed the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) as a baseline measure. At least one week later, participants in substudy 1 received either bilateral tDCS (anodes over both F4 and F3, cathode over Cz, 2mA at each anode for 20 minutes) or active sham tDCS (2mA for 40 seconds), and participants in substudy 2 received either right or left tDCS (anode over either F4 or F3, cathode over Cz, 2mA for 20 minutes). In both studies, the WAIS-IV was immediately administered following stimulation to assess for performance differences induced by bilateral and unilateral tDCS. Compared to sham stimulation, right, left, and bilateral tDCS reduced improvement between sessions on Full Scale IQ and the Perceptual Reasoning Index. This demonstration that frontal tDCS selectively degraded improvement on specific metrics of the WAIS-IV raises important questions about the often proposed role of tDCS in cognitive enhancement. PMID:25934490

A study on different forms of intelligence in Indian school-going children

PubMed Central

Singh, Yashpal; Makharia, Archita; Sharma, Abhilasha; Agrawal, Kruti; Varma, Gowtham; Yadav, Tarun

2017-01-01

Introduction: Most definitions of intelligence focus on capabilities that are relevant to scholastic performances. However, there are seven forms of intelligences. There is a lack of data on multiple intelligences in Indian children. Hence, this study was conducted to assess different forms of intelligences in students and compared these diverse intelligences with intelligence quotient (IQ) scores. Materials and Methods: In this cross-sectional observational study, we recruited 1065 school children between the age of 12 and 16 years from two government and 13 private schools in five towns, six cities, and two villages across India. All the children were administered multiple intelligences questionnaire by Armstrong, consisting of thirty true/false types of questions to assess the intelligences of a child in seven domains including linguistic skills, logical/mathematical abilities, musical skills, spatial intelligence, bodily-kinesthetic skills, intrapersonal intelligence, and interpersonal intelligence. IQ scores were assessed by Ravens Standard Progressive Matrices. Results: We found that different students possessed different forms of intelligences and most students had more than one forms of intelligence. Of seven forms of intelligence, only three forms of intelligence such as logical/mathematical, musical, and spatial were positively correlated with the IQ score. Conclusions: Even in the children with low IQ, many students had other forms of intelligences. The IQ scores correlated with only logical/mathematical, spatial, and musical intelligence. Hence, tapping the intelligences of students can help enhance their learning process. Our curriculum should have an amalgamation of teaching for all kinds of intelligences for maximum productivity. PMID:29456325

What Does Neuroscience and Cognitive Psychology Tell Us about Multiple Intelligence

ERIC Educational Resources Information Center

Bauer, Richard H.

2009-01-01

Studies that have used noninvasive brain imaging techniques to record neocortical activity while individuals were performing cognitive intelligence tests (traditional intelligence) and social intelligence tests were reviewed. In cognitive intelligence tests 16 neocortical areas were active, whereas in social intelligence 10 areas were active.…

Intelligent Testing: Integrating Psychological Theory and Clinical Practice

ERIC Educational Resources Information Center

Kaufman, James C., Ed.

2009-01-01

The field of intelligence testing has been revolutionized by Alan S. Kaufman. He developed the Wechsler Intelligence Scale for Children-Revised (WISC-R) with David Wechsler, and his best-selling book, Intelligent Testing with the WISC-R, introduced the phrase "intelligent testing." Kaufman, with his wife, Nadeen, then created his own…

A "Nonbiased Assessment" of Intelligence Testing.

ERIC Educational Resources Information Center

Vandivier, Phillip L.; Vandivier, Stella Sue

1979-01-01

Discusses the most widely used individual intelligence tests: Wechsler Intelligence Scale for Children (WISC) and Stanford-Binet Intelligence Scale (Form L-M). Covers what the tests measure; psychometric or technical properties of the tests; and how test results are used. (JOW)

Construct and concurrent validity of the Cambridge neuropsychological automated tests in Portuguese older adults without neuropsychiatric diagnoses and with Alzheimer's disease dementia.

PubMed

Matos Gonçalves, Marta; Pinho, Maria Salomé; Simões, Mário R

2018-03-01

We aimed to analyze the construct and concurrent validity of the Rapid Visual Information Processing (RVP), Paired Associates Learning (PAL), Reaction Time (RTI), and Spatial Working Memory (SWM) tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB®). Inclusion criteria were checked in a first session. The CANTAB and additional pencil-and-paper tests were administered within 1 week. The participants (aged 69-96 years) were 137 Portuguese adults without neuropsychiatric diagnoses and 37 adults with mild-to-moderate Alzheimer's disease dementia. Comparisons were made between the CANTAB tests and between these tests and the Rey Complex Figure Test (RCFT), Verbal Fluency (VF) test, and some Wechsler Memory Scale-III and Wechsler Adult Intelligence Scale-III subtests. Most intra-test correlations were stronger than the CANTAB inter-test correlations. The RVP correlated more with VF animals (.44), the PAL with RCFT immediate recall (-.52), the RTI with RVP mean latency (.42), and the SWM with Spatial Span backward (-.39).

Remembering spatial locations: effects of material and intelligence.

PubMed

Zucco, G M; Tessari, A; Soresi, S

1995-04-01

The aim of the present work was to test some of the criteria for automaticity of spatial-location coding claimed by Hasher and Zacks, particularly individual differences (as intelligence invariance) and effortful encoding strategies. Two groups of subjects, 15 with mental retardation (Down Syndrome, mean chronological age, 20.9 yr.; mean mental age, 11.6 yr.) and 15 normal children (mean age, 11.5 yr.), were administered four kinds of stimuli (pictures, concrete words, nonsense pictures, and abstract words) at one location on a card. Subsequently, subjects were presented the items on the card's centre and were required to place the items in their original locations. Analysis indicated that those with Down Syndrome scored lower than normal children on the four tasks and that stimuli were better or worse remembered according to their characteristics, e.g., their imaginability. Results do not support some of the conditions claimed to be necessary criteria for automaticity in the recall of spatial locations as stated by Hasher and Zacks.

Psychoeducational Characteristics of Children with Hypohidrotic Ectodermal Dysplasia

PubMed Central

Maxim, Rolanda A.; Zinner, Samuel H.; Matsuo, Hisako; Prosser, Theresa M.; Fete, Mary; Leet, Terry L.; Fete, Timothy J.

2012-01-01

Objective. Hypohidrotic ectodermal dysplasia (HED) is an X-linked hereditary disorder characterized by hypohidrosis, hypotrichosis, and anomalous dentition. Estimates of up to 50% of affected children having intellectual disability are controversial. Method. In a cross-sectional study, 45 youth with HED (77% males, mean age 9.75 years) and 59 matched unaffected controls (70% males, mean age 9.79 years) were administered the Kaufman Brief Intelligence Test and the Kaufman Test of Educational Achievement, and their parents completed standardized neurodevelopmental and behavioral measures, educational, and health-related information regarding their child, as well as standardized and nonstandardized data regarding socioeconomic information for their family. Results. There were no statistically significant differences between the two groups in intelligence quotient composite and educational achievement scores, suggesting absence of learning disability in either group. No gender differences within or between groups were found on any performance measures. Among affected youth, parental education level correlated positively with (1) cognitive vocabulary scores and cognitive composite scores; (2) educational achievement for mathematics, reading, and composite scores. Conclusion. Youth affected with HED and unaffected matched peers have similar profiles on standardized measures of cognition, educational achievement, and adaptive functioning although children with HED may be at increased risk for ADHD. PMID:22536143

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school

PubMed Central

Cerda, Gamal; Pérez, Carlos; Navarro, José I.; Aguilar, Manuel; Casas, José A.; Aragón, Estíbaliz

2015-01-01

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students’ level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students’ performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain. PMID:26441739

Emotional intelligence and criminal behavior.

PubMed

Megreya, Ahmed M

2015-01-01

A large body of research links criminality to cognitive intelligence and personality traits. This study examined the link between emotional intelligence (EI) and criminal behavior. One hundred Egyptian adult male offenders who have been sentenced for theft, drug dealing or murder and 100 nonoffenders were administered the Bar-On Emotional Quotient Inventory (EQ-i). The offenders had lower levels of EI than the nonoffenders. In addition, EI varied as a function of the types of offenses. Namely, it decreased in magnitude with crime severity (lowest for murder, higher for drug dealing, and highest for theft). These results converged with the direct/ indirect aggression theory suggesting that indirect aggression requires more social intelligence than physical aggression. Forensic intervention programs should therefore include EI training, especially when violence is involved. © 2014 American Academy of Forensic Sciences.

Canadian Native Intelligence Studies: A Brief Review.

ERIC Educational Resources Information Center

Senior, Sharon

1993-01-01

Reviews the literature on (1) the nature of intelligence; (2) controversy over the use of standardized intelligence tests with cultural minority groups; (3) arguments surrounding intelligence testing of Canadian Native students; (4) language barriers in standardized intelligence testing; and (5) the effects of self-concept and parent educational…

Intelligence Testing and Minority Students: Foundations, Performance Factors, and Assessment Issues. Racial and Ethnic Minority Psychology Series.

ERIC Educational Resources Information Center

Valencia, Richard R.; Suzuki, Lisa A.

This book examines intelligence assessment among ethnic minority children. Part 1, "Foundations," includes: (1) "Historical Issues" (e.g., emergence of intelligence testing in Europe and ideology of the intelligence testing movement); and (2) "Multicultural Perspective of Intelligence: Theory and Measurement Issues"…

An Overview of Intelligence Testing.

ERIC Educational Resources Information Center

White, Margaret B.; Hall, Alfred E.

1980-01-01

This article briefly traces the development of intelligence testing from its beginnings in 1905 with Alfred Binet; cites the intelligence theories of Spearman, Thurstone, and Guilford; and examines current objections to intelligence tests in terms of what they test and how they are interpreted. (SJL)

Emotional intelligence in anorexia nervosa: is anxiety a missing piece of the puzzle?

PubMed

Hambrook, David; Brown, Gary; Tchanturia, Kate

2012-11-30

Problematic emotional processing has been implicated in the genesis and maintenance of anorexia nervosa (AN). This study built on existing research and explored performance-based emotional intelligence (EI) in people with AN. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was administered to 32 women diagnosed with AN and 32 female healthy controls (HC). Compared to HC women, the AN group demonstrated significantly lower total EI scores and poorer ability to understand how emotions can progress and change over time. Despite scores within the broadly average range compared to published EI norms, there was a general pattern of poorer performance in the AN sample. Self-reported anxiety symptoms were the strongest predictor of EI, over and above a diagnosis of AN. This study adds to the literature documenting the socioemotional phenotype of AN, suggesting this group of individuals may find it relatively difficult to carry out accurate reasoning about emotions, and to use emotions and emotional knowledge to enhance thought. Anxiety was highlighted as a putative variable partially explaining why people with AN demonstrated lower EI compared to controls. Implications for further research are discussed, including the need to explore the specificity of EI difficulties in AN using larger samples and additional control groups. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Intelligence, IQ and Race--When, How and Why They Became Associated.

ERIC Educational Resources Information Center

Joseph, Andre

The history and use of intelligence testing are reviewed, with emphasis on the validity of intelligence tests for black populations. Different definitions of intelligence are summarized, followed by an historical review of intelligence testing. The work of Alfred Binet is discussed, as well as the validity and reliability of his scales. A…

Age Effects on Wechsler Adult Intelligence Scale-Revised Tests.

ERIC Educational Resources Information Center

Sattler, Jerome M.

1982-01-01

Studied age norms for 11 individual Wechsler Adult Intelligence Scale-Revised (WAIS-R) tests. Digit Symbol showed the most decline. Results suggest that fluid intelligence, as measured by the performance scale tests, shows more of a decline with age than crystallized intelligence, as measured by the verbal scale tests. (Author)

Children Becoming More Intelligent: Can the Flynn Effect Be Generalized to Other Child Intelligence Tests?

ERIC Educational Resources Information Center

Resing, Wilma C. M.; Tunteler, Erika

2007-01-01

In this article, time effects on intelligence test scores have been investigated. In particular, we examined whether the "Flynn effect" is manifest in children from the middle and higher IQ distribution range, measured with a child intelligence test based on information processing principles--the Leiden Diagnostic Test. The test was administered…

A study of intelligence and personality in children with simple obesity.

PubMed

Li, X

1995-05-01

The objective of this study was to investigate differences in measures of intelligence and personality between obese and normal-weight children. The Wechsler Intelligence Scale (IQ) for Children (revised) and the Eysenck Personality Questionnaire (EPQ) were administered to 102 children with simple obesity and their controls in a case-controlled design. The mean age of the children was 9.8 years and they all attended primary school in Nanjing, PRC. It was found that children in the severe obesity category (> 50% overweight) had a significantly lower performance IQ score than the controls, and a significantly higher EPQ psychoticism score. These differences were not observed in children with milder degrees of obesity.

A preliminary study of right hemisphere cognitive deficits and impaired social judgments among young people with Asperger syndrome.

PubMed

Ellis, Hadyn D; Ellis, Diane M; Fraser, William; Deb, Shoumitro

1994-10-01

Seven children and young adults with definite signs of Asperger syndrome were administered a battery of tests designed to test: intelligence; left and right cerebral hemisphere functioning; ability to discriminate eye gaze; and social judgment. The subjects revealed a non significant tendency to have a higher verbal IQ than visual IQ; and their right hemisphere functioning seemed impaired. They were also poorer at discriminating eye gaze and revealed difficulties in making hypothetical social judgments. The data are considered with reference to Rourke's (1988) work on non-verbal learning disabilities together with the ideas of Tantam (1992) on the "social gaze response" and Baron-Cohen's (1993) Eye-Detection Detector model. The possible links between social judgment and theory of mind (Frith, 1991) are briefly explored.

Reliability and validity of the Spanish Language Wechsler Adult Intelligence Scale (3rd Edition) in a sample of American, urban, Spanish-speaking Hispanics.

PubMed

Renteria, Laura; Li, Susan Tinsley; Pliskin, Neil H

2008-05-01

The utility of the Spanish WAIS-III was investigated by examining its reliability and validity among 100 Spanish-speaking participants. Results indicated that the internal consistency of the subtests was satisfactory, but inadequate for Letter Number Sequencing. Criterion validity was adequate. Convergent and discriminant validity results were generally similar to the North American normative sample. Paired sample t-tests suggested that the WAIS-III may underestimate ability when compared to the criterion measures that were utilized to assess validity. This study provides support for the use of the Spanish WAIS-III in urban Hispanic populations, but also suggests that caution be used when administering specific subtests, due to the nature of the Latin America alphabet and potential test bias.

An Analytical Model / Emotional Intelligence Quotient and QOL in Mothers with Infants in Japan.

PubMed

Ohashi, Junko; Katsura, Toshiki; Hoshino, Akiko; Usui, Kanae

2013-01-01

The purpose of this study was to examine the relationship between the emotional intelligence quotient and health-related quality of life using structural equation modeling. A self-administered questionnaire survey was conducted among 1,911 mothers who visited the Health Center for an infant medical examination. A hypothetical model was constructed using variables of the emotional intelligence quotient, social support, coping, parenting stress, and perceived health competence. There were a total of 1,104 valid responses (57.8%). Significant standardized estimates were obtained, confirming the goodness of fit issues with the model. The emotional intelligence quotient had a strong impact on physical and psychological quality of life, and showed the greatest association with coping. This study differed from previous studies in that, due to the inclusion of social support and explanatory variables in coping, an increase in coping strategies was more highly associated with emotional intelligence quotient levels than with social support. An enhanced emotional intelligence quotient should be considered a primary objective to promote the health of mothers with infant children.

Practised Intelligence Testing Based on a Modern Test Conceptualization and Its Reference to the Common Intelligence Theories

ERIC Educational Resources Information Center

Kubinger, Klaus D.; Litzenberger, Margarete; Mrakotsky, Christine

2006-01-01

The question is to what extent intelligence test-batteries prove any kind of empirical reference to common intelligence theories. Of particular interest are conceptualized tests that are of a high psychometric standard--those that fit the Rasch model--and hence are not exposed to fundamental critique. As individualized testing, i.e., a…

Brave New World of Intelligence Testing.

ERIC Educational Resources Information Center

Rice, Berkeley

1979-01-01

New approaches to assessing intelligence are discussed, as well as new intelligence tests. Among the developments are investigating neurometrics, adapting testing to the effects of technology on children, countering cultural bias, assessing social intelligence, focusing on aspects of cognitive styles, measuring learning potential, and using…

Demographic and Lifestyle Characteristics, but Not Apolipoprotein E Genotype, Are Associated with Intelligence among Young Chinese College Students.

PubMed

Chen, Xiao-Fen; Wei, Zichen; Wang, Tingting; Zhang, Zhen-Lian; Wang, Yiwei; Heckman, Michael G; Diehl, Nancy N; Zhang, Yun-Wu; Xu, Huaxi; Bu, Guojun

2015-01-01

Intelligence is an important human feature that strongly affects many life outcomes, including health, life-span, income, educational and occupational attainments. People at all ages differ in their intelligence but the origins of these differences are much debated. A variety of environmental and genetic factors have been reported to be associated with individual intelligence, yet their nature and contribution to intelligence differences have been controversial. To investigate the contribution of apolipoprotein E (APOE) genotype, which is associated with the risk for Alzheimer's disease, as well as demographic and lifestyle characteristics, to the variation in intelligence. A total of 607 Chinese college students aged 18 to 25 years old were included in this prospective observational study. The Chinese revision of Wechsler Adult Intelligence Scale (the fourth edition, short version) was used to determine the intelligence level of participants. Demographic and lifestyle characteristics data were obtained from self-administered questionnaires. No significant association was found between APOE polymorphic alleles and different intelligence quotient (IQ) measures. Interestingly, a portion of demographic and lifestyle characteristics, including age, smoking and sleep quality were significantly associated with different IQ measures. Our findings indicate that demographic features and lifestyle characteristics, but not APOE genotype, are associated with intelligence measures among young Chinese college students. Thus, although APOE ε4 allele is a strong genetic risk factor for Alzheimer's disease, it does not seem to impact intelligence at young ages.

From ERPs to academics.

PubMed

Hillman, Charles H; Pontifex, Matthew B; Motl, Robert W; O'Leary, Kevin C; Johnson, Christopher R; Scudder, Mark R; Raine, Lauren B; Castelli, Darla M

2012-02-15

Standardized tests have been used to forecast scholastic success of school-age children, and have been related to intelligence, working memory, and inhibition using neuropsychological tests. However, ERP correlates of standardized achievement have not been reported. Thus, the relationship between academic achievement and the P3 component was assessed in a sample of 105 children during performance on a Go/NoGo task. The Wide Range Achievement Test - 3rd edition was administered to assess aptitude in reading, spelling, and arithmetic. Regression analyses indicated an independent contribution of P3 amplitude to reading and arithmetic achievement beyond the variance accounted for by IQ and school grade. No such relationship was observed for spelling. These data suggest that the P3, which reflects attentional processes involved in stimulus evaluation and inhibitory control may be a biomarker for academic achievement during childhood. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Relationship between Central Auditory Processing, Language, and Cognition in Children Being Evaluated for Central Auditory Processing Disorder.

PubMed

Brenneman, Lauren; Cash, Elizabeth; Chermak, Gail D; Guenette, Linda; Masters, Gay; Musiek, Frank E; Brown, Mallory; Ceruti, Julianne; Fitzegerald, Krista; Geissler, Kristin; Gonzalez, Jennifer; Weihing, Jeffrey

2017-09-01

Pediatric central auditory processing disorder (CAPD) is frequently comorbid with other childhood disorders. However, few studies have examined the relationship between commonly used CAPD, language, and cognition tests within the same sample. The present study examined the relationship between diagnostic CAPD tests and "gold standard" measures of language and cognitive ability, the Clinical Evaluation of Language Fundamentals (CELF) and the Wechsler Intelligence Scale for Children (WISC). A retrospective study. Twenty-seven patients referred for CAPD testing who scored average or better on the CELF and low average or better on the WISC were initially included. Seven children who scored below the CELF and/or WISC inclusion criteria were then added to the dataset for a second analysis, yielding a sample size of 34. Participants were administered a CAPD battery that included at least the following three CAPD tests: Frequency Patterns (FP), Dichotic Digits (DD), and Competing Sentences (CS). In addition, they were administered the CELF and WISC. Relationships between scores on CAPD, language (CELF), and cognition (WISC) tests were examined using correlation analysis. DD and FP showed significant correlations with Full Scale Intelligence Quotient, and the DD left ear and the DD interaural difference measures both showed significant correlations with working memory. However, ∼80% or more of the variance in these CAPD tests was unexplained by language and cognition measures. Language and cognition measures were more strongly correlated with each other than were the CAPD tests with any CELF or WISC scale. Additional correlations with the CAPD tests were revealed when patients who scored in the mild-moderate deficit range on the CELF and/or in the borderline low intellectual functioning range on the WISC were included in the analysis. While both the DD and FP tests showed significant correlations with one or more cognition measures, the majority of the variance in these CAPD measures went unexplained by cognition. Unlike DD and FP, the CS test was not correlated with cognition. Additionally, language measures were not significantly correlated with any of the CAPD tests. Our findings emphasize that the outcomes and interpretation of results vary as a function of the subject inclusion criteria that are applied for the CELF and WISC. Including participants with poorer cognition and/or language scores increased the number of significant correlations observed. For this reason, it is important that studies investigating the relationship between CAPD and other domains or disorders report the specific inclusion criteria used for all tests. American Academy of Audiology

Transcranial direct current stimulation (tDCS) of frontal cortex decreases performance on the WAIS-IV intelligence test.

PubMed

Sellers, Kristin K; Mellin, Juliann M; Lustenberger, Caroline M; Boyle, Michael R; Lee, Won Hee; Peterchev, Angel V; Fröhlich, Flavio

2015-09-01

Transcranial direct current stimulation (tDCS) modulates excitability of motor cortex. However, there is conflicting evidence about the efficacy of this non-invasive brain stimulation modality to modulate performance on cognitive tasks. Previous work has tested the effect of tDCS on specific facets of cognition and executive processing. However, no randomized, double-blind, sham-controlled study has looked at the effects of tDCS on a comprehensive battery of cognitive processes. The objective of this study was to test if tDCS had an effect on performance on a comprehensive assay of cognitive processes, a standardized intelligence quotient (IQ) test. The study consisted of two substudies and followed a double-blind, between-subjects, sham-controlled design. In total, 41 healthy adult participants were included in the final analysis. These participants completed the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) as a baseline measure. At least one week later, participants in substudy 1 received either bilateral tDCS (anodes over both F4 and F3, cathode over Cz, 2 mA at each anode for 20 min) or active sham tDCS (2 mA for 40 s), and participants in substudy 2 received either right or left tDCS (anode over either F4 or F3, cathode over Cz, 2 mA for 20 min). In both studies, the WAIS-IV was immediately administered following stimulation to assess for performance differences induced by bilateral and unilateral tDCS. Compared to sham stimulation, right, left, and bilateral tDCS reduced improvement between sessions on Full Scale IQ and the Perceptual Reasoning Index. This demonstration that frontal tDCS selectively degraded improvement on specific metrics of the WAIS-IV raises important questions about the often proposed role of tDCS in cognitive enhancement. Copyright © 2015 Elsevier B.V. All rights reserved.

The relationship between malingerers' intelligence and MMPI-2 knowledge and their ability to avoid detection.

PubMed

Pelfrey, William V

2004-12-01

One of the most frequently administered psychometrics is the Minnesota Multiphasic Personality Inventory-2 (MMPI-2). Occasionally, those participants taking the MMPI-2 will malinger or exaggerate their symptoms. Several malingering detection devices are available, and a significant body of literature exists concerning their efficacy. However, little research is available considering those factors that facilitate successfully evading detection as a malingerer. Some of these studies have identified general intelligence and knowledge of the MMPI-2 as key variables in the likelihood of escaping detection as a malingerer. The extant research considered the utility of general intelligence and knowledge of the MMPI-2 as predictors in avoiding detection as a malingerer. To detect malingering, the two traditional detection devices were employed: the F-Scale and the F - K Index. Results indicate that intelligence and MMPI-2 knowledge contribute significantly to the likelihood of successfully escaping detection as a malingerer.

Automatic Extraction of Highway Traffic Data From Aerial Photographs

DOT National Transportation Integrated Search

1997-01-01

This is the fifth and final report provided to fulfill the statutory requirement to periodically summarize the progress of the Intelligent Transportation Systems (ITS) program administered by the U.S. Department of Transportation (DOT). In the Transp...

Perceptual reasoning predicts handwriting impairments in adolescents with autism

PubMed Central

Fuentes, Christina T.; Mostofsky, Stewart H.; Bastian, Amy J.

2010-01-01

Background: We have previously shown that children with autism spectrum disorder (ASD) have specific handwriting deficits consisting of poor form, and that these deficits are predicted by their motor abilities. It is not known whether the same handwriting impairments persist into adolescence and whether they remain linked to motor deficits. Methods: A case-control study of handwriting samples from adolescents with and without ASD was performed using the Minnesota Handwriting Assessment. Samples were scored on an individual letter basis in 5 categories: legibility, form, alignment, size, and spacing. Subjects were also administered an intelligence test and the Physical and Neurological Examination for Subtle (Motor) Signs (PANESS). Results: We found that adolescents with ASD, like children, show overall worse performance on a handwriting task than do age- and intelligence-matched controls. Also comparable to children, adolescents with ASD showed motor impairments relative to controls. However, adolescents with ASD differ from children in that Perceptual Reasoning Indices were significantly predictive of handwriting performance whereas measures of motor skills were not. Conclusions: Like children with ASD, adolescents with ASD have poor handwriting quality relative to controls. Despite still demonstrating motor impairments, in adolescents perceptual reasoning is the main predictor of handwriting performance, perhaps reflecting subjects' varied abilities to learn strategies to compensate for their motor impairments. GLOSSARY ASD = autism spectrum disorder; DSM-IV = Diagnostic and Statistical Manual of Mental Disorders, 4th edition; PANESS = Physical and Neurological Examination for Subtle (Motor) Signs; PRI = Perceptual Reasoning Index; WASI = Wechsler Abbreviated Scale of Intelligence; WISC = Wechsler Intelligence Scale for Children IV. PMID:21079184

Working memory training in healthy young adults: Support for the null from a randomized comparison to active and passive control groups.

PubMed

Clark, Cameron M; Lawlor-Savage, Linette; Goghari, Vina M

2017-01-01

Training of working memory as a method of increasing working memory capacity and fluid intelligence has received much attention in recent years. This burgeoning field remains highly controversial with empirically-backed disagreements at all levels of evidence, including individual studies, systematic reviews, and even meta-analyses. The current study investigated the effect of a randomized six week online working memory intervention on untrained cognitive abilities in a community-recruited sample of healthy young adults, in relation to both a processing speed training active control condition, as well as a no-contact control condition. Results of traditional null hypothesis significance testing, as well as Bayesian factor analyses, revealed support for the null hypothesis across all cognitive tests administered before and after training. Importantly, all three groups were similar at pre-training for a variety of individual variables purported to moderate transfer of training to fluid intelligence, including personality traits, motivation to train, and expectations of cognitive improvement from training. Because these results are consistent with experimental trials of equal or greater methodological rigor, we suggest that future research re-focus on: 1) other promising interventions known to increase memory performance in healthy young adults, and; 2) examining sub-populations or alternative populations in which working memory training may be efficacious.

Test Review: Review of Kaufman Brief Intelligence Test, Second Edition: Kaufman, A. S., & Kaufman, N. L. (2004). "Kaufman Brief Intelligence Test, Second Edition". Bloomington, MN: Pearson, Inc.

ERIC Educational Resources Information Center

Bain, Sherry K.; Jaspers, Kathryn E.

2010-01-01

This article presents a review of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2; Kaufman & Kaufman, 2004b), which is designed to provide a brief, individualized format for measuring verbal and nonverbal intelligence in children and adults from the ages of 4 years, 0 months through 90 years, 11 months. The test consists of only…

The Relationship Between Hemoglobin Level and Intellectual Function.

ERIC Educational Resources Information Center

Munro, Nancy

In a study to learn whether or not poor nutrition, as indicated by low hemoglobin levels, affects intelligence and behavior, 113 Head Start children in Missoula, Montana took part. Group testing with the Lorge Thorndike Intelligence Test and individual testing with the Wechsler and Primary Scale of Intelligence or Wechsler Intelligence Scale for…

Assessing Intelligence in Children and Youth Living in the Netherlands

ERIC Educational Resources Information Center

Hurks, Petra P. M.; Bakker, Helen

2016-01-01

In this article, we briefly describe the history of intelligence test use with children and youth in the Netherlands, explain which models of intelligence guide decisions about test use, and detail how intelligence tests are currently being used in Dutch school settings. Empirically supported and theoretical models studying the structure of human…

Assessing Emotionally Intelligent Leadership in Pharmacy Students

PubMed Central

Kolar, Claire; Nelson, Michael H.; Fierke, Kerry K.; Sucher, Brandon J.; Janke, Kristin K.

2017-01-01

Objective. To determine the frequency distribution of pharmacy students across Emotionally Intelligent Leadership Inventory (EILI) measures. Methods. The EILI was administered to 235 pharmacy students at two schools. The instrument was systematically compared to the 2013 CAPE Outcomes and analyzed by confirmatory factor analysis. Results. The EILI has primary connections with pharmacy competencies related to interprofessional communication and leadership. The three facets of the EILI were verified for internal consistency (Context, α=.78; Self, α=.74; Others, α=.79). Student scores were the highest for the consciousness of self facet, with a mean score of 31.4 out of 40. Conclusion. The EILI shows promise as an instrument for use in assessing pharmacy students’ emotional intelligence and leadership skills. PMID:28381889

Do adults with mental retardation show pictorial superiority effects in recall and recognition?

PubMed

Cherry, Katie E; Applegate, Heather; Reese, Celinda M

2002-01-01

We examined memory for pictures and words in adults with mental retardation and a control group of adults of normal intelligence. During acquisition, sets of simple line drawings and matching words were presented for study using an intentional learning procedure. The principle dependent measures were free recall and recognition. Measures of working memory span were also administered. Pictorial superiority effects occurred in free recall and recognition for both intelligence-level groups. Correlational analyses indicated that working memory span was primarily related to recall performance, irrespective of stimulus format. These data strongly suggest that persons with mental retardation can utilize nonverbal memory codes to support long-term retention as effectively as do adults of normal intelligence.

Effects of major depression on estimates of intelligence.

PubMed

Sackeim, H A; Freeman, J; McElhiney, M; Coleman, E; Prudic, J; Devanand, D P

1992-03-01

This study examined whether patients with major depressive disorder manifest deficits in intelligence during affective episodes and following clinical improvement. WAIS-R scores were contrasted in 100 patients in an episode of major depression with 50 normal controls, matched to the patient sample in terms of demographic variables and estimates of premorbid IQ. The groups were equivalent in verbal IQ, but, in line with previous studies, the depressed patients had a pronounced deficit in performance IQ. A patient subsample was administered the WAIS-R under unlimited time conditions to determine whether the time constraints of performance IQ subtests contributed to the magnitude of the verbal-performance IQ discrepancy. This discrepancy was only slightly reduced with untimed scoring. Subgroups of depressed patients were retested with the WAIS-R within one week (n = 26) or two months (n = 33) following treatment with electroconvulsive therapy. In both subsamples, IQ scores were improved at posttreatment testing relative to pretreatment, but with little change in the verbal-performance IQ discrepancy. These and related findings suggested that a performance IQ deficit is characteristic of depressed patients regardless of affective state.

Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge

PubMed Central

Geary, David C.; Hoard, Mary K.; Nugent, Lara; Bailey, Drew H.

2013-01-01

One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs. We administered functional numeracy measures used in studies of young adults’ employability and wages to 180 thirteen-year-olds. The adolescents began the study in kindergarten and participated in multiple assessments of intelligence, working memory, mathematical cognition, achievement, and in-class attentive behavior. Their number system knowledge at the beginning of first grade was defined by measures that assessed knowledge of the systematic relations among Arabic numerals and skill at using this knowledge to solve arithmetic problems. Early number system knowledge predicted functional numeracy more than six years later (ß = 0.195, p = .0014) controlling for intelligence, working memory, in-class attentive behavior, mathematical achievement, demographic and other factors, but skill at using counting procedures to solve arithmetic problems did not. In all, we identified specific beginning of schooling numerical knowledge that contributes to individual differences in adolescents’ functional numeracy and demonstrated that performance on mathematical achievement tests underestimates the importance of this early knowledge. PMID:23382934

[Do Current German-Language Intelligence Tests Take into Consideration the Special Needs of Children with Disabilities?].

PubMed

Mickley, Manfred; Renner, Gerolf

2015-01-01

Do Current German-Language Intelligence Tests Take into Consideration the Special Needs of Children with Disabilities? A review of 23 German intelligence test manuals shows that test-authors do not exclude the use of their tests for children with disabilities. However, these special groups play a minor role in the construction, standardization, and validation of intelligence tests. There is no sufficient discussion and reflection concerning the issue which construct-irrelevant requirements may reduce the validity of the test or which individual test-adaptations are allowed or recommended. Intelligence testing of children with disabilities needs more empirical evidence on objectivity, reliability, and validity of the assessment-procedures employed. Future test construction and validation should systematically analyze construct-irrelevant variance in item format, the special needs of handicapped children, and should give hints for useful test-adaptations.

Evaluating the relation between memory and intelligence in children with learning disabilities.

PubMed

Hoerig, Dianne C; David, Andrew S; D'Amato, Rik Carl

2002-12-01

Although both intelligence tests and memory tests are commonly used in neuropsychological examinations, the relationship between memory and intelligence has not been fully explored, particularly for children having learning disabilities. Memory, or the ability to retain information, was evaluated using the Test of Memory and Learning, a recently released test that gives a comprehensive measure of global memory functioning. This, and the Wechsler Intelligence Scale for Children-Third Edition, used to assess intelligence, were given to 80 students with learning disabilities. The correlation between a global measure of memory and a global measure f intelligence was significant (r = .59), indicating that memory should be viewed as an important component when evaluating children with learning disabilities.

Neuropsychological late effects of treatment for acute leukemia in children with Down syndrome.

PubMed

Roncadin, Caroline; Hitzler, Johann; Downie, Andrea; Montour-Proulx, Isabelle; Alyman, Cheryl; Cairney, Elizabeth; Spiegler, Brenda J

2015-05-01

Children with Down syndrome (DS) have an elevated risk of developing acute leukemia, but little is known about treatment-related neuropsychological morbidity because they are systematically excluded from research in this area. The current study investigated neuropsychological outcomes in children with DS treated for acute lymphoblastic leukemia (ALL) or acute myeloid leukemia (AML) compared to children with DS with no history of cancer. Participants were 4 to 17 years of age at testing and were administered measures of intelligence, academic achievement, language, visual-motor and fine-motor skills, and adaptive function. Patients had been off treatment for at least 2 years. The AML group (N = 12) had significantly lower verbal intelligence and receptive vocabulary compared to controls (N = 21). By contrast, the ALL group (N = 14) performed significantly worse than controls on measures of verbal intelligence, spelling, receptive and expressive vocabulary, visual-motor skills, and adaptive function. Patients with DS treated for AML may have specific post-treatment morbidity in verbal function, whereas those treated for ALL have broader morbidity affecting multiple neuropsychological domains and overall adaptive function. We hypothesize that the broader impairment profile of ALL survivors may be related to a combination of the longer duration of central nervous system-directed treatment for ALL compared to AML and the concomitant limited access to intervention opportunities during active treatment. © 2014 Wiley Periodicals, Inc.

Comprehensive comparison of self-administered questionnaires for measuring quantitative autistic traits in adults.

PubMed

Nishiyama, Takeshi; Suzuki, Masako; Adachi, Katsunori; Sumi, Satoshi; Okada, Kensuke; Kishino, Hirohisa; Sakai, Saeko; Kamio, Yoko; Kojima, Masayo; Suzuki, Sadao; Kanne, Stephen M

2014-05-01

We comprehensively compared all available questionnaires for measuring quantitative autistic traits (QATs) in terms of reliability and construct validity in 3,147 non-clinical and 60 clinical subjects with normal intelligence. We examined four full-length forms, the Subthreshold Autism Trait Questionnaire (SATQ), the Broader Autism Phenotype Questionnaire, the Social Responsiveness Scale2-Adult Self report (SRS2-AS), and the Autism-Spectrum Quotient (AQ). The SRS2-AS and the AQ each had several short forms that we also examined, bringing the total to 11 forms. Though all QAT questionnaires showed acceptable levels of test-retest reliability, the AQ and SRS2-AS, including their short forms, exhibited poor internal consistency and discriminant validity, respectively. The SATQ excelled in terms of classical test theory and due to its short length.

Development of brief versions of the Wechsler Intelligence Scale for schizophrenia: considerations of the structure and predictability of intelligence.

PubMed

Sumiyoshi, Chika; Uetsuki, Miki; Suga, Motomu; Kasai, Kiyoto; Sumiyoshi, Tomiki

2013-12-30

Short forms (SF) of the Wechsler Intelligence Scale have been developed to enhance its practicality. However, only a few studies have addressed the Wechsler Intelligence Scale Revised (WAIS-R) SFs based on data from patients with schizophrenia. The current study was conducted to develop the WAIS-R SFs for these patients based on the intelligence structure and predictability of the Full IQ (FIQ). Relations to demographic and clinical variables were also examined on selecting plausible subtests. The WAIS-R was administered to 90 Japanese patients with schizophrenia. Exploratory factor analysis (EFA) and multiple regression analysis were conducted to find potential subtests. EFA extracted two dominant factors corresponding to Verbal IQ and Performance IQ measures. Subtests with higher factor loadings on those factors were initially nominated. Regression analysis was carried out to reach the model containing all the nominated subtests. The optimality of the potential subtests included in that model was evaluated from the perspectives of the representativeness of intelligence structure, FIQ predictability, and the relation with demographic and clinical variables. Taken together, the dyad of Vocabulary and Block Design was considered to be the most optimal WAIS-R SF for patients with schizophrenia, reflecting both intelligence structure and FIQ predictability. © 2013 Elsevier Ireland Ltd. All rights reserved.

The dissociation of perception and cognition in children with early brain damage.

PubMed

Stiers, Peter; Vandenbussche, Erik

2004-03-01

Reduced non-verbal compared to verbal intelligence is used in many outcome studies of perinatal complications as an indication of visual perceptual impairment. To investigate whether this is justified, we re-examined data sets from two previous studies, both of which used the visual perceptual battery L94. The first study comprised 47 children at risk for cerebral visual impairment due to prematurity or birth asphyxia, who had been administered the McCarthy Scales of Children's abilities. The second study evaluated visual perceptual abilities in 82 children with a physical disability. These children's intellectual ability had been assessed with the Wechsler Intelligence Scale for Children-Revised and/or Wechsler Pre-school and Primary Scale of Intelligence-Revised. No significant association was found between visual perceptual impairment and (1) reduced non-verbal to verbal intelligence; (2) increased non-verbal subtest scatter; or (3) non-verbal subtest profile deviation, for any of the intelligence scales. This result suggests that non-verbal intelligence subtests assess a complex of cognitive skills that are distinct from visual perceptual abilities, and that this assessment is not hampered by deficits in perceptual abilities as manifested in these children.

Construct Validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent and Structural Validity

ERIC Educational Resources Information Center

Canivez, Gary L.; Konold, Timothy R.; Collins, Jason M.; Wilson, Greg

2009-01-01

The Wechsler Abbreviated Scale of Intelligence (WASI; Psychological Corporation, 1999) and the Wide Range Intelligence Test (WRIT; Glutting, Adams, & Sheslow, 2000) are two well-normed brief measures of general intelligence with subtests purportedly assessing verbal-crystallized abilities and nonverbal-fluid-visual abilities. With a sample of…

On the Relevance of Intelligence: Applications for Classrooms? Intelligence Testing: The Good, the Bad and the Ugly.

ERIC Educational Resources Information Center

Law, Nancy

The relevance of intelligence testing for schools within one district, the Sacramento (California) school district and the state of California is explored, and applications of intelligence theory in district schools and classrooms are discussed. Intelligence, for purposes of this discussion, is the aggregate capacity of each student's…

The Cylindrical Structure of the Wechsler Intelligence Scale for Children--IV: A Retest of the Guttman Model of Intelligence

ERIC Educational Resources Information Center

Cohen, Arie; Fiorello, Catherine A.; Farley, Frank H.

2006-01-01

A previous study on the underlying structure of the Wechsler intelligence test (WISC-R; [Wechsler, D. (1974). Manual WISC-R: Wechsler intelligence scale for children-Revised. New York: Psychological Corporation]), using smallest space analysis (SSA) [Guttman, L., and Levy, S. (1991). Two structural laws for intelligence tests.…

Survey of Expert Opinion on Intelligence and Aptitude Testing.

ERIC Educational Resources Information Center

Snyderman, Mark; Rothman, Stanley

1987-01-01

Psychologists and educational specialists with expertise in areas related to intelligence testing responded to a questionnaire dealing with possible racial and socioeconomic bias of IQ tests. Overall, experts hold positive attitudes about the validity and usefulness of intelligence and aptitude tests. (Author/LHW)

Psychoticism and disruptive behavior can be also good predictors of school achievement.

PubMed

Flores-Mendoza, Carmen; Widaman, Keith; Mansur-Alves, Marcela; Bacelar, Tatiane Dias; Saldanha, Renata

2013-01-01

The relations of Gf (Standard Progressive Matrices Raven), Gc (verbal scale of Wechsler Intelligence Scale for Children-Third Version), personality dimensions (Eysenck Personality Questionnaire-Junior Version), and disruptive behavior (TDAH scale) with school achievement (measured by TDE test and PISA test) were investigated. Two samples of students (total N = 534) representing a broad range of socioeconomic status (SES) participated in this study. Path models were conducted. The results demonstrated that (1) in both samples no sex differences related to school achievement were found; (2) in the first sample, after controlling for age and SES differences, Gf and psychoticism predicted (.38 and -.13, respectively) school achievement (measured by TDE test); (3) in the second sample, after controlling for SES differences to which additional measures were administered, Gf and Gc positively predicted (.22 and .40, respectively) school achievement (measured by PISA test). In addition, psychoticism and disruptive behavior also predicted school performance (-.14 and -.28, respectively). Some theoretical and practical implications are discussed.

Decreasing scoring errors on Wechsler Scale Vocabulary, Comprehension, and Similarities subtests: a preliminary study.

PubMed

Linger, Michele L; Ray, Glen E; Zachar, Peter; Underhill, Andrea T; LoBello, Steven G

2007-10-01

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

Accuracy statistics in predicting Independent Activities of Daily Living (IADL) capacity with comprehensive and brief neuropsychological test batteries.

PubMed

Karzmark, Peter; Deutsch, Gayle K

2018-01-01

This investigation was designed to determine the predictive accuracy of a comprehensive neuropsychological and brief neuropsychological test battery with regard to the capacity to perform instrumental activities of daily living (IADLs). Accuracy statistics that included measures of sensitivity, specificity, positive and negative predicted power and positive likelihood ratio were calculated for both types of batteries. The sample was drawn from a general neurological group of adults (n = 117) that included a number of older participants (age >55; n = 38). Standardized neuropsychological assessments were administered to all participants and were comprised of the Halstead Reitan Battery and portions of the Wechsler Adult Intelligence Scale-III. A comprehensive test battery yielded a moderate increase over base-rate in predictive accuracy that generalized to older individuals. There was only limited support for using a brief battery, for although sensitivity was high, specificity was low. We found that a comprehensive neuropsychological test battery provided good classification accuracy for predicting IADL capacity.

Emotional intelligence among nursing students: Findings from a cross-sectional study.

PubMed

Štiglic, Gregor; Cilar, Leona; Novak, Žiga; Vrbnjak, Dominika; Stenhouse, Rosie; Snowden, Austyn; Pajnkihar, Majda

2018-07-01

Emotional intelligence in nursing is of global interest. International studies identify that emotional intelligence influences nurses' work and relationships with patients. It is associated with compassion and care. Nursing students scored higher on measures of emotional intelligence compared to students of other study programmes. The level of emotional intelligence increases with age and tends to be higher in women. This study aims to measure the differences in emotional intelligence between nursing students with previous caring experience and those without; to examine the effects of gender on emotional intelligence scores; and to test whether nursing students score higher than engineering colleagues on emotional intelligence measures. A cross-sectional descriptive study design was used. The study included 113 nursing and 104 engineering students at the beginning of their first year of study at a university in Slovenia. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue) and Schutte Self Report Emotional Intelligence Test (SSEIT). Shapiro-Wilk's test of normality was used to test the sample distribution, while the differences in mean values were tested using Student t-test of independent samples. Emotional intelligence was higher in nursing students (n = 113) than engineering students (n = 104) in both measures [TEIQue t = 3.972; p < 0.001; SSEIT t = 8.288; p < 0.001]. Although nursing female students achieved higher emotional intelligence scores than male students on both measures, the difference was not statistically significant [TEIQue t = -0.839; p = 0.403; SSEIT t = -1.159; p = 0.249]. EI scores in nursing students with previous caring experience were not higher compared to students without such experience for any measure [TEIQue t = -1.633; p = 0.105; SSEIT t = -0.595; p = 0.553]. Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience. Copyright © 2018 Elsevier Ltd. All rights reserved.

Perspective on Intelligence Testing.

ERIC Educational Resources Information Center

Lennon, Roger T.

1978-01-01

We should seek an updated perspective on intelligence testing because it is useful to reevaluate any practice that has long become institutionalized, especially one that is subject to severe criticism. Cultural bias is the most prominent criticism. Testing proponents contend that intelligence tests reflect skills and knowledge emphasized in school…

Executive functioning in schizophrenia: Unique and shared variance with measures of fluid intelligence.

PubMed

Martin, A K; Mowry, B; Reutens, D; Robinson, G A

2015-10-01

Patients with schizophrenia often display deficits on tasks thought to measure "executive" processes. Recently, it has been suggested that reductions in fluid intelligence test performance entirely explain deficits reported for patients with focal frontal lesions on classical executive tasks. For patients with schizophrenia, it is unclear whether deficits on executive tasks are entirely accountable by fluid intelligence and representative of a common general process or best accounted for by distinct contributions to the cognitive profile of schizophrenia. In the current study, 50 patients with schizophrenia and 50 age, sex and premorbid intelligence matched controls were assessed using a broad neuropsychological battery, including tasks considered sensitive to executive abilities, namely the Hayling Sentence Completion Test (HSCT), word fluency, Stroop test, digit-span backwards, and spatial working memory. Fluid intelligence was measured using both the Matrix reasoning subtest from the Weschler Abbreviated Scale of Intelligence (WASI) and a composite score derived from a number of cognitive tests. Patients with schizophrenia were impaired on all cognitive measures compared with controls, except smell identification and the optimal betting and risk-taking measures from the Cambridge Gambling Task. After introducing fluid intelligence as a covariate, significant differences remained for HSCT suppression errors, and classical executive function tests such as the Stroop test and semantic/phonemic word fluency, regardless of which fluid intelligence measure was included. Fluid intelligence does not entirely explain impaired performance on all tests considered as reflecting "executive" processes. For schizophrenia, these measures should remain part of a comprehensive neuropsychological assessment alongside a measure of fluid intelligence. Copyright © 2015 Elsevier Inc. All rights reserved.

IQ Test Controversy: Past, Present, and Future Trends.

ERIC Educational Resources Information Center

Alford, David W.

The controversies surrounding the use of intelligence quotient (IQ) tests with children are summarized. This article discusses what intelligence is and how intelligence is measured. It also examines factors which can affect measurement, including examiner training or bias, examinee age, misinterpretation of test scores, and poor tests. The…

Can trained lay providers perform HIV testing services? A review of national HIV testing policies.

PubMed

Flynn, David E; Johnson, Cheryl; Sands, Anita; Wong, Vincent; Figueroa, Carmen; Baggaley, Rachel

2017-01-04

Only an estimated 54% of people living with HIV are aware of their status. Despite progress scaling up HIV testing services (HTS), a testing gap remains. Delivery of HTS by lay providers may help close this testing gap, while also increasing uptake and acceptability of HIV testing among key populations and other priority groups. 50 National HIV testing policies were collated from WHO country intelligence databases, contacts and testing program websites. Data regarding lay provider use for HTS was extracted and collated. Our search had no geographical or language restrictions. This data was then compared with reported data from the Global AIDS Response Progress Reporting (GARPR) from July 2015. Forty-two percent of countries permit lay providers to perform HIV testing and 56% permit lay providers to administer pre-and post-test counseling. Comparative analysis with GARPR found that less than half (46%) of reported data from countries were consistent with their corresponding national HIV testing policy. Given the low uptake of lay provider use globally and their proven use in increasing HIV testing, countries should consider revising policies to support lay provider testing using rapid diagnostic tests.

Emotional intelligence and psychological health in a sample of Kuwaiti college students.

PubMed

Alkhadher, Othman

2007-06-01

This summary investigated correlations between emotional intelligence and psychological health amongst 191 Kuwaiti undergraduate students in psychology, 98 men and 93 women (M age=20.6 yr., SD=2.8). There were two measures of emotional intelligence, one based on the ability model, the Arabic Test for Emotional Intelligence, and the other on the mixed model, the Emotional Intelligence Questionnaire. Participants' psychological health was assessed using scales from the Personality Assessment Inventory. A weak relationship between the two types of emotional intelligence was found. A correlation for scores on the Emotional Intelligence Questionnaire with the Personality Assessment Inventory was found but not with those of the Arabic Test for Emotional Intelligence. Regression analysis indicated scores on Managing Emotions and Self-awareness accounted for most of the variance in the association with the Personality Assessment Inventory. Significant sex differences were found only on the Arabic Test for Emotional Intelligence; women scored higher than men. On Emotional Intelligence Questionnaire measures, men had significantly higher means on Managing Emotions and Self-motivation. However, no significant differences were found between the sexes on the Total Emotional Intelligence Questionnaire scores.

Emotional Intelligence Tests: Potential Impacts on the Hiring Process for Accounting Students

ERIC Educational Resources Information Center

Nicholls, Shane; Wegener, Matt; Bay, Darlene; Cook, Gail Lynn

2012-01-01

Emotional intelligence is increasingly recognized as being important for professional career success. Skills related to emotional intelligence (e.g. organizational commitment, public speaking, teamwork, and leadership) are considered essential. Human resource professionals have begun including tests of emotional intelligence (EI) in job applicant…

Intelligence Testing 1928-1978: What Next?

ERIC Educational Resources Information Center

Vernon, Philip E.

Attention is drawn to the ways in which current conceptions of intelligence and its measurement differ from those which were generally accepted in 1928. The following principles underlying intelligence testing were generally agreed upon in 1928: (1) the assumption of intelligence as a recognizable attribute, responsible for differences among…

Age differences and interindividual variation in cognition in community-dwelling elderly.

PubMed

Christensen, H; Mackinnon, A; Jorm, A F; Henderson, A S; Scott, L R; Korten, A E

1994-09-01

The cognitive test performance of 897 community-dwelling elderly Ss, aged 70 years and over, was examined for age trends and interindividual variation. Data were subjected to factor analysis, and 3 factors emerged (Crystallized Intelligence, Fluid Intelligence, and Memory). Over the age span sampled, Crystallized Intelligence, Fluid Intelligence, and Memory all decreased with the decrease being greatest for Fluid Intelligence and least for Crystallized Intelligence. Interindividual variation increased for Fluid Intelligence and Memory, but not for Crystallized Intelligence. These findings give support to the view that crystallized intelligence is lower in the very old and that there is a greater degree of variability in test performance with advancing age.

The Reliability of Recorded Text Test Scores: Widespread Inconsistent Intelligibility Testing in Minority Languages

ERIC Educational Resources Information Center

Yoder, Zachariah

2017-01-01

The recorded text test (RTT) is commonly used to test dialect intelligibility, often to inform language development decisions. More than 25 papers using the RTT method were published on www.sil.org/silesr from January 2009 to March 2013. As introduced by Casad [1974. "Dialect Intelligibility Testing." Summer Institute of Linguistics…

Administration of Neuropsychological Tests Using Interactive Voice Response Technology in the Elderly: Validation and Limitations

PubMed Central

Miller, Delyana Ivanova; Talbot, Vincent; Gagnon, Michèle; Messier, Claude

2013-01-01

Interactive voice response (IVR) systems are computer programs, which interact with people to provide a number of services from business to health care. We examined the ability of an IVR system to administer and score a verbal fluency task (fruits) and the digit span forward and backward in 158 community dwelling people aged between 65 and 92 years of age (full scale IQ of 68–134). Only six participants could not complete all tasks mostly due to early technical problems in the study. Participants were also administered the Wechsler Intelligence Scale fourth edition (WAIS-IV) and Wechsler Memory Scale fourth edition subtests. The IVR system correctly recognized 90% of the fruits in the verbal fluency task and 93–95% of the number sequences in the digit span. The IVR system typically underestimated the performance of participants because of voice recognition errors. In the digit span, these errors led to the erroneous discontinuation of the test: however the correlation between IVR scoring and clinical scoring was still high (93–95%). The correlation between the IVR verbal fluency and the WAIS-IV Similarities subtest was 0.31. The correlation between the IVR digit span forward and backward and the in-person administration was 0.46. We discuss how valid and useful IVR systems are for neuropsychological testing in the elderly. PMID:23950755

[Specificity hypothesis of a theory of mind deficit in early childhood autism].

PubMed

Kissgen, R; Schleiffer, R

2002-02-01

In order to test the hypothesis that a theory of mind deficit is specific for autism, the present study presents the first replication of the Sally-Anne test (Baron-Cohen, Leslie & Frith, 1985) in the German-speaking countries. The Sally-Anne test was administered to 16 autistic, 24 probands with Down's syndrome and 20 normal preschool prosands. The intelligence of the autistic group and that with Down's syndrome was measured by the CPM/SPM. In addition, the ADI-R was used with the principal caregivers of the autistic and Down's syndrome subjects. With regard to the clinical diagnosis, theory of mind deficit turned out to be not specific for autism. Six of 16 (37.5%) autistic subjects passed the theory of mind tasks. Thus performance in the autistic group surpassed that of both control groups. Out of 16 autistic subjects, autism could be confirmed in only 8 on the basis of the ADI-R diagnostic criteria, only one of whom showed a theory of mind. The autistic individuals with a theory of mind differed significantly in their mean IQ from those without this ability. Spectrum and specificity of a theory of mind deficit in autism remain controversial. For further research it seems important to administer the ADI-R during the diagnostic process. The findings suggest that the clinical diagnosis of autism is not precise enough to distinguish between autism and nonautistic mental handicap.

Assessing Giftedness in Children: Comparing the Accuracy of Three Shortened Measures of Intelligence to the Stanford-Binet Intelligence Scales, Fifth Edition

ERIC Educational Resources Information Center

Newton, Jocelyn H.; McIntosh, David E.; Dixon, Felicia; Williams, Tasha; Youman, Elizabeth

2008-01-01

This study examined the accuracy of three shortened measures of intelligence: the Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford-Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting…

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

PubMed

Roberts, Richard D; Schulze, Ralf; O'Brien, Kristin; MacCann, Carolyn; Reid, John; Maul, Andy

2006-11-01

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal. Copyright 2006 APA, all rights reserved.

The Effects of Levodopa on Word Intelligibility in Parkinson's Disease

ERIC Educational Resources Information Center

De Letter, Miet; Santens, Patrick; Van Borsel, John

2005-01-01

Dysarthria is a common manifestation in patients with idiopathic Parkinson's disease. This study investigated the effects of levodopa on intelligibility in patients with Parkinson's disease. Ten participants were tested during on- and off-states using the Yorkston and Beukelman intelligibility test (1980). Intelligibility as scored by a panel of…

Emotional Intelligence: The MSCEIT from the Perspective of Generalizability Theory

ERIC Educational Resources Information Center

Follesdal, Hallvard; Hagtvet, Knut A.

2009-01-01

The Mayer, Salovey, & Caruso Emotional Intelligence Test (MSCEIT) has been reported to provide reliable scores for the four-branch ability model of emotional intelligence [Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). "Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). User's manual." Toronto, Canada: Multi-Health…

Utility of Intelligence Tests for Treatment Planning, Classification, and Placement Decisions: Recent Empirical Findings and Future Directions.

ERIC Educational Resources Information Center

Gresham, Frank M.; Witt, Joseph C.

1997-01-01

Maintains that intelligence tests contribute little to the planning, implementation, and evaluation of instructional interventions for children. Suggests that intelligence tests are not useful in making differential diagnostic and classification determinations for children with mild learning problems and that such testing is not a cost-beneficial…

Revisiting measurement invariance in intelligence testing in aging research: Evidence for almost complete metric invariance across age groups.

PubMed

Sprague, Briana N; Hyun, Jinshil; Molenaar, Peter C M

2017-01-01

Invariance of intelligence across age is often assumed but infrequently explicitly tested. Horn and McArdle (1992) tested measurement invariance of intelligence, providing adequate model fit but might not consider all relevant aspects such as sub-test differences. The goal of the current paper is to explore age-related invariance of the WAIS-R using an alternative model that allows direct tests of age on WAIS-R subtests. Cross-sectional data on 940 participants aged 16-75 from the WAIS-R normative values were used. Subtests examined were information, comprehension, similarities, vocabulary, picture completion, block design, picture arrangement, and object assembly. The two intelligence factors considered were fluid and crystallized intelligence. Self-reported ages were divided into young (16-22, n = 300), adult (29-39, n = 275), middle (40-60, n = 205), and older (61-75, n = 160) adult groups. Results suggested partial metric invariance holds. Although most of the subtests reflected fluid and crystalized intelligence similarly across different ages, invariance did not hold for block design on fluid intelligence and picture arrangement on crystallized intelligence for older adults. Additionally, there was evidence of a correlated residual between information and vocabulary for the young adults only. This partial metric invariance model yielded acceptable model fit compared to previously-proposed invariance models of Horn and McArdle (1992). Almost complete metric invariance holds for a two-factor model of intelligence. Most of the subtests were invariant across age groups, suggesting little evidence for age-related bias in the WAIS-R. However, we did find unique relationships between two subtests and intelligence. Future studies should examine age-related differences in subtests when testing measurement invariance in intelligence.

Clinical research on intelligence seven needle therapy treated infants with brain damage syndrome.

PubMed

Liu, Zhen-Huan; Li, Ye-Rong; Lu, Yong-Lin; Chen, Jie-Kui

2016-06-01

To assess whether the intelligence seven needle therapy administered in infants with perinatal brain damage syndrome (BDS) as early intervention would improve patients' neural development. A randomized controlled trial was conducted. Sixty-four infants with BDS were randomly assigned to two groups: the comprehensive group and the control group. Both groups received routine early intervention; in addition, the comprehensive group received intelligence seven needle therapy. Before and after treatment, the Bayley Scale of Infant Development (BSID), Gesell Developmental Schedules, Gross Motor Function Measure (GMFM), transcranial doppler ultrasound (TCD), and cranial imaging examination were tested for contrast. After treatment, the comprehensive group showed significant difference in the Mental Development Index (MDI) scores of BSID compared with the control group (P<0.05), however, no significant discrepancy in psychomotor development index (PDI,P>0.05) was observed. The children's development quotients (DQ) of the comprehensive group exhibited a significant superiority in improving the social adaptation DQ of Gesell Developmental Schedules compared with the control group (P<0.01), as well as GMFM and linguistic and social intercourse (P<0.05). Again, no discrepancy in the fine movement DQ was found (P>0.05). The total scores of GMFM in the comprehensive group were higher than those in the control group (P<0.05). Comparing the two groups, the comprehensive group showed a significantly greater recovery rate than the control group on TCD after treatment (P<0.05). After 6-month follow-up, some recovery in both groups, specifically on broadening of brain outside space by cranial imaging examination were observed. The comprehensive group demonstrated a significantly greater recovery rate than the control group (P<0.05). The developmental level of intelligence, motion function, linguistic competence and social intercourse can be promoted for infants with perinatal BDS by treating with the intelligence seven needle therapy. This approach can improve the brain blood supply and promote the growth of frontal and parietal lobes.

Relationships between Speech Intelligibility and Word Articulation Scores in Children with Hearing Loss

PubMed Central

Ertmer, David J.

2012-01-01

Purpose This investigation sought to determine whether scores from a commonly used word-based articulation test are closely associated with speech intelligibility in children with hearing loss. If the scores are closely related, articulation testing results might be used to estimate intelligibility. If not, the importance of direct assessment of intelligibility would be reinforced. Methods Forty-four children with hearing losses produced words from the Goldman-Fristoe Test of Articulation-2 and sets of 10 short sentences. Correlation analyses were conducted between scores for seven word-based predictor variables and percent-intelligible scores derived from listener judgments of stimulus sentences. Results Six of seven predictor variables were significantly correlated with percent-intelligible scores. However, regression analysis revealed that no single predictor variable or multi- variable model accounted for more than 25% of the variability in intelligibility scores. Implications The findings confirm the importance of assessing connected speech intelligibility directly. PMID:20220022

Intelligence assessments for children with cerebral palsy: a systematic review.

PubMed

Yin Foo, Rebecca; Guppy, Max; Johnston, Leanne M

2013-10-01

Cerebral palsy (CP) is defined as a primary disorder of posture and movement; however, approximately 45% of children with CP also have an intellectual impairment. Prevalence estimates are limited by a lack of guidelines for intelligence testing. This systematic review aims to identify and examine intelligence assessments for children with CP. Electronic databases (PubMed, PsycINFO, Web of Science, CINAHL, EMBASE, and ERIC) were searched to identify assessments that (1) measured intellectual function, (2) in children aged 4 to 18 years, (3) with CP, and (4) with psychometrics available. Searches yielded 48 assessments, of which nine provided psychometric data for children with CP. The included tests were the Columbia Mental Maturity Scale, the Leiter International Performance Scale, the Peabody Picture Vocabulary Test, the Pictorial Test of Intelligence, the Raven's Coloured Progressive Matrices, the Stanford-Binet Intelligence Scales, the Wechsler Adult Intelligence Scale, the Wechsler Intelligence Scale for Children, and the Wechsler Preschool and Primary Scale of Intelligence. Intelligence assessments in children with CP lack reliability data, consensus regarding validity data, and population-specific norms. Research is required to establish psychometrics for children with CP. For children with higher motor involvement and/or communication and/or visual impairments, multiple options are required to assess intelligence appropriately. © 2013 Mac Keith Press.

Manganese exposure: neuropsychological and neurological symptoms and effects in welders.

PubMed

Bowler, Rosemarie M; Gysens, Sabine; Diamond, Emily; Nakagawa, Sanae; Drezgic, Marija; Roels, Harry A

2006-05-01

Manganese exposure reportedly may have an adverse effect on CNS function and mood. Sixty-two welders with clinical histories of exposure to manganese were compared to 46 matched regional controls chosen at random from a telephone directory. The following tests were given: Wechsler Adult Intelligence Scale (WAIS-III), Wechsler Memory Scale (WMS-III), Boston Naming, WRAT-3, Cancellation H, Trail Making Tests A and B, Auditory Consonant Trigrams, Stroop, Rey-Osterreith, Animal Naming, Controlled Oral Word Association (COWAT), Test of Memory Malingering, Rey 15-item, Fingertapping, Grooved Pegboard, Dynamometer, Visual Attention Test, Lanthony d-15 Color Vision, Vistech Contrast Sensitivity, and Schirmer strips. The controls were administered a shorter battery of tests and the Rey-Osterreith, Animal Naming and some of the subtests of the WAIS-III, WMS-III were not administered. Mood tests, given to both groups, included the Symptom Checklist-40, Symptom Checklist-90-R, Profile of Mood Scale, Beck Depression Inventory II, and Beck Anxiety Inventory. Forty-seven welders and 42 controls were retained for statistical analysis after appropriate exclusions. Results showed a high rate of symptom prevalence and pronounced deficits in motor skills, visuomotor tracking speed and information processing, working memory, verbal skills (COWAT), delayed memory, and visuospatial skills. Neurological examinations compared to neuropsychological test results suggest that neuropsychologists obtain significantly more mood symptoms overall. Odds ratios indicate highly elevated risk for neuropsychological and neurological symptomatology of manganism. Mood disturbances including anxiety, depression, confusion, and impaired vision showed very high odds ratios. Neurological exams and neuropsychological tests exhibit complementarity and differences, though neuropsychological methods may be more sensitive in detecting early signs of manganism. The present study corroborates the findings of our previous study in another group of welders.

Test Review: Wechsler Abbreviated Scale of Intelligence, Second Edition

ERIC Educational Resources Information Center

Irby, Sarah M.; Floyd, Randy G.

2013-01-01

The Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II; Wechsler, 2011) is a brief intelligence test designed for individuals aged 6 through 90 years. It is a revision of the Wechsler Abbreviated Scale of Intelligence (WASI; Wechsler, 1999). During revision, there were three goals: enhancing the link between the Wechsler…

Single-Word Intelligibility in Speakers with Repaired Cleft Palate

ERIC Educational Resources Information Center

Whitehill, Tara; Chau, Cynthia

2004-01-01

Many speakers with repaired cleft palate have reduced intelligibility, but there are limitations with current procedures for assessing intelligibility. The aim of this study was to construct a single-word intelligibility test for speakers with cleft palate. The test used a multiple-choice identification format, and was based on phonetic contrasts…

The role of intelligence and feedback in children's strategy competence.

PubMed

Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis; Verschaffel, Lieven

2011-01-01

A test-intervention-test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy repertoire, frequency, efficiency, and adaptivity of a group of low-, average-, and high-intelligence children. During the intervention, half of the participants from each intelligence group were given outcome feedback (OFB), whereas the other half received strategy feedback (SFB). The pretest data showed large differences among the three intelligence groups on all four strategy parameters. These differences had disappeared at the posttest due to a particularly strong improvement on all strategy parameters in the low-intelligence group. Furthermore, it was found that SFB was more beneficial than OFB for all parameters involving strategy selection. These results indicate that intelligence plays an important role in children's strategy use and suggest that strategy feedback can be a powerful instructional tool, especially for low-intelligence children. Copyright © 2010 Elsevier Inc. All rights reserved.

Adolescent Depression: Relationships of Self-Report to Intellectual and Adaptive Functioning.

ERIC Educational Resources Information Center

Manikam, Ramasamy; And Others

1995-01-01

Self-report measures of depression, general psychopathology, and social skills were administered to 100 adolescents ranging from moderate mental retardation to above normal intelligence. Adolescents with mental retardation reported more depression and general psychopathology symptoms. Adaptive behavior functioned as a moderator variable, mediating…

Intelligent pump test system based on virtual instrument

NASA Astrophysics Data System (ADS)

Ma, Jungong; Wang, Shifu; Wang, Zhanlin

2003-09-01

The intelligent pump system is the key component of the aircraft hydraulic system that can solve the problem, such as the temperature sharply increasing. As the performance of the intelligent pump directly determines that of the aircraft hydraulic system and seriously affects fly security and reliability. So it is important to test all kinds of performance parameters of intelligent pump during design and development, while the advanced, reliable and complete test equipments are the necessary instruments for achieving the goal. In this paper, the application of virtual instrument and computer network technology in aircraft intelligent pump test is presented. The composition of the hardware, software, hydraulic circuit in this system are designed and implemented.

A comparison of low IQ scores from the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale-Third Edition.

PubMed

Umphress, Thomas B

2008-06-01

Twenty people with suspected intellectual disability took the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 1998) and the Wechsler Adult Intelligence Scale-3rd Edition (WAIS-III; D. Wechsler, 1997) to see if the 2 IQ tests produced comparable results. A t test showed that the RIAS Composite Intelligence Index scores were significantly higher than WAIS-III Full Scale IQ scores at the alpha level of .01. There was a significant difference between the RIAS Nonverbal Intelligence and WAIS-III Performance Scale, but there was no significant difference between the RIAS Verbal Intelligence Index and the WAIS-III Verbal Scale IQ. The results raise questions concerning test selection for diagnosing intellectual disability and the use of the correlation statistic for comparing intelligence tests.

The Zone of Potential Development: Implications for Intelligence Testing in the Year 2000. Technical Report No. 128.

ERIC Educational Resources Information Center

Brown, Ann L.; French, Lucia A.

The practice and interpretation of intelligence testing of educable retarded and learning disabled children is examined in this report. The current and future state of intelligence testing is discussed in terms of its predictive, diagnostic, and remedial functions. The first section places a consideration of individual testing formats within a…

The relationship between executive functions and fluid intelligence in Parkinson's disease

PubMed Central

Roca, M.; Manes, F.; Chade, A.; Gleichgerrcht, E.; Gershanik, O.; Arévalo, G. G.; Torralva, T.; Duncan, J.

2012-01-01

Background We recently demonstrated that decline in fluid intelligence is a substantial contributor to frontal deficits. For some classical ‘executive’ tasks, such as the Wisconsin Card Sorting Test (WCST) and Verbal Fluency, frontal deficits were entirely explained by fluid intelligence. However, on a second set of frontal tasks, deficits remained even after statistically controlling for this factor. These tasks included tests of theory of mind and multitasking. As frontal dysfunction is the most frequent cognitive deficit observed in early Parkinson's disease (PD), the present study aimed to determine the role of fluid intelligence in such deficits. Method We assessed patients with PD (n=32) and control subjects (n=22) with the aforementioned frontal tests and with a test of fluid intelligence. Group performance was compared and fluid intelligence was introduced as a covariate to determine its role in frontal deficits shown by PD patients. Results In line with our previous results, scores on the WCST and Verbal Fluency were closely linked to fluid intelligence. Significant patient–control differences were eliminated or at least substantially reduced once fluid intelligence was introduced as a covariate. However, for tasks of theory of mind and multitasking, deficits remained even after fluid intelligence was statistically controlled. Conclusions The present results suggest that clinical assessment of neuropsychological deficits in PD should include tests of fluid intelligence, together with one or more specific tasks that allow for the assessment of residual frontal deficits associated with theory of mind and multitasking. PMID:22440401

From the Binet-Simon to the Wechsler-Bellevue: tracing the history of intelligence testing.

PubMed

Boake, Corwin

2002-05-01

The history of David Wechsler's intelligence scales is reviewed by tracing the origins of the subtests in the 1939 Wechsler-Bellevue Intelligence Scale. The subtests originated from tests developed between 1880 and World War I, and was based on approaches to mental testing including anthropometrics, association psychology, the Binet-Simon scales, language-free performance testing of immigrants and school children, and group testing of military recruits. Wechsler's subtest selection can be understood partly from his clinical experiences during World War I. The structure of the Wechsler-Bellevue Scale, which introduced major innovations in intelligence testing, has remained almost unchanged through later revisions.

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

PubMed

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

Successful intelligence: finding a balance.

PubMed

Sternberg

1999-11-01

Human intelligence has long been on the borderline between a scientific and a quasi-scientific field within the scope of psychological science. This is partially because its study and measurement have been particularly susceptible to socio-political agendas, but also because empirical tests of theories of intelligence have too often ranged from inadequate to nonexistent. In this article it is argued that two extremes have prevailed in the study of intelligence. At one extreme are general-ability (g) theorists, who have collected large amounts of data to test the theory of general intelligence, but often using restricted ranges of participants, materials or situational contexts. They also show a tendency to limit their methods of data analysis (e.g. to exploratory factor analysis). At another extreme are theorists arguing for new, multiple intelligences, whose theories have been subjected to few or no empirical tests. I argue that a middle ground is needed that recognizes the multifarious nature of intelligence and of people's conceptions of it, but that also is subjected to rigorous empirical tests.

Application of intelligent sensors in the integrated systems health monitoring of a rocket test stand

NASA Astrophysics Data System (ADS)

Mahajan, Ajay; Chitikeshi, Sanjeevi; Utterbach, Lucas; Bandhil, Pavan; Figueroa, Fernando

2006-05-01

This paper describes the application of intelligent sensors in the Integrated Systems Health Monitoring (ISHM) as applied to a rocket test stand. The development of intelligent sensors is attempted as an integrated system approach, i.e. one treats the sensors as a complete system with its own physical transducer, A/D converters, processing and storage capabilities, software drivers, self-assessment algorithms, communication protocols and evolutionary methodologies that allow them to get better with time. Under a project being undertaken at the NASA Stennis Space Center, an integrated framework is being developed for the intelligent monitoring of smart elements associated with the rocket tests stands. These smart elements can be sensors, actuators or other devices. Though the immediate application is the monitoring of the rocket test stands, the technology should be generally applicable to the ISHM vision. This paper outlines progress made in the development of intelligent sensors by describing the work done till date on Physical Intelligent sensors (PIS) and Virtual Intelligent Sensors (VIS).

Test or toy? Materiality and the measurement of infant intelligence.

PubMed

Young, Jacy L

2015-05-01

Adopting a material culture perspective, this article interrogates the composition of the copy of the Cattell Infant Intelligence Scale housed at the University of Toronto Scientific Instruments Collection. As a deliberately assembled collection of toys, the Cattell Scale makes clear the indefinite boundary between test and toy in 20th-century American psychology. Consideration of the current condition of some of the material constituents of this particular Cattell Scale provides valuable insight into some of the elusive practices of intelligence testers in situ and highlights the dynamic nature of the testing process. At the same time, attending to the materiality of this intelligence test reveals some of the more general assumptions about the nature of intelligence inherent in tests for young children. The scale and others like it, I argue, exposes psychologists' often-uncritical equation of childhood intelligence with appropriate play undertaken with an appropriate toy, an approach complicit in, and fostered by, midcentury efforts to cultivate particular forms of selfhood. This analysis serves as an example of the kind of work that may be done on the history of intelligence testing when the material objects that were (and are) inherently a part of the testing process are included in historical scholarship. (c) 2015 APA, all rights reserved).

Development of the Russian matrix sentence test.

PubMed

Warzybok, Anna; Zokoll, Melanie; Wardenga, Nina; Ozimek, Edward; Boboshko, Maria; Kollmeier, Birger

2015-01-01

To develop the Russian matrix sentence test for speech intelligibility measurements in noise. Test development included recordings, optimization of speech material, and evaluation to investigate the equivalency of the test lists and training. For each of the 500 test items, the speech intelligibility function, speech reception threshold (SRT: signal-to-noise ratio, SNR, that provides 50% speech intelligibility), and slope was obtained. The speech material was homogenized by applying level corrections. In evaluation measurements, speech intelligibility was measured at two fixed SNRs to compare list-specific intelligibility functions. To investigate the training effect and establish reference data, speech intelligibility was measured adaptively. Overall, 77 normal-hearing native Russian listeners. The optimization procedure decreased the spread in SRTs across words from 2.8 to 0.6 dB. Evaluation measurements confirmed that the 16 test lists were equivalent, with a mean SRT of -9.5 ± 0.2 dB and a slope of 13.8 ± 1.6%/dB. The reference SRT, -8.8 ± 0.8 dB for the open-set and -9.4 ± 0.8 dB for the closed-set format, increased slightly for noise levels above 75 dB SPL. The Russian matrix sentence test is suitable for accurate and reliable speech intelligibility measurements in noise.

Working memory training in healthy young adults: Support for the null from a randomized comparison to active and passive control groups

PubMed Central

Lawlor-Savage, Linette; Goghari, Vina M.

2017-01-01

Training of working memory as a method of increasing working memory capacity and fluid intelligence has received much attention in recent years. This burgeoning field remains highly controversial with empirically-backed disagreements at all levels of evidence, including individual studies, systematic reviews, and even meta-analyses. The current study investigated the effect of a randomized six week online working memory intervention on untrained cognitive abilities in a community-recruited sample of healthy young adults, in relation to both a processing speed training active control condition, as well as a no-contact control condition. Results of traditional null hypothesis significance testing, as well as Bayesian factor analyses, revealed support for the null hypothesis across all cognitive tests administered before and after training. Importantly, all three groups were similar at pre-training for a variety of individual variables purported to moderate transfer of training to fluid intelligence, including personality traits, motivation to train, and expectations of cognitive improvement from training. Because these results are consistent with experimental trials of equal or greater methodological rigor, we suggest that future research re-focus on: 1) other promising interventions known to increase memory performance in healthy young adults, and; 2) examining sub-populations or alternative populations in which working memory training may be efficacious. PMID:28558000

Negligible Sex Differences in General Intelligence.

ERIC Educational Resources Information Center

Colom, Roberto; Juan-Espinosa, Manuel; Abad, Francisco; Garcia, Luis F.

2000-01-01

Studied sex differences in general intelligence in 10,475 adults taking cognitive test batteries. Results suggest a negligible difference in general intelligence, a finding consistent with findings from quite different test batteries and subject samples. (SLD)

A measurement model of multiple intelligence profiles of management graduates

NASA Astrophysics Data System (ADS)

Krishnan, Heamalatha; Awang, Siti Rahmah

2017-05-01

In this study, developing a fit measurement model and identifying the best fitting items to represent Howard Gardner's nine intelligences namely, musical intelligence, bodily-kinaesthetic intelligence, mathematical/logical intelligence, visual/spatial intelligence, verbal/linguistic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence and spiritual intelligence are the main interest in order to enhance the opportunities of the management graduates for employability. In order to develop a fit measurement model, Structural Equation Modeling (SEM) was applied. A psychometric test which is the Ability Test in Employment (ATIEm) was used as the instrument to measure the existence of nine types of intelligence of 137 University Teknikal Malaysia Melaka (UTeM) management graduates for job placement purposes. The initial measurement model contains nine unobserved variables and each unobserved variable is measured by ten observed variables. Finally, the modified measurement model deemed to improve the Normed chi-square (NC) = 1.331; Incremental Fit Index (IFI) = 0.940 and Root Mean Square of Approximation (RMSEA) = 0.049 was developed. The findings showed that the UTeM management graduates possessed all nine intelligences either high or low. Musical intelligence, mathematical/logical intelligence, naturalist intelligence and spiritual intelligence contributed highest loadings on certain items. However, most of the intelligences such as bodily kinaesthetic intelligence, visual/spatial intelligence, verbal/linguistic intelligence interpersonal intelligence and intrapersonal intelligence possessed by UTeM management graduates are just at the borderline.

Effects of Smart-Tablet-Based Neurofeedback Training on Cognitive Function in Children with Attention Problems.

PubMed

Shin, Min-Sup; Jeon, Hyejin; Kim, Miyoung; Hwang, Taeho; Oh, Seo Jin; Hwangbo, Minsu; Kim, Ki Joong

2016-05-01

We sought to determine whether smart-tablet-based neurofeedback could improve executive function-including attention, working memory, and self-regulation-in children with attention problems. Forty children (10-12 years old) with attention problems, as determined by ratings on the Conners Parent Rating Scale, were assigned to either a neurofeedback group that received 16 sessions or a control group. A comprehensive test battery that assessed general intelligence, visual and auditory attention, attentional shifting, response inhibition and behavior rating scales were administered to both groups before neurofeedback training. Several neuropsychological tests were conducted at posttraining and follow-up assessment. Scores on several neuropsychological tests and parent behavior rating scales showed significant improvement in the training group but not in the controls. The improvements remained through the follow-up assessment. This study suggests that the smart-tablet-based neurofeedback training program might improve cognitive function in children with attention problems. © The Author(s) 2015.

Decision-making conflict and the neural efficiency hypothesis of intelligence: a functional near-infrared spectroscopy investigation.

PubMed

Di Domenico, Stefano I; Rodrigo, Achala H; Ayaz, Hasan; Fournier, Marc A; Ruocco, Anthony C

2015-04-01

Research on the neural efficiency hypothesis of intelligence (NEH) has revealed that the brains of more intelligent individuals consume less energy when performing easy cognitive tasks but more energy when engaged in difficult mental operations. However, previous studies testing the NEH have relied on cognitive tasks that closely resemble psychometric tests of intelligence, potentially confounding efficiency during intelligence-test performance with neural efficiency per se. The present study sought to provide a novel test of the NEH by examining patterns of prefrontal activity while participants completed an experimental paradigm that is qualitatively distinct from the contents of psychometric tests of intelligence. Specifically, participants completed a personal decision-making task (e.g., which occupation would you prefer, dancer or chemist?) in which they made a series of forced choices according to their subjective preferences. The degree of decisional conflict (i.e., choice difficulty) between the available response options was manipulated on the basis of participants' unique preference ratings for the target stimuli, which were obtained prior to scanning. Evoked oxygenation of the prefrontal cortex was measured using 16-channel continuous-wave functional near-infrared spectroscopy. Consistent with the NEH, intelligence predicted decreased activation of the right inferior frontal gyrus (IFG) during low-conflict situations and increased activation of the right-IFG during high-conflict situations. This pattern of right-IFG activity among more intelligent individuals was complemented by faster reaction times in high-conflict situations. These results provide new support for the NEH and suggest that the neural efficiency of more intelligent individuals generalizes to the performance of cognitive tasks that are distinct from intelligence tests. Copyright © 2015 Elsevier Inc. All rights reserved.

The Tests Are Written for the Dogs: "The Journal of Negro Education", African American Children, and the Intelligence Testing Movement in Historical Perspective

ERIC Educational Resources Information Center

Franklin, V. P.

2007-01-01

Since its founding in April 1932, "The Journal of Negro Education" has published articles, reports, and reviews examining the results of intelligence and other mental tests given to African Americans. In these studies, historically social scientists contributing to the "JNE" sought to clarify what these intelligence tests were…

Intelligence, IQ, Tests, and Assessments: What Do Parents Need to Know? What Should They Tell Their Kids?

ERIC Educational Resources Information Center

Matthews, Dona; Foster, Joanne

2014-01-01

Embarking on the standardized testing process often leads parents of gifted children to other questions about intelligence, tests, and assessment practices. What is intelligence? Do IQ tests measure it? Are there better ways of deciding who needs gifted programming? What can parents request by way of results and their interpretation? Should…

Perceived intelligence is associated with measured intelligence in men but not women.

PubMed

Kleisner, Karel; Chvátalová, Veronika; Flegr, Jaroslav

2014-01-01

The ability to accurately assess the intelligence of other persons finds its place in everyday social interaction and should have important evolutionary consequences. We used static facial photographs of 40 men and 40 women to test the relationship between measured IQ, perceived intelligence, and facial shape. Both men and women were able to accurately evaluate the intelligence of men by viewing facial photographs. In addition to general intelligence, figural and fluid intelligence showed a significant relationship with perceived intelligence, but again, only in men. No relationship between perceived intelligence and IQ was found for women. We used geometric morphometrics to determine which facial traits are associated with the perception of intelligence, as well as with intelligence as measured by IQ testing. Faces that are perceived as highly intelligent are rather prolonged with a broader distance between the eyes, a larger nose, a slight upturn to the corners of the mouth, and a sharper, pointing, less rounded chin. By contrast, the perception of lower intelligence is associated with broader, more rounded faces with eyes closer to each other, a shorter nose, declining corners of the mouth, and a rounded and massive chin. By contrast, we found no correlation between morphological traits and real intelligence measured with IQ test, either in men or women. These results suggest that a perceiver can accurately gauge the real intelligence of men, but not women, by viewing their faces in photographs; however, this estimation is possibly not based on facial shape. Our study revealed no relation between intelligence and either attractiveness or face shape.

Perceived Intelligence Is Associated with Measured Intelligence in Men but Not Women

PubMed Central

Kleisner, Karel; Chvátalová, Veronika; Flegr, Jaroslav

2014-01-01

Background The ability to accurately assess the intelligence of other persons finds its place in everyday social interaction and should have important evolutionary consequences. Methodology/Principal Findings We used static facial photographs of 40 men and 40 women to test the relationship between measured IQ, perceived intelligence, and facial shape. Both men and women were able to accurately evaluate the intelligence of men by viewing facial photographs. In addition to general intelligence, figural and fluid intelligence showed a significant relationship with perceived intelligence, but again, only in men. No relationship between perceived intelligence and IQ was found for women. We used geometric morphometrics to determine which facial traits are associated with the perception of intelligence, as well as with intelligence as measured by IQ testing. Faces that are perceived as highly intelligent are rather prolonged with a broader distance between the eyes, a larger nose, a slight upturn to the corners of the mouth, and a sharper, pointing, less rounded chin. By contrast, the perception of lower intelligence is associated with broader, more rounded faces with eyes closer to each other, a shorter nose, declining corners of the mouth, and a rounded and massive chin. By contrast, we found no correlation between morphological traits and real intelligence measured with IQ test, either in men or women. Conclusions These results suggest that a perceiver can accurately gauge the real intelligence of men, but not women, by viewing their faces in photographs; however, this estimation is possibly not based on facial shape. Our study revealed no relation between intelligence and either attractiveness or face shape. PMID:24651120

The Role of Reciprocity and Proximity in Junior High School Friendships.

ERIC Educational Resources Information Center

Clark, M. L.; Ayers, Marla

1988-01-01

The relationship of reciprocity, sex, and race to friendship proximity in adolescent friendships was studied with 69 male and 67 female seventh and eighth graders (32 percent Black). Four measures were administered concerning adolescents' friendships. Results are reported on intelligence, personality, physical attractiveness, popularity, and…

An Analysis of Personality Patterns of Women in Selected Professions. Final Report.

ERIC Educational Resources Information Center

Martin, Dorothy R.; Saunders, David R.

The need for adequate knowledge of the personality patterns associated with professional competence, especially that of women professionals, spurred the authors to study this relationship, using 221 professional woman as subjects. The subjects, professionals from nine different occupations, were administered the Wechsler Adult Intelligence Scale…

MAPP: A Multimedia Instructional Program for Youths with Chronic Illness.

ERIC Educational Resources Information Center

Murdock, Peggy O'Hara; McClure, Christopher; Lage, Onelia G.; Sarkar, Dilip; Shaw, Kimberly

The Multimedia Approach to Pregnancy Prevention (MAPP) is an expert intelligence multimedia program administered in outpatient and inpatient clinics in the University of Miami/Jackson Children's Hospital (Florida). The target population for the MAPP program is youths aged 9-14 years, diagnosed with chronic illnesses (asthma, diabetes, and sickle…

Psychometric Analysis of Young Children's Responses to the Slosson Intelligence Test-Primary (SIT-P)

ERIC Educational Resources Information Center

Erford, Bradley T.; Pauletta, Deborah

2005-01-01

When developing efficient treatment plans for a client or student, professional counselors frequently rely on information about intellectual ability. The Slosson Intelligence Test-Primary (SIT-P; Erford, Vitali, & Slosson, 1999) is an expansion of the Slosson Intelligence Test-Revised (SIT-R; Nicholson & Hibpshman, 1991) and includes a…

Assessment of American Indian Children as Measured by the SON-R and WISC-III.

ERIC Educational Resources Information Center

Curran, Lisa; And Others

A major criticism of standardized intelligence tests is their improper use in measuring the intellectual competence of culturally diverse children. Factors which complicate the issue are the definition of intelligence, content bias in intelligence tests, and the interpretation of test scores between white middle class children and children of…

Present Status and Challenges of Intellectual Assessment in India

ERIC Educational Resources Information Center

Basu, Jayanti

2016-01-01

Intelligence testing was one of the earliest interests of psychologists in India. Adaptation of Western intelligence tests has been a focus of psychologists in the first half of the last century. Indigenous development of intelligence tests has been attempted, but diversity of language and culture, complexity of school systems, and infrastructural…

Gender Differences in the Relationship between Emotional Intelligence and Right Hemisphere Lateralization for Facial Processing

ERIC Educational Resources Information Center

Castro-Schilo, Laura; Kee, Daniel W.

2010-01-01

The present study examined relationships between emotional intelligence, measured by the Mayer-Salovey-Caruso Emotional Intelligence Test, and right hemisphere dominance for a free vision chimeric face test. A sample of 122 ethnically diverse college students participated and completed online versions of the forenamed tests. A hierarchical…

Implementation of Integrated System Fault Management Capability

NASA Technical Reports Server (NTRS)

Figueroa, Fernando; Schmalzel, John; Morris, Jon; Smith, Harvey; Turowski, Mark

2008-01-01

Fault Management to support rocket engine test mission with highly reliable and accurate measurements; while improving availability and lifecycle costs. CORE ELEMENTS: Architecture, taxonomy, and ontology (ATO) for DIaK management. Intelligent Sensor Processes; Intelligent Element Processes; Intelligent Controllers; Intelligent Subsystem Processes; Intelligent System Processes; Intelligent Component Processes.

Suggestibility in neglected children: The influence of intelligence, language, and social skills.

PubMed

Benedan, Laura; Powell, Martine B; Zajac, Rachel; Lum, Jarrad A G; Snow, Pamela

2018-05-01

We administered the GSS-2, a standardised measure of suggestibility, to 5- to 12-year-old children to ascertain whether neglected children's responses to leading questions distinguish them from those of their non-neglected counterparts. Neglected children (n = 75) were more likely than an age-matched sample of non-neglected children (n = 75) to yield to leading questions, despite no difference in their ability to recall the test stimuli. Subsequent collection of individual difference data from the neglected sample revealed that this effect could not be attributed to intelligence, language ability, problem behaviours, age at onset of neglect, or time spent in out-of-home care. With respect to social skill, however, suggestibility was positively correlated with communicative skill, and marginally positively correlated with assertion and engagement. While on the surface our social skills findings seem counter-intuitive, it is possible that maltreated children with relative strengths in these areas have learned to comply with adults in their environment as a way to protect themselves or even foster belonging. Our data, while preliminary, raise interesting questions about whether targeted interventions could help these children to more actively participate in decisions about their lives. Copyright © 2018 Elsevier Ltd. All rights reserved.

Sensitivity of the Wechsler Abbreviated Scale of Intelligence-Second Edition (WASI-II) to the neurocognitive deficits associated with the semantic dementia variant of frontotemporal lobar degeneration: A case study.

PubMed

Gontkovsky, Samuel T

2017-01-01

This case study of a 71-year-old woman illustrates the clinical utility of the Wechsler Abbreviated Scale of Intelligence-Second Edition (WASI-II) in assessing the neurocognitive sequelae of the semantic dementia variant of frontotemporal lobar degeneration. Obtained scores revealed a decline in estimated Full Scale IQ from the patient's expected premorbid level. Consistent with her initial onset of neuropathology in the left temporal lobe, the WASI-II yielded a difference of 53 standard score points between the Perceptual Reasoning and Verbal Comprehension composites, reflecting the patient's intact capabilities in visuospatial perception and construction in conjunction with marked disturbances of language. The similarities subtest was particularly sensitive to the patient's neurocognitive deficits. WASI-II scores corresponded well with the results obtained from other administered measures, in particular those from the Repeatable Battery for the Assessment of Neuropsychological Status. Findings provide support for use of the WASI-II in the clinical evaluation of semantic dementia and offer preliminary evidence that the test may be helpful in both lateralization and localization of brain lesions.

Construct Validity of the Kaufman Brief Intelligence Test, Wechsler Intelligence Scale for Children-Third Edition, and Adjustment Scales for Children and Adolescents

ERIC Educational Resources Information Center

Canivez, Gary L.; Neitzel, Ryan; Martin, Blake E.

2005-01-01

The present study reports data supporting the construct validity of the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990), the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991), and the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) through convergent…

Rhythm Perception and Its Role in Perception and Learning of Dysrhythmic Speech.

PubMed

Borrie, Stephanie A; Lansford, Kaitlin L; Barrett, Tyson S

2017-03-01

The perception of rhythm cues plays an important role in recognizing spoken language, especially in adverse listening conditions. Indeed, this has been shown to hold true even when the rhythm cues themselves are dysrhythmic. This study investigates whether expertise in rhythm perception provides a processing advantage for perception (initial intelligibility) and learning (intelligibility improvement) of naturally dysrhythmic speech, dysarthria. Fifty young adults with typical hearing participated in 3 key tests, including a rhythm perception test, a receptive vocabulary test, and a speech perception and learning test, with standard pretest, familiarization, and posttest phases. Initial intelligibility scores were calculated as the proportion of correct pretest words, while intelligibility improvement scores were calculated by subtracting this proportion from the proportion of correct posttest words. Rhythm perception scores predicted intelligibility improvement scores but not initial intelligibility. On the other hand, receptive vocabulary scores predicted initial intelligibility scores but not intelligibility improvement. Expertise in rhythm perception appears to provide an advantage for processing dysrhythmic speech, but a familiarization experience is required for the advantage to be realized. Findings are discussed in relation to the role of rhythm in speech processing and shed light on processing models that consider the consequence of rhythm abnormalities in dysarthria.

True functional reconstruction of total or subtotal glossectomy defects using a chimeric anterolateral thigh flap with both sensorial and motor innervation.

PubMed

Ozkan, Ozlenen; Ozkan, Omer; Derin, Alper Tunga; Bektas, Gamze; Cinpolat, An; Duymaz, Ahmet; Mardini, Samir; Cigna, Emanuele; Chen, Hung-Chi

2015-05-01

The purpose of this study was to report the motor functional outcomes and sensory recovery of patients who had undergone total or subtotal glossectomy for oral squamous cell carcinomas reconstructed with chimeric anterolateral thigh (ALT) flaps. Six patients, 4 men and 2 women, with a mean age of 49.5 years (range, 36-73 years) were included in the study. All patients were treated with chimeric ALT, including the vastus lateralis muscle with its motor nerve and skin paddle with its innervating nerve. All patients were administered functional tests involving sensory recovery, intelligibility, and swallowing. Flap sensibility was evaluated using light touch sensation with the Semmes-Weinstein monofilament test, 2-point discrimination according to the Weber sensitive test, warm and cold temperature sensations, and pain sensation. Intelligibility was scored by a speech therapist on a scale from 1 to 5. Swallowing was assessed by electromyography, deglutition scores (on a scale of 1 to 8), and modified barium swallow. Donor-site morbidities were recorded. Mean follow-up was 26.6 months (6 months-5 years). The flaps were successful in all 6 patients. The donor site was closed primarily and no complications were seen in the follow-up period. Normal extension of the knee joint and no evidence of lateral patella instability occurred. Speech intelligibility was good (4) in 3 patients and acceptable (3) in 3. Deglutition scores were 6 in 2 patients, 5 in 2, and 4 in 2. Modified barium swallow revealed that 4 patients experienced bolus transit, but 2 required a liquid swallow to promote bolus transit. Electromyographic recordings showed innervations of the vastus lateralis muscle with active generation of motor unit potentials in 4 patients when trying to elevate the tongue. This was not performed in 1 patient, and 1 other had macroscopic muscle contractions. All sensory tests were satisfactory in all parameters. The results of this reconstructive option were satisfactory in terms of motor function and sensitive assessment of the neotongue. This technique is strongly recommended for patients with total or subtotal glossectomy.

[Development and effects of emotional intelligence program for undergraduate nursing students: mixed methods research].

PubMed

Lee, Oi Sun; Gu, Mee Ock

2014-12-01

This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

The Social Embedding of Intelligence

NASA Astrophysics Data System (ADS)

Edmonds, Bruce

I claim that to pass the Turing Test over any period of extended time, it will be necessary to embed the entity into society. This chapter discusses why this is, and how it might be brought about. I start by arguing that intelligence is better characterized by tests of social interaction, especially in open-ended and extended situations. I then argue that learning is an essential component of intelligence and hence that a universal intelligence is impossible. These two arguments support the relevance of the Turing Test as a particular, but appropriate test of interactive intelligence. I look to the human case to argue that individual intelligence uses society to a considerable extent for its development. Taking a lead from the human case, I outline how a socially embedded Artificial Intelligence might be brought about in terms of four aspects: free will, emotion, empathy, and self-modeling. In each case, I try to specify what social 'hooks' might be required for the full ability to develop during a considerable period of in situ acculturation. The chapter ends by speculating what it might be like to live with the result.

The Development and Application of Intelligence Tests for the Blind: A Research Utilization Conference. Final Report.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Div. for Exceptional Children.

Reported are the proceedings and recommendations of a research conference to improve the development and utilization of intelligence tests for use with blind adults in social and vocational rehabilitation. The following tests are considered: A Haptic Intelligence Scale for the Adult Blind, the Raven Progressive Matrices for Presentation to the…

Is "g" an Entity? A Japanese Twin Study Using Syllogisms and Intelligence Tests

ERIC Educational Resources Information Center

Shikishima, Chizuru; Hiraishi, Kai; Yamagata, Shinji; Sugimoto, Yutaro; Takemura, Ryo; Ozaki, Koken; Okada, Mitsuhiro; Toda, Tatsushi; Ando, Juko

2009-01-01

Using a behavioral genetic approach, we examined the validity of the hypothesis concerning the singularity of human general intelligence, the "g" theory, by analyzing data from two tests: the first consisted of 100 syllogism problems and the second a full-scale intelligence test. The participants were 448 Japanese young adult twins (167…

The Discovery of Feeblemindedness among Immigrant Children through Intelligence Tests in California in the 1910S

ERIC Educational Resources Information Center

Omori, Mariko

2018-01-01

This paper explores the way in which psychologists classified immigrant children as feebleminded through the use of intelligence testing and how state organisations consequently segregated them from public schools based on the scientific evidence. First, I show the way in which the psychologist Lewis Terman utilised intelligence testing to…

Differential Effects of Intelligence, Perceptual Speed and Age on Growth in Attentional Speed and Accuracy

ERIC Educational Resources Information Center

Goldhammer, Frank; Rauch, Wolfgang A.; Schweizer, Karl; Moosbrugger, Helfried

2010-01-01

The study investigates the effects of intelligence, perceptual speed and age on intraindividual growth in attentional speed and attentional accuracy over the course of a 6-minute testing session. A sample of 193 subjects completed the Advanced Progressive Matrices and the Vienna Matrices Test representing intelligence, the tests Alertness and…

Are Intelligence Tests Measurement Invariant over Time? Investigating the Nature of the Flynn Effect

ERIC Educational Resources Information Center

Wicherts, Jelte M.; Dolan, Conor V.; Hessen, David J.; Oosterveld, Paul; van Baal, G. Caroline M.; Boomsma, Dorret I.; Span, Mark M.

2004-01-01

The gains of scores on standardized intelligence tests (i.e., Flynn effect) have been the subject of extensive debate concerning their nature, causes, and implications. The aim of the present study is to investigate whether five intelligence tests are measurement invariant with respect to cohort. Measurement invariance implies that gains over the…

TIE: an ability test of emotional intelligence.

PubMed

Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S

2014-01-01

The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions.

Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents.

PubMed

Munsawaengsub, Chokchai; Yimklib, Somkid; Nanthamongkolchai, Sutham; Apinanthavech, Suporn

2009-12-01

To study the effect of promoting self-esteem by participatory learning program on emotional intelligence among early adolescents. The quasi-experimental study was conducted in grade 9 students from two schools in Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34 students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the comparative group received the handbook for self study. Assessment the effectiveness of program was done by pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage, mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test. Before program implementation, both groups had no statistical difference in mean score of emotional intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both immediately and 4 weeks later with statistical significant (p = 0.001 and < 0.001). At 4 weeks after experiment, the mean score in experimental group was higher than the mean score at immediate after experiment with statistical significance (p < 0.001). The program to promote self-esteem by participatory learning process could enhance the emotional intelligence in early-adolescent. This program could be modified and implemented for early adolescent in the community.

A COMBINED FACTOR ANALYSIS OF CREATIVITY AND INTELLIGENCE.

PubMed

Cave, R L

1970-04-01

A battery of tests was given to 447 studenits in the secondary schools of Alcoa, Tennessee. The tests were composed of the Lorge-Thorndike Intelligence Tests, and five selected creativity tests. The combined battery of tests was factor analyzed and rotated to an oblique simple structure, and then to a hierachical solution. Three factors were found: the verbal intelligence and reasoning factors identified in many previous studies, and a creativity faotor. The structure was very oblique. The second order factor, g, was found to count for 77% of the variance of the verbal facbor, 89% of the reasoning factor and 48% of the creativity factor. These results were compared with those of previous studies of creativity and intelligence.

Adolescent mothers and their children: changes in maternal characteristics and child developmental and behavioral outcome at school age.

PubMed

Camp, B W

1996-06-01

This study examines stability and change in characteristics of adolescent mothers from their child's infancy to school age, describes cognitive and behavioral characteristics of their children at school age, and reports on the relationship between maternal characteristics and child behavior and development at school age. Cognitive status and childrearing attitudes were assessed in 43 adolescent mothers (mean age 16.3 years) when their children were infants (Time 1) and again when children were school age (Time 2). At school age, mothers also completed the Louisville Behavior Checklist, and children were administered the Slosson Intelligence Test and the Wide Range Achievement Test. Significant correlations were obtained between maternal measures at Time 1 and Time 2, and no significant differences were observed between mean scores at Time 1 and Time 2 on any measures. Children demonstrated average intelligence, but mean achievement was almost 1 SD below average. Significantly more children had high scores than expected on scales for hyperactivity and academic disability. Except for maternal vocabulary, maternal measures obtained at Time 1 were not directly related to children's IQ or behavior problems. Maternal vocabulary and authoritarian and hostile childrearing attitudes assessed at Time 1 contributed independently to prediction of achievement test scores in a positive direction. Mothers' vocabulary at Time 2 and high or increased hostile childrearing attitudes contributed positively to prediction of child IQ. Mothers who still had high scores in authoritarian childrearing attitudes or whose scores increased had children with lower IQs. Changes in attitudes or contemporary measures of attitudes were also related to behavior problems at school age.

Emotion recognition and social cognition in temporal lobe epilepsy and the effect of epilepsy surgery.

PubMed

Amlerova, Jana; Cavanna, Andrea E; Bradac, Ondrej; Javurkova, Alena; Raudenska, Jaroslava; Marusic, Petr

2014-07-01

The abilities to identify facial expression from another person's face and to attribute mental states to others refer to preserved function of the temporal lobes. In the present study, we set out to evaluate emotion recognition and social cognition in presurgical and postsurgical patients with unilateral refractory temporal lobe epilepsy (TLE). The aim of our study was to investigate the effects of TLE surgery and to identify the main risk factors for impairment in these functions. We recruited 30 patients with TLE for longitudinal data analysis (14 with right-sided and 16 with left-sided TLE) and 74 patients for cross-sectional data analysis (37 with right-sided and 37 with left-sided TLE) plus 20 healthy controls. Besides standard neuropsychological assessment, we administered an analog of the Ekman and Friesen test and the Faux Pas Test to assess emotion recognition and social cognition, respectively. Both emotion recognition and social cognition were impaired in the group of patients with TLE, irrespective of the focus side, compared with healthy controls. The performance in both tests was strongly dependent on the intelligence level. Beyond intelligence level, earlier age at epilepsy onset, longer disease duration, and history of early childhood brain injury predicted social cognition problems in patients with TLE. Epilepsy surgery within the temporal lobe seems to have neutral effect on patients' performances in both domains. However, there are a few individual patients who appear to be at risk of postoperative decline, even when seizure freedom is achieved following epilepsy surgery. Copyright © 2014 Elsevier Inc. All rights reserved.

An FMRI-compatible Symbol Search task.

PubMed

Liebel, Spencer W; Clark, Uraina S; Xu, Xiaomeng; Riskin-Jones, Hannah H; Hawkshead, Brittany E; Schwarz, Nicolette F; Labbe, Donald; Jerskey, Beth A; Sweet, Lawrence H

2015-03-01

Our objective was to determine whether a Symbol Search paradigm developed for functional magnetic resonance imaging (FMRI) is a reliable and valid measure of cognitive processing speed (CPS) in healthy older adults. As all older adults are expected to experience cognitive declines due to aging, and CPS is one of the domains most affected by age, establishing a reliable and valid measure of CPS that can be administered inside an MR scanner may prove invaluable in future clinical and research settings. We evaluated the reliability and construct validity of a newly developed FMRI Symbol Search task by comparing participants' performance in and outside of the scanner and to the widely used and standardized Symbol Search subtest of the Wechsler Adult Intelligence Scale (WAIS). A brief battery of neuropsychological measures was also administered to assess the convergent and discriminant validity of the FMRI Symbol Search task. The FMRI Symbol Search task demonstrated high test-retest reliability when compared to performance on the same task administered out of the scanner (r=.791; p<.001). The criterion validity of the new task was supported, as it exhibited a strong positive correlation with the WAIS Symbol Search (r=.717; p<.001). Predicted convergent and discriminant validity patterns of the FMRI Symbol Search task were also observed. The FMRI Symbol Search task is a reliable and valid measure of CPS in healthy older adults and exhibits expected sensitivity to the effects of age on CPS performance.

Discrepancies between implicit and explicit self-concepts of intelligence: relations to modesty, narcissism, and achievement motivation

PubMed Central

Gerstenberg, Friederike X. R.; Imhoff, Roland; Banse, Rainer; Schmitt, Manfred

2014-01-01

Previous research has shown that different configurations of the implicit self-concept of intelligence (iSCI) and the explicit self-concept of intelligence (eSCI) are consistently related to individuals’ performance on different intelligence tests (Dislich etal., 2012). The results indicated that any discrepant configuration between the iSCI and the eSCI impairs performance. In the present study, how correspondence between the iSCI and the eSCI is related to intelligence test performance as well as personality traits of modesty (low eSCI, high iSCI), narcissism (high eSCI, low iSCI), and achievement motivation was investigated. Furthermore, a moderated mediation analysis showed that the relation between the iSCI–eSCI configurations and intelligence test performance was mediated by achievement motivation for modest individuals. PMID:24575063

Development of a head impact monitoring "Intelligent Mouthguard".

PubMed

Hedin, Daniel S; Gibson, Paul L; Bartsch, Adam J; Samorezov, Sergey

2016-08-01

The authors present the development and laboratory system-level testing of an impact monitoring "Intelligent Mouthguard" intended to help with identification of potentially concussive head impacts and cumulative head impact dosage. The goal of Intelligent Mouthguard is to provide an indicator of potential concussion risk, and help caregiver identify athletes needing sideline concussion protocol testing. Intelligent Mouthguard may also help identify individuals who are at higher risk based on historical dosage. Intelligent Mouthguard integrates inertial sensors to provide 3-degree of freedom linear and rotational kinematics. The electronics are fully integrated into a custom mouthguard that couples tightly to the upper teeth. The combination of tight coupling and highly accurate sensor data means the Intelligent Mouthguard meets the National Football League (NFL) Level I validity specification based on laboratory system-level test data presented in this study.

Are executive functions related to emotional intelligence? A correlational study in schizophrenia and borderline personality disorder.

PubMed

Hurtado, M M; Triviño, M; Arnedo, M; Roldán, G; Tudela, P

2016-12-30

This research explored the relationship between executive functions (working memory and reasoning subtests of the Wechsler Adult Intelligence Scale, Trail Making and Stroop tests, fluency and planning tasks, and Wisconsin Card Sorting Test) and emotional intelligence measured by the Mayer-Salovey-Caruso Emotional Intelligence Test in patients with schizophrenia or borderline personality disorder compared to a control group. As expected, both clinical groups performed worse than the control group in executive functions and emotional intelligence, although the impairment was greater in the borderline personality disorder group. Executive functions significantly correlated with social functioning. Results are discussed in relation to the brain circuits that mediate executive functions and emotional intelligence and the findings obtained with other models of social cognition. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Working Memory and Literacy as Predictors of Performance on Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Swee-Fong; Ng, Ee-Lynn; Lim, Zee-Ying

2004-01-01

Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient…

WISC-R Short Forms: Long on Problems.

ERIC Educational Resources Information Center

Boyd, Thomas A.; Tramontana, Michael G.

To examine the validity of short forms of the Wechsler Intelligence Scale for Children-Revised (WISC-R), the WISC-R was first administered to 106 hospitalized psychiatric patients, aged 8-16. No subjects had a primary diagnosis of mental retardation or learning disability, and one-third were receiving psychotropic medication. WISC-R IQ scores…

Dysgenic Fertility, Intelligence and Family Size in Libya

ERIC Educational Resources Information Center

Al-Shahomee, Alsedig Abdalgadr; Lynn, Richard; Abdalla, Saleh El-ghmary

2013-01-01

The Standard Progressive Matrices (SPM) was administered to a sample of 592 16 year old school students in Libya. There was a small negative correlation of -0.14 between SPM scores and the number of siblings, indicating only marginal dysgenic fertility. Supplementary material giving the data is given online. (Contains 1 table.)

Control and the Aged: Environmental or Personality Factors.

ERIC Educational Resources Information Center

Tiffany, Phyllis G.; Dey, Kay

Control over self, lifestyle, and environment is a major factor in how one ages. To investigate how age acts as an environmental force in affecting perceptions of control, 45 adults, aged 60-80, from western Kansas were administered the Wechsler Adult Intelligence Scale (WAIS), the Tiffany Experienced Control Scales (ECS), the Minnesota…

Teacher Attitudes Concerning the Nature of Intelligence.

ERIC Educational Resources Information Center

Richman, Charles L.; And Others

Research was conducted to assess teacher attitudes towards genetic I.Q. and to ascertain the extent of the teachers' knowledge of their students' I.Q. scores. Teacher attitudes were assessed via a 20-item questionnaire administered to 225 private and public school teachers in the southeast and northeast. Findings revealed that private shcool…

Comprehensive Comparison of Self-Administered Questionnaires for Measuring Quantitative Autistic Traits in Adults

ERIC Educational Resources Information Center

Nishiyama, Takeshi; Suzuki, Masako; Adachi, Katsunori; Sumi, Satoshi; Okada, Kensuke; Kishino, Hirohisa; Sakai, Saeko; Kamio, Yoko; Kojima, Masayo; Suzuki, Sadao; Kanne, Stephen M.

2014-01-01

We comprehensively compared all available questionnaires for measuring quantitative autistic traits (QATs) in terms of reliability and construct validity in 3,147 non-clinical and 60 clinical subjects with normal intelligence. We examined four full-length forms, the Subthreshold Autism Trait Questionnaire (SATQ), the Broader Autism Phenotype…

Superior Nonverbal Intelligence in Children with High-Functioning Autism or Asperger's Syndrome

ERIC Educational Resources Information Center

Chen, Fei; Planche, Pascale; Lemonnier, Eric

2010-01-01

Some early studies showed discordance in cognitive strengths and weaknesses in individuals with high-functioning autism (HFA) or Asperger's syndrome (AS). The present study administered the French version of Colored Raven's Progressive Matrices in 14 children with HFA/AS and in 26 chronological age matched peers with typical development. We found…

Vitamin/Mineral Supplements and Intelligence of Institutionalized Mentally Retarded Adults.

ERIC Educational Resources Information Center

Ellis, Norman R.; Tomporowski, Phillip D.

1983-01-01

Vitamin/mineral supplements were administered to 19 institutionalized mentally retarded adults in a double-blind study over a seven-month period. No changes were observed in IQ nor in adaptive behavior. This was a replication with adults of a previous study of children that had obtained positive results. (Author/CL)

Relations between Working Memory and Emergent Writing among Preschool-Aged Children

ERIC Educational Resources Information Center

Hoskyn, Maureen; Tzoneva, Irina

2008-01-01

The authors examined the nature of the working memory system that underlies age differences of young, preschool-aged children. Measures of working memory, short-term memory, articulation speed, general intelligence, and writing were administered to 166 Canadian preschool-aged children aged 3 to 5 years. Findings generally support the hypothesis…

Concurrent Correlates of Chinese Word Recognition in Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Ching, Boby Ho-Hong; Nunes, Terezinha

2015-01-01

The aim of this study was to explore the relative contributions of phonological, semantic radical, and morphological awareness to Chinese word recognition in deaf and hard-of-hearing (DHH) children. Measures of word recognition, general intelligence, phonological, semantic radical, and morphological awareness were administered to 32 DHH and 35…

Emotional intelligence and social functioning in persons with schizotypy.

PubMed

Aguirre, Fabian; Sergi, Mark J; Levy, Cynthia A

2008-09-01

The present study is the first to examine emotional intelligence in persons with schizotypy. Over 2100 undergraduates were screened for schizotypy with the Schizotypal Personality Questionnaire-Brief Version. Forty participants identified as persons with high schizotypy and 56 participants identified as persons with low schizotypy completed assessments of emotional intelligence (Mayer-Salovey-Caruso Emotional Intelligence Test), social functioning (Social Adjustment Scale-Self Report), verbal episodic (secondary) memory (California Verbal Learning Test), and executive functioning (Wisconsin Card Sorting Test). Persons high in schizotypy were impaired in overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions. Persons high in schizotypy were also impaired in three aspects of social functioning: peer relationships, family relationships, and academic functioning. Group differences in verbal episodic (secondary) memory and executive functioning were not observed. For persons with high schizotypy, overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions, were associated with peer relationship functioning. Overall emotional intelligence was associated with verbal episodic (secondary) memory, but not executive functioning, in persons with high schizotypy. The current findings suggest that emotional intelligence is impaired in persons with schizotypy and that these impairments affect their social functioning.

Measures of Intelligence on Southwest Indian Students

ERIC Educational Resources Information Center

Cundick, Bert P.

1970-01-01

IQ scores were obtained for Indian Children attending the same public elementary school by means of: Wechsler Pre-School and Primary Scale of Intelligence (WPPSI), Wechsler Intelligence Scale for Children (WISC), Peabody Picture Vocabulary Tests (PPVT), and the Goodenough-Harris Draw-a-Man Test (DAM). (SE)

The Case against Intelligence Testing in Early Intervention.

ERIC Educational Resources Information Center

Neisworth, John T.; Bagnato, Stephen J.

1992-01-01

Major presumptions that underlie the use of early intelligence tests are presented and disputed, centering on the construct of early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with Public Law 99-457. Professional solidarity is urged in opposing the…

Is the Moratorium over? African American Psychology Professionals' Views on Intelligence Testing in Response to Changes to Federal Policy

ERIC Educational Resources Information Center

Graves, Scott; Mitchell, Angela

2011-01-01

Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited…

Race Differences in Tested Intelligence: Important Socially, Obscure Causally. A Review ... of "Bias in Mental Testing", by Arthur R. Jensen.

ERIC Educational Resources Information Center

Humphreys, Lloyd G.

1981-01-01

This document is a book review of "Bias in Mental Testing" by Arthur R. Jensen. Jensen discusses intelligence as a phenotypic construct. The problem of ethnic differences in phenotypic intelligence is emotionally charged, which makes rational consideration of the issues difficult. The reviewer disagrees with the author's predisposition…

Effects of cognitive training on the structure of intelligence.

PubMed

Protzko, John

2017-08-01

Targeted cognitive training, such as n-back or speed of processing training, in the hopes of raising intelligence is of great theoretical and practical importance. The most important theoretical contribution, however, is not about the malleability of intelligence. Instead, I argue the most important and novel theoretical contribution is understanding the causal structure of intelligence. The structure of intelligence, most often taken as a hierarchical factor structure, necessarily prohibits transfer from subfactors back up to intelligence. If this is the true structure, targeted cognitive training interventions will fail to increase intelligence not because intelligence is immutable, but simply because there is no causal connection between, say, working memory and intelligence. Seeing the structure of intelligence for what it is, a causal measurement model, allows us to focus testing on the presence and absence of causal links. If we can increase subfactors without transfer to other facets, we may be confirming the correct causal structure more than testing malleability. Such a blending into experimental psychometrics is a strong theoretical pursuit.

Vocabulary Is an Appropriate Measure of Premorbid Intelligence in a Sample with Heterogeneous Educational Level in Brazil

PubMed Central

de Oliveira, Maira Okada; Nitrini, Ricardo; Yassuda, Mônica Sanches; Brucki, Sonia Maria Dozzi

2014-01-01

Crystallized intelligence refers to one's knowledge base and can be measured by vocabulary tests. Fluid intelligence is related to nonverbal aspects of intelligence, depends very little on previously acquired knowledge, and can be measured by tests such as Block Design (BD) and Raven Colored Matrices (RCM). Premorbid intelligence quotient (IQ) refers to one's intellectual ability level previous to the onset of disorders like mild cognitive impairment (MCI) and Alzheimer's disease (AD) and it is important to estimate disease severity. The objective was to compare performance in tests that measure crystallized and fluid intelligence in healthy subjects and patients with amnestic MCI (aMCI) and AD. One hundred forty-four participants (aMCI (n = 38), AD (n = 45), and healthy controls (n = 61)) were submitted to neuropsychological tests (WAIS-III vocabulary, BD, and RCM). There were significant among groups, except for vocabulary, indicating a relative stability of crystallized intelligence in the continuum from normal to pathological cognitive decline. Vocabulary seems to be stable during the progression of the disease and useful as a measure of premorbid intelligence, that is, to estimate previous function in relation to the level of education and, as a collateral measure of cognition in people with low education. PMID:24803737

Vocabulary is an appropriate measure of premorbid intelligence in a sample with heterogeneous educational level in Brazil.

PubMed

de Oliveira, Maira Okada; Nitrini, Ricardo; Yassuda, Mônica Sanches; Brucki, Sonia Maria Dozzi

2014-01-01

Crystallized intelligence refers to one's knowledge base and can be measured by vocabulary tests. Fluid intelligence is related to nonverbal aspects of intelligence, depends very little on previously acquired knowledge, and can be measured by tests such as Block Design (BD) and Raven Colored Matrices (RCM). Premorbid intelligence quotient (IQ) refers to one's intellectual ability level previous to the onset of disorders like mild cognitive impairment (MCI) and Alzheimer's disease (AD) and it is important to estimate disease severity. The objective was to compare performance in tests that measure crystallized and fluid intelligence in healthy subjects and patients with amnestic MCI (aMCI) and AD. One hundred forty-four participants (aMCI (n = 38), AD (n = 45), and healthy controls (n = 61)) were submitted to neuropsychological tests (WAIS-III vocabulary, BD, and RCM). There were significant among groups, except for vocabulary, indicating a relative stability of crystallized intelligence in the continuum from normal to pathological cognitive decline. Vocabulary seems to be stable during the progression of the disease and useful as a measure of premorbid intelligence, that is, to estimate previous function in relation to the level of education and, as a collateral measure of cognition in people with low education.

Cognitive Profile of Children and Adolescents with Anorexia Nervosa

PubMed Central

Kjaersdam Telléus, Gry; Jepsen, Jens Richardt; Bentz, Mette; Christiansen, Eva; Jensen, Signe O W; Fagerlund, Birgitte; Thomsen, Per Hove

2015-01-01

Objective Few studies of cognitive functioning in children and adolescents with anorexia nervosa (AN) have been conducted. The aim of this study was to examine the neurocognitive and intelligence profile of this clinical group. Method The study was a matched case–control (N = 188), multi-centre study including children and adolescents with AN (N = 94) and healthy control participants (N = 94). Results The results suggest that Full Scale Intelligence Quotient (Wechsler Intelligence Scale for Children-III/Wechsler Adult Intelligence Scale-III) in this patient group is close to the normal population mean of 100. Individuals with AN exhibited significantly worse performance in nonverbal intelligence functions (i.e. Wechsler Intelligence Scale for Children-III/Wechsler Adult Intelligence Scale-III, Perceptual Organization Index) and in verbal memory (Test of Memory and Learning—Second Edition, Memory for Stories) and motor speed (Cambridge Neuropsychological Test Automated Battery, Simple and Choice Reaction Time) compared with healthy control participants. No significant difference in set-shifting ability (Cambridge Neuropsychological Test Automated Battery, Intra-Extra Dimensional Set Shift and Trail Making Test B) was found. Conclusions Inefficiency in nonverbal intelligence functions and in specific cognitive functions was found in this study of children and adolescents with AN. © 2014 The Authors. European Eating Disorders Review published by John Wiley & Sons, Ltd. PMID:25504443

Cognitive profile of children and adolescents with anorexia nervosa.

PubMed

Kjaersdam Telléus, Gry; Jepsen, Jens Richardt; Bentz, Mette; Christiansen, Eva; Jensen, Signe O W; Fagerlund, Birgitte; Thomsen, Per Hove

2015-01-01

Few studies of cognitive functioning in children and adolescents with anorexia nervosa (AN) have been conducted. The aim of this study was to examine the neurocognitive and intelligence profile of this clinical group. The study was a matched case-control (N = 188), multi-centre study including children and adolescents with AN (N = 94) and healthy control participants (N = 94). The results suggest that Full Scale Intelligence Quotient (Wechsler Intelligence Scale for Children-III/Wechsler Adult Intelligence Scale-III) in this patient group is close to the normal population mean of 100. Individuals with AN exhibited significantly worse performance in nonverbal intelligence functions (i.e. Wechsler Intelligence Scale for Children-III/Wechsler Adult Intelligence Scale-III, Perceptual Organization Index) and in verbal memory (Test of Memory and Learning-Second Edition, Memory for Stories) and motor speed (Cambridge Neuropsychological Test Automated Battery, Simple and Choice Reaction Time) compared with healthy control participants. No significant difference in set-shifting ability (Cambridge Neuropsychological Test Automated Battery, Intra-Extra Dimensional Set Shift and Trail Making Test B) was found. Inefficiency in nonverbal intelligence functions and in specific cognitive functions was found in this study of children and adolescents with AN. © 2014 The Authors. European Eating Disorders Review published by John Wiley & Sons, Ltd.

The experiment of cooperative learning model type team assisted individualization (TAI) on three-dimensional space subject viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Manapa, I. Y. H.; Budiyono; Subanti, S.

2018-03-01

The aim of this research is to determine the effect of TAI or direct learning (DL) on student’s mathematics achievement viewed from spatial intelligence. This research was quasi experiment. The population was 10th grade senior high school students in Alor Regency on academic year of 2015/2016 chosen by stratified cluster random sampling. The data were collected through achievement and spatial intelligence test. The data were analyzed by two ways, ANOVA with unequal cell and scheffe test. This research showed that student’s mathematics achievement used in TAI had better results than DL models one. In spatial intelligence category, student’s mathematics achievement with high spatial intelligence has better result than the other spatial intelligence category and students with high spatial intelligence have better results than those with middle spatial intelligence category. At TAI, student’s mathematics achievement with high spatial intelligence has better result than those with the other spatial intelligence category and students with middle spatial intelligence have better results than students with low spatial intelligence. In DL model, student’s mathematics achievement with high and middle spatial intelligence has better result than those with low spatial intelligence, but students with high spatial intelligence and middle spatial intelligence have no significant difference. In each category of spatial intelligence and learning model, mathematics achievement has no significant difference.

TIE: An Ability Test of Emotional Intelligence

PubMed Central

Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S.

2014-01-01

The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions. PMID:25072656

Measurement of ability emotional intelligence: results for two new tests.

PubMed

Austin, Elizabeth J

2010-08-01

Emotional intelligence (EI) has attracted considerable interest amongst both individual differences researchers and those in other areas of psychology who are interested in how EI relates to criteria such as well-being and career success. Both trait (self-report) and ability EI measures have been developed; the focus of this paper is on ability EI. The associations of two new ability EI tests with psychometric intelligence, emotion perception, and the Mayer-Salovey-Caruso EI test (MSCEIT) were examined. The new EI tests were the Situational Test of Emotion Management (STEM) and the Situational Test of Emotional Understanding (STEU). Only the STEU and the MSCEIT Understanding Emotions branch were significantly correlated with psychometric intelligence, suggesting that only understanding emotions can be regarded as a candidate new intelligence component. These understanding emotions tests were also positively correlated with emotion perception tests, and STEM and STEU scores were positively correlated with MSCEIT total score and most branch scores. Neither the STEM nor the STEU were significantly correlated with trait EI tests, confirming the distinctness of trait and ability EI. Taking the present results as a starting-point, approaches to the development of new ability EI tests and models of EI are suggested.

Gender, "g", and Fixed versus Growth Intelligence Mindsets as Predictors of Self-Estimated Domain Masculine Intelligence (DMIQ)

ERIC Educational Resources Information Center

Storek, Josephine; Furnham, Adrian

2013-01-01

Over 120 participants completed three timed intelligence tests, a self-estimated Domain Masculine (DMIQ) Intelligence scale, and a mindset "beliefs about intelligence" measure (Dweck, 2012) to examine correlates of the Hubris-Humility Effect (HHE) which shows males believe they are more intelligent than females. As predicted males gave…

Intelligent Intelligence Testing.

ERIC Educational Resources Information Center

Pedrini, Bonnie; Pedrini, D. T.

Intelligence tests should be used to help persons; they should not be used to penalize persons. Furthermore, our focus should be on treatment; it should not be on labeling. IQ testers often stigmatize young children and poor persons (children, adolescents, adults). Large groups of Black Americans, Spanish Americans, and Indian Americans are…

Is there a creative functional paradoxical facilitation in juvenile myoclonic epilepsy?

PubMed

Senf, Philine; Scheuren, Lena; Holtkamp, Martin

2016-09-01

In patients with juvenile myoclonic epilepsy (JME), a specific personality profile suggestive of frontal lobe dysfunctions has been described. From a neurobiological point of view, the frontal lobe seems to be crucial for creative processes, although the exact role remains unclear. The theory of creative paradoxical functional facilitation (PFF) assumes that disinhibited frontal lobe function can enhance creative abilities. The aim of the current study was to explore our hypothesis that JME is associated with higher artistic creativity based on the theory of PFF. We assessed 25 patients with JME aged 18 to 40years in regard to neuropsychological creativity testing. Results were compared with those of 25 age-, sex-, and level of education-matched healthy control subjects (HC) and patients with temporal lobe epilepsy (TLE). Creative abilities were assessed using two validated and standardized tests: 1) nonverbal: the incomplete figure task of Torrance Test of Creative Thinking and 2) verbal: verbal creativity test. Additionally, a basic assessment of fluid intelligence (test for problem solving) and frontal lobe function (trail-making test) was administered to all participants. Verbal creativity was impaired in both groups with epilepsy compared with that in HC (specific score: JME vs. HC, p=0.008; TLE vs. HC, p=0.003). In regard to nonverbal creative abilities, both groups with epilepsy exhibited fair performance. Level of fluid intelligence was even in all groups (p=0.433). Only patients with JME showed deficits in the frontal lobe test of psychomotor speed (time in seconds: 67.7 JME vs. 54.6 TLE vs. 52.8 HC; p=0.045). Overall, our study did not reveal increased creativity in JME. The current findings provide insights into creative abilities in two different epilepsy syndromes. Knowledge on specific neuropsychological strengths or deficits in patients with epilepsy may be useful for treatment or counseling. Copyright © 2016 Elsevier Inc. All rights reserved.

Puberty timing and fluid intelligence: a study of correlations between testosterone and intelligence in 8- to 12-year-old Chinese boys.

PubMed

Shangguan, Fangfang; Shi, Jiannong

2009-08-01

Sex hormone such as testosterone was recently recognized as an important contributor of spatial cognition and intelligence during development, but the relationship between puberty timing and intelligence especially in children is largely unknown. Here in this study, we investigated the potential relationship between the level of sex hormones in saliva and fluid intelligence in 8- to 12-year-old Chinese boys. Fluid intelligence was measured by the Cattell's Culture Fair Intelligence Test. 1600 children aged 8-12 years were included in the Cattell's Culture Fair Intelligence Test and saliva samples were collected thereafter from 166 boys with normal intelligence distribution, composed of 49, 54 and 63 boys in 8-, 10- and 12-year-old group respectively. The level of salivary testosterone and estradiol was measured with enzyme-immunoassay technique. Data of BMI and age were collected. The relationship between the level of salivary sex hormones and fluid intelligence was analysed by correlation test. There was no significant correlation between salivary testosterone level and fluid intelligence in 8-year-old boys, whereas there was a significant positive correlation in 10-year-old boys and a significant negative correlation in 12-year-old boys between those two variable. To verify the correlation, we performed stepwise multivariate linear regression and discriminant analysis, with both the age and BMI of the boys and their parents, and salivary estradiol level considered. The results showed that the level of testosterone and intelligence was correlated, and the correlation was much stronger when the level of salivary testosterone was higher than 14 pg/ml. In summary, the study suggests that the relationship of testosterone and intelligence varies from late childhood to early adolescence, and the puberty timing is closely related with fluid intelligence.

Comparability of IQ Scores on Five Widely Used Intelligence Tests

ERIC Educational Resources Information Center

Hieronymus, A. N.; Stroud, James B.

1969-01-01

Attempts to fill research gap on testing by obtaining comparisons of deviation scores, at grade levels four, seven, and ten, from the California Test of Mental Maturity, Henmon-Nelson Tests, and Lorge-Thorndike Intelligence tests. Results tabulated. (CJ)

The Chinese Intelligence Scale for Young Children: Testing Factor Structure and Measurement Invariance Using the Framework of the Wechsler Intelligence Tests

ERIC Educational Resources Information Center

Guo, Boliang; Aveyard, Paul; Dai, Xiaoyang

2009-01-01

The Wechsler intelligence test has four factors representing four components of intellectual function. In China, there are marked cultural, educational, and economic disparities between rural and urban dwellers, which could lead to cultural bias. The aim of this study was to apply the four-factor structure to responses to the Chinese Intelligence…

Construct-related validity of the TOCS measures: comparison of intelligibility and speaking rate scores in children with and without speech disorders.

PubMed

Hodge, Megan M; Gotzke, Carrie L

2014-01-01

This study evaluated construct-related validity of the Test of Children's Speech (TOCS). Intelligibility scores obtained using open-set word identification tasks (orthographic transcription) for the TOCS word and sentence tests and rate scores for the TOCS sentence test (words per minute or WPM and intelligible words per minute or IWPM) were compared for a group of 15 adults (18-30 years of age) with normal speech production and three groups of children: 48 3-6 year-olds with typical speech development and neurological histories (TDS), 48 3-6 year-olds with a speech sound disorder of unknown origin and no identified neurological impairment (SSD-UNK), and 22 3-10 year-olds with dysarthria and cerebral palsy (DYS). As expected, mean intelligibility scores and rates increased with age in the TDS group. However, word test intelligibility, WPM and IWPM scores for the 6 year-olds in the TDS group were significantly lower than those for the adults. The DYS group had significantly lower word and sentence test intelligibility and WPM and IWPM scores than the TDS and SSD-UNK groups. Compared to the TDS group, the SSD-UNK group also had significantly lower intelligibility scores for the word and sentence tests, and significantly lower IWPM, but not WPM scores on the sentence test. The results support the construct-related validity of TOCS as a tool for obtaining intelligibility and rate scores that are sensitive to group differences in 3-6 year-old children, with and without speech sound disorders, and to 3+ year-old children with speech disorders, with and without dysarthria. Readers will describe the word and sentence intelligibility and speaking rate performance of children with typically developing speech at age levels of 3, 4, 5 and 6 years, as measured by the Test of Children's Speech, and how these compare with adult speakers and two groups of children with speech disorders. They will also recognize what measures on this test differentiate children with speech sound disorders of unknown origin from children with cerebral palsy and dysarthria. Copyright © 2014 Elsevier Inc. All rights reserved.

Concurrent Validity of the TONI-3

ERIC Educational Resources Information Center

Banks, Sandra H.; Franzen, Michael D.

2010-01-01

The literature pertaining to intelligence assessment reveals an ongoing discussion about the areas of intelligence captured by nonverbal tests. To date, few studies have investigated the criterion validity of the Test of Nonverbal Intelligence, Third Edition (TONI-3). The present study investigates the concurrent validity of the TONI-3 in a sample…

Video-Games: Do They Require General Intelligence?

ERIC Educational Resources Information Center

Quiroga, M. A.; Herranz, M.; Gomez-Abad, M.; Kebir, M.; Ruiz, J.; Colom, Roberto

2009-01-01

Here we test if playing video-games require intelligence. Twenty-seven university undergraduate students were trained on three games from Big Brain Academy (Wii): Calculus, Backward Memory and Train. Participants did not have any previous experience with these games. General intelligence was measured by five ability tests before the training…

The Myth of Intellectual Testing

ERIC Educational Resources Information Center

Kelly, Edward M.

1978-01-01

Questions the basis on which certain decisions are made and conclusions reached in schools with regard to intelligence testing. Discusses three distinct flaws in intelligence testing and how such tests must be designed to account for individual differences. (Author/RK)

Immediate and long-term effects of meditation on acute stress reactivity, cognitive functions, and intelligence.

PubMed

Singh, Yogesh; Sharma, Ratna; Talwar, Anjana

2012-01-01

With the current globalization of the world's economy and demands for enhanced performance, stress is present universally. Life's stressful events and daily stresses cause both deleterious and cumulative effects on the human body. The practice of meditation might offer a way to relieve that stress. The research team intended to study the effects of meditation on stress-induced changes in physiological parameters, cognitive functions, intelligence, and emotional quotients. The research team conducted the study in two phases, with a month between them. Each participant served as his own control, and the first phase served as the control for the second phase. In phase 1, the research team studied the effects of a stressor (10 minutes playing a computer game) on participants' stress levels. In phase 2, the research team examined the effects of meditation on stress levels. The research team conducted the study in a lab setting at the All India Institute of Medical Sciences (AIIMS), New Delhi, India. The participants were 34 healthy, male volunteers who were students. To study the effects of long-term meditation on stress levels, intelligence, emotional quotients, and cognitive functions participants meditated daily for 1 month, between phases 1 and 2. To study the immediate effects of meditation on stress levels, participants meditated for 15 minutes after playing a computer game to induce stress. The research team measured galvanic skin response (GSR), heart rate (HR), and salivary cortisol and administered tests for the intelligence and emotional quotients (IQ and EQ), acute and perceived stress (AS and PS), and cognitive functions (ie, the Sternberg memory test [short-term memory] and the Stroop test [cognitive flexibility]). Using a pre-post study design, the team performed this testing (1) prior to the start of the study (baseline); (2) in phase 1, after induced stress; (3) in part 1 of phase 2, after 1 month of daily meditation, and (4) in part 2 of phase 2, after induced stress, both before and after 15 minutes of meditation. Induced stress from the computer game resulted in a significant increase in physiological markers of stress such as GSR and HR. In the short term, meditation was associated with a physiological relaxation response (significant decrease in GSR) and an improvement in scores on the Stroop test of reaction times. In the long-term, meditation brought significant improvements in IQ and scores for cognitive functions, whereas participants' stress levels (GSR and AS) decreased. EQ, salivary cortisol, and HR showed no significant changes. The practice of meditation reduced psychological stress responses and improved cognitive functions, and the effects were pronounced with practice of meditation for a longer duration (1 month).

Emotional intelligence and depressive symptoms in Spanish institutionalized elders: does emotional self-efficacy act as a mediator?

PubMed Central

2016-01-01

Background. This work examines the relationship between emotional intelligence (EI) and depressive symptomatology in institutionalized older adults, delving into the mechanisms underlying this relationship. Considering that previous evidence of the variation of the EI-depression relationship depending on whether the emotional ability or the perception of that ability is evaluated, a model of multiple mediation was tested in which the dimensions of emotional self-efficacy (ESE) act as mediators in the relationship between ability EI and depressive symptomatology. Methods. The sample consisted of 115 institutionalized older adults (47.82% women; 80.3 ± 7.9 years of age) from the province of Jaén (Spain) who completed a test of ESE, a measure of ability EI, and a self-administered questionnaire of depressive symptoms. Results. The results showed a positive association between older adults’ emotional performance and depressive symptomatology, finding stronger associations with ESE than with EI abilities. In addition, multiple mediation analyses showed that two of the four dimensions of ESE fully mediated the relationship between ability EI and depressive symptoms. Discussion. These findings suggest that older adults’ high levels of emotional competence generate a feeling of ESE which can protect them against depressive symptoms. This work supports the predictive validity of emotional abilities and ESE for the mental health of a group that is particularly vulnerable to depression, institutionalized older adults. The limitations of the work are discussed, and future lines of research were considered. PMID:27547553

Neuroanatomic overlap between intelligence and cognitive factors: morphometry methods provide support for the key role of the frontal lobes.

PubMed

Colom, Roberto; Burgaleta, Miguel; Román, Francisco J; Karama, Sherif; Alvarez-Linera, Juan; Abad, Francisco J; Martínez, Kenia; Quiroga, Ma Ángeles; Haier, Richard J

2013-05-15

Evidence from neuroimaging studies suggests that intelligence differences may be supported by a parieto-frontal network. Research shows that this network is also relevant for cognitive functions such as working memory and attention. However, previous studies have not explicitly analyzed the commonality of brain areas between a broad array of intelligence factors and cognitive functions tested in the same sample. Here fluid, crystallized, and spatial intelligence, along with working memory, executive updating, attention, and processing speed were each measured by three diverse tests or tasks. These twenty-one measures were completed by a group of one hundred and four healthy young adults. Three cortical measures (cortical gray matter volume, cortical surface area, and cortical thickness) were regressed against psychological latent scores obtained from a confirmatory factor analysis for removing test and task specific variance. For cortical gray matter volume and cortical surface area, the main overlapping clusters were observed in the middle frontal gyrus and involved fluid intelligence and working memory. Crystallized intelligence showed an overlapping cluster with fluid intelligence and working memory in the middle frontal gyrus. The inferior frontal gyrus showed overlap for crystallized intelligence, spatial intelligence, attention, and processing speed. The fusiform gyrus in temporal cortex showed overlap for spatial intelligence and attention. Parietal and occipital areas did not show any overlap across intelligence and cognitive factors. Taken together, these findings underscore that structural features of gray matter in the frontal lobes support those aspects of intelligence related to basic cognitive processes. Copyright © 2013 Elsevier Inc. All rights reserved.

Effect of classroom acoustics on the speech intelligibility of students.

PubMed

Rabelo, Alessandra Terra Vasconcelos; Santos, Juliana Nunes; Oliveira, Rafaella Cristina; Magalhães, Max de Castro

2014-01-01

To analyze the acoustic parameters of classrooms and the relationship among equivalent sound pressure level (Leq), reverberation time (T₃₀), the Speech Transmission Index (STI), and the performance of students in speech intelligibility testing. A cross-sectional descriptive study, which analyzed the acoustic performance of 18 classrooms in 9 public schools in Belo Horizonte, Minas Gerais, Brazil, was conducted. The following acoustic parameters were measured: Leq, T₃₀, and the STI. In the schools evaluated, a speech intelligibility test was performed on 273 students, 45.4% of whom were boys, with an average age of 9.4 years. The results of the speech intelligibility test were compared to the values of the acoustic parameters with the help of Student's t-test. The Leq, T₃₀, and STI tests were conducted in empty and furnished classrooms. Children showed better results in speech intelligibility tests conducted in classrooms with less noise, a lower T₃₀, and greater STI values. The majority of classrooms did not meet the recommended regulatory standards for good acoustic performance. Acoustic parameters have a direct effect on the speech intelligibility of students. Noise contributes to a decrease in their understanding of information presented orally, which can lead to negative consequences in their education and their social integration as future professionals.

Joint Service Aircrew Mask (JSAM) - Tactical Aircraft (TA) A/P22P-14A Respirator Assembly (V)3: Noise Attenuation and Speech Intelligibility Performance with Double Hearing Protection, HGU-68/P Flight Helmet

DTIC Science & Technology

2017-03-31

dB Sound Pressure Level (SPL) background pink noise. The speech intelligibility tests shall result in a Modified Rhyme Test (MRT) score as listed...below. Speech intelligibility testing shall be measured per ANSI S3.2 for each background pink noise level using a minimum of ten talkers and of ten...listeners. The test shall be conducted wearing the JSAM-TA using appropriate communication amplification. Test must include the configurations

Young Children's Core Symbolic and Nonsymbolic Quantitative Knowledge in the Prediction of Later Mathematics Achievement

ERIC Educational Resources Information Center

Geary, David C.; vanMarle, Kristy

2016-01-01

At the beginning of preschool (M = 46 months of age), 197 (94 boys) children were administered tasks that assessed a suite of nonsymbolic and symbolic quantitative competencies as well as their executive functions, verbal and nonverbal intelligence, preliteracy skills, and their parents' education level. The children's mathematics achievement was…

The Diagnostic Accuracy of the Luria-Nebraska Neuropsychological Battery-Children's Revision for 9- to 12-Year-Old Learning Disabled Children.

ERIC Educational Resources Information Center

Gerry, David C.; And Others

1984-01-01

Two groups (learning disabled and normal) of 15 children were administered the Luria-Nebraska Neuropsychological Battery-Children's Revision and the Wechsler Intelligence Scale for Children-Revised. Considering abnormal or borderline profiles as indicative of learning disability was 93.3 percent accurate in discriminating between groups.…

IQ Discrepancies between the Binet and WISC-R in Children with Developmental Problems.

ERIC Educational Resources Information Center

Bloom, Allan S.; And Others

1983-01-01

Administered the Stanford-Binet and Wechsler Intelligence Scale for Children (Revised) to 121 children with developmental problems. Results showed 28 children received absolute differences of 12 points or greater between the Binet and the WISC-R. There were 10 instances of complete incongruence between the Binet and all the WISC-R IQs. (JAC)

Mindset in the Classroom: A National Study of K-12 Teachers

ERIC Educational Resources Information Center

Yettick, Holly; Lloyd, Sterling; Harwin, Alexandra; Riemer, Andrew; Swanson, Christopher B.

2016-01-01

The concept of growth mindset--the belief that intelligence can be developed through effort--has gained considerable attention in K-12 education in recent years. To learn more about educators' experiences and views regarding growth mindset, the Education Week Research Center developed an original survey and administered it to a national sample of…

Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age

ERIC Educational Resources Information Center

Clark, Megan L. E.; Barbaro, Josephine; Dissanayake, Cheryl

2017-01-01

This paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24 months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism…

A Factor-Analytic Study of Adaptive Behavior and Intellectual Functioning in Learning Disabled Children.

ERIC Educational Resources Information Center

Yeargan, Dollye R.

The factorial structure of intellectual functioning and adaptive behavior was examined in 160 learning disabled students (6 to 16 years old). Ss were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Coping Inventory (CI). Factor analysis of WISC-R scores revealed three factors: verbal comprehenson, perceptual…

Reciprocal Effects between Fluid and Crystallized Intelligence and Their Dependence on Parents' Socioeconomic Status and Education

ERIC Educational Resources Information Center

Rindermann, Heiner; Flores-Mendoza, Carmen; Mansur-Alves, Marcela

2010-01-01

The investment theory of Cattell supposes an influence of fluid on crystallized intelligence. The development of fluid intelligence largely depends on biological factors, of crystallized intelligence on fluid intelligence and environmental stimulation. To test this theory two contrasting samples representing a broad ability range were chosen, a…

Time estimation predicts mathematical intelligence.

PubMed

Kramer, Peter; Bressan, Paola; Grassi, Massimo

2011-01-01

Performing mental subtractions affects time (duration) estimates, and making time estimates disrupts mental subtractions. This interaction has been attributed to the concurrent involvement of time estimation and arithmetic with general intelligence and working memory. Given the extant evidence of a relationship between time and number, here we test the stronger hypothesis that time estimation correlates specifically with mathematical intelligence, and not with general intelligence or working-memory capacity. Participants performed a (prospective) time estimation experiment, completed several subtests of the WAIS intelligence test, and self-rated their mathematical skill. For five different durations, we found that time estimation correlated with both arithmetic ability and self-rated mathematical skill. Controlling for non-mathematical intelligence (including working memory capacity) did not change the results. Conversely, correlations between time estimation and non-mathematical intelligence either were nonsignificant, or disappeared after controlling for mathematical intelligence. We conclude that time estimation specifically predicts mathematical intelligence. On the basis of the relevant literature, we furthermore conclude that the relationship between time estimation and mathematical intelligence is likely due to a common reliance on spatial ability.

The Development, Testing, and Evaluation of an Emotional Intelligence Curriculum.

ERIC Educational Resources Information Center

Fischer, Ronald G.; Fischer, Jerome M.

2003-01-01

Adult students using an emotional intelligence (EI) curriculum (n=13) and 15 controls in a composition class completed the Emotional Intelligence Test and Emotional Content Quality Index. Significant pre- to posttest changes in the EI group suggest the curriculum positively increased their ability to identify, reflect on, process, and manage…

Science, Politics, and the IQ Controversy.

ERIC Educational Resources Information Center

Snyderman, Mark; Rothman, Stanley

1986-01-01

The controversy over intelligence testing is more often influenced by political considerations than empirical research. A survey of 1,020 experts found that a majority agree that (1) intelligence can be defined; (2) heredity plays a role in individual and group IQ differences; and (3) intelligence testing in schools should continue at its present…

Empirical versus Random Item Selection in the Design of Intelligence Test Short Forms--The WISC-R Example.

ERIC Educational Resources Information Center

Goh, David S.

1979-01-01

The advantages of using psychometric thoery to design short forms of intelligence tests are demonstrated by comparing such usage to a systematic random procedure that has previously been used. The Wechsler Intelligence Scale for Children Revised (WISC-R) Short Form is presented as an example. (JKS)

Making Creative Metaphors: The Importance of Fluid Intelligence for Creative Thought

ERIC Educational Resources Information Center

Silvia, Paul J.; Beaty, Roger E.

2012-01-01

The relationship between intelligence and creativity remains controversial. The present research explored this issue by studying the role of fluid intelligence (Gf) in the generation of creative metaphors. Participants (n = 132 young adults) completed six nonverbal tests of Gf (primarily tests of inductive reasoning) and were then asked to create…

The relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students.

PubMed

Suliman, Wafika A

2010-06-01

Feelings or emotions and thinking have been identified as forces that may affect one's learning styles (D. A. Kolb, 1984), emotional social intelligence, and success (R. Bar-On, 2004). This study on the relationship between academic success and the two variables of learning abilities or styles and emotional social intelligence was conducted at two colleges of nursing in Saudi Arabia. Both offer conventional and accelerated undergraduate nursing education programs. This study was designed to explore the preferred learning abilities or styles of Saudi nursing students in conventional and accelerated programs, the difference in emotional social intelligence between the two, and the relationships between academic success and learning styles and emotional social intelligence. A convenience sample was recruited, consisting of a total of 98 students, 50 and 48 of whom were enrolled, respectively, in conventional and accelerated programs. Self-administered instruments including the Kolb learning style inventory and the Bar-On emotional quotient inventory (EQ-i) were used to collect data, which were analyzed quantitatively. Both groups were found to favor a diverger style of learning, with total EQ-i scores showing no statistical difference between the two (t = 1.251, p =.214). "Self-regard" and "problem solving" earned the highest EQ-i content subscale scores for both groups. Pearson's correlation coefficient showed no significant relationship between learning abilities or styles and emotional social intelligence and academic success. The findings suggest that either no actual relationship exists or that emotional social intelligence may be confounded with factors such as professional and cultural values.

The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.

PubMed

Krapohl, Eva; Rimfeld, Kaili; Shakeshaft, Nicholas G; Trzaskowski, Maciej; McMillan, Andrew; Pingault, Jean-Baptiste; Asbury, Kathryn; Harlaar, Nicole; Kovas, Yulia; Dale, Philip S; Plomin, Robert

2014-10-21

Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35-58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.

The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence

PubMed Central

Krapohl, Eva; Rimfeld, Kaili; Shakeshaft, Nicholas G.; Trzaskowski, Maciej; McMillan, Andrew; Pingault, Jean-Baptiste; Asbury, Kathryn; Harlaar, Nicole; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

2014-01-01

Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35–58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence. PMID:25288728

Using Interactive Computing to Expand Intelligence Testing: A Critique and Prospectus.

ERIC Educational Resources Information Center

Hunt, Earl; Pellegrino, James

1985-01-01

There are economic advantages in using microcomputers as automated testing stations for measuring aptitude and intelligence. Microcomputers also make it possible to expand and modify testing procedures for psychological functions included in conventional tests and to test psychological functions not generally assessed by conventional tests, such…

Brief Report: The Use of WAIS-III in Adults with HFA and Asperger Syndrome

PubMed Central

Scholte, Evert M.; van Berckelaer-Onnes, Ina A.

2007-01-01

The WAIS III was administered to 16 adults with high functioning autism (HFA) and 27 adults with Asperger syndrome. Differences between Verbal Intelligence (VIQ) and Performance Intelligence (PIQ) were not found. Processing Speed problems in people with HFA appeared. At the subtest level, the Asperger syndrome group performed weak on Digit Span. Comprehension and Block Design were relative strengths. In the HFA group, performance on Digit-Symbol Coding and Symbol Search was relatively poor. Strengths were found on Information and Matrix Reasoning. The results suggest that the VIQ-PIQ difference cannot distinguish between HFA and Asperger syndrome. WAIS III Factor Scale and Subtest patterning provides a more valid indicator. PMID:17879152

Are overreferrals on developmental screening tests really a problem?

PubMed

Glascoe, F P

2001-01-01

Developmental screening tests, even those meeting standards for screening test accuracy, produce numerous false-positive results for 15% to 30% of children. This is thought to produce unnecessary referrals for diagnostic testing or special services and increase the cost of screening programs. To explore whether children who pass screening tests differ in important ways from those who do not and to determine whether children overreferred for testing benefit from the scrutiny of diagnostic testing and treatment planning. Subjects were a national sample of 512 parents and their children (age range of the children, 7 months to 8 years) who participated in validation studies of various screening tests. Psychological examiners adhering to standardized directions obtained informed consent and administered at least 2 developmental screening measures (the Brigance Screens, the Battelle Developmental Inventory Screening Test, the Denver-II, and the Parents' Evaluations of Developmental Status) and a concurrent battery of diagnostic measures, including tests of intelligence, language, and academic achievement (for children aged 2(1/2) years and older). The performance on diagnostic measures of children who failed screening but were not found to have a disability (false positives) was compared with that of children who passed screening and did not have a disability on diagnostic testing (true negatives). Children with false-positive scores performed significantly (P<.001) lower on diagnostic measures than did children with true-negative scores. The false-positive group had scores in adaptive behavior, language, intelligence, and academic achievement that were 9 to 14 points lower than the scores of those in the true-negative group. When viewing the likelihood of scoring below the 25th percentile on diagnostic measures, children with false-positive scores had a relative risk of 2.6 in adaptive behavior (95% confidence interval [CI], 1.67-4.21), 3.1 in language skills (95% CI, 1.90-5.20), 6.7 on intelligence tests (95% CI, 3.28-13.50), and 4.9 on academic measures (95% CI, 2.61-9.28). Overall, 151 (70%) of the children with false-positive results scored below the 25th percentile on 1 or more diagnostic measures (the point at which most children have difficulty benefiting from typical classroom instruction) in contrast with 64 (29%) of the children with true-negative scores (odds ratio, 5.6; 95% CI, 3.73-8.49). Children with false-positive scores were also more likely to be nonwhite and to have parents who had not graduated from high school. Performance differences between children with true-negative scores and children with false-positive scores continued to be significant (P<.001) even after adjusting for sociodemographic differences between groups. Children overreferred for diagnostic testing by developmental screens perform substantially lower than children with true-negative scores on measures of intelligence, language, and academic achievement-the 3 best predictors of school success. These children also carry more psychosocial risk factors, such as limited parental education and minority status. Thus, children with false-positive screening results are an at-risk group for whom diagnostic testing may not be an unnecessary expense but rather a beneficial and needed service that can help focus intervention efforts. Although such testing will not indicate a need for special education placement, it can be useful in identifying children's needs for other programs known to improve language, cognitive, and academic skills, such as Head Start, Title I services, tutoring, private speech-language therapy, and quality day care.

Artificial Intelligence.

ERIC Educational Resources Information Center

Thornburg, David D.

1986-01-01

Overview of the artificial intelligence (AI) field provides a definition; discusses past research and areas of future research; describes the design, functions, and capabilities of expert systems and the "Turing Test" for machine intelligence; and lists additional sources for information on artificial intelligence. Languages of AI are…

Jensen's Last Stand.

ERIC Educational Resources Information Center

Gould, Stephen Jay

1980-01-01

Challenges Jensen's arguments (set forth in the book "Bias in Mental Testing") that intelligence tests are scientifically unbiased and that IQ and other mental tests measure something called "intelligence" by refuting Jensen's reading of the psychometric research literature. (EF)

Gender differences in self-rated and partner-rated multiple intelligences: a Portuguese replication.

PubMed

Neto, Félix; Furnham, Adrian

2006-11-01

The authors examined gender differences and the influence of intelligence quotient (IQ) test experience in the self and partner estimation of H. Gardner's (1999) 10 multiple intelligences. Portuguese students (N = 190) completed a brief questionnaire developed on the basis of an instrument used in previous research (A. Furnham, 2001). Three of the 10 self-estimates yielded significant gender differences. Men believed they were more intelligent than were women on mathematical (logical), spatial, and naturalistic intelligence. Those who had previously completed an IQ test gave higher self-estimates on 2 of the 10 estimates. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's 3-factor classification of multiple intelligences in this sample.

Neuropsychological Characteristics of Italian Children with Fetal Alcohol Spectrum Disorders

PubMed Central

Aragón, Alfredo S.; Coriale, Giovanna; Fiorentino, Daniela; Kalberg, Wendy O.; Buckley, David; Gossage, J. Phillip; Ceccanti, Mauro; Mitchell, Elisha R.; May, Philip A.

2008-01-01

Background Children with fetal alcohol spectrum disorders (FASD) display many problems ranging from deficits in intelligence to behavioral difficulties. Thus, many studies have aimed to better define the neuropsychological characteristics of children with FASD. The current article describes the neuropsychological characteristics of Italian children with severe diagnosis within FASD and compares them with controls. It was expected that intellectual functioning, language comprehension, academic skills, and inattention/hyperactivity would discriminate children with FASD from randomly-selected peers without FASD. Methods This paper presents data from a second cohort of children examined in 2005 as part of an in-school epidemiological study of FASD in Italy. Eighty children, 23 diagnosed with a FASD, and 57 randomly-selected control children from the same 1st grade classes, participated. After screening for FASD via growth and dysmorphology, the children were administered a test of general intelligence (WISC-R) as well as tests of nonverbal reasoning (Raven Colored Progressive Matrices), language comprehension (Rustioni), academic achievement (IPDA), and problem behavior (Disruptive Behavior Disorder Rating Scale). Results Children diagnosed with a FASD achieved lower scores than control children on Verbal, Performance, and Full Scale IQ. Profile analysis of the WISC-R indicates overall differences between the groups. However, some intact functioning within the FASD group was found, as the Similarities and Vocabulary subtests were similar to the controls. After an alpha adjustment to .004, the Block Design, Object Assembly, and Mazes subtests were significantly different from controls. On tests of nonverbal reasoning, language comprehension, and academic achievement, the children with a FASD scored significantly lower. Moreover, teachers rated children with a severe diagnosis within FASD as showing more inattentive symptoms than controls, while hyperactive/impulsive characteristics among children with a FASD were comparable with the control children. Significant correlations between head circumference, child dysmorphology, WISC-R, and Raven CPM scores are also reported. Conclusions This study indicates that a sample of Italian children with a FASD, when compared to control children, display poorer functioning on measures of general intelligence, nonverbal reasoning, academic achievement, and teacher-rated problem behaviors. The findings also contribute to the formulation of a neuropsychological profile of children diagnosed with a FASD. PMID:18715277

The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri vocational school students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-05-01

This study aims to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students' mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.

The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri Vocational School students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-03-01

This study aimed to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students’ mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.

Development of an intelligent hypertext system for wind tunnel testing

NASA Technical Reports Server (NTRS)

Lo, Ching F.; Shi, George Z.; Steinle, Frank W.; Wu, Y. C. L. Susan; Hoyt, W. Andes

1991-01-01

This paper summarizes the results of a system utilizing artificial intelligence technology to improve the productivity of project engineers who conduct wind tunnel tests. The objective was to create an intelligent hypertext system which integrates a hypertext manual and expert system that stores experts' knowledge and experience. The preliminary (Phase I) effort implemented a prototype IHS module encompassing a portion of the manuals and knowledge used for wind tunnel testing. The effort successfully demonstrated the feasibility of the intelligent hypertext system concept. A module for the internal strain gage balance, implemented on both IBM-PC and Macintosh computers, is presented. A description of the Phase II effort is included.

Beam rider for an Articulated Robot Manipulator (ARM) accurate positioning of long flexible manipulators

NASA Technical Reports Server (NTRS)

Malachowski, M. J.

1990-01-01

Laser beam positioning and beam rider modules were incorporated into the long hollow flexible segment of an articulated robot manipulator (ARM). Using a single laser beam, the system determined the position of the distal ARM endtip, with millimetric precision, in six degrees of freedom, at distances of up to 10 meters. Preliminary designs, using space rated technology for the critical systems, of a two segmented physical ARM, with a single and a dual degree of freedom articulation, were developed, prototyped, and tested. To control the positioning of the physical ARM, an indirect adaptive controller, which used the mismatch between the position of the laser beam under static and dynamic conditions, was devised. To predict the behavior of the system and test the concept, a computer simulation model was constructed. A hierarchical artificially intelligent real time ADA operating system program structure was created. The software was designed for implementation on a dedicated VME bus based Intel 80386 administered parallel processing multi-tasking computer system.

Visuospatial characteristics of an elderly Chinese population: results from the WAIS-R block design test.

PubMed

Yin, Shufei; Zhu, Xinyi; Huang, Xin; Li, Juan

2015-01-01

Visuospatial deficits have long been recognized as a potential predictor of dementia, with visuospatial ability decline having been found to accelerate in later stages of dementia. We, therefore, believe that the visuospatial performance of patients with mild cognitive impairment (MCI) and dementia (Dem) might change with varying visuospatial task difficulties. This study administered the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Block Design Test (BDT) to determine whether visuospatial ability can help discriminate between MCI patients from Dem patients and normal controls (NC). Results showed that the BDT could contribute to the discrimination between MCI and Dem. Specifically, simple BDT task scores could best distinguish MCI from Dem patients, while difficult BDT task scores could contribute to discriminating between MCI and NC. Given the potential clinical value of the BDT in the diagnosis of Dem and MCI, normative data stratified by age and education for the Chinese elderly population are presented for use in research and clinical settings.

Emotional Intelligence and Interpersonal Relations.

ERIC Educational Resources Information Center

Schutte, Nicola S.; Malouff, John M.; Bobik, Chad; Coston, Tracie D.; Greeson, Cyndy; Jedlicka, Christina; Rhodes, Emily; Wendorf, Greta

2001-01-01

Presents the results of seven studies that focused on the link between emotional intelligence and interpersonal relations. Tests emotional intelligence with empathy and self-monitoring, social skills, cooperation, relations with others, and marital satisfaction. Explores preference for emotionally intelligent partners in the final study. Includes…

Fluid/Spatial and Crystallized Intelligence in Relation to Domain-Specific Working Memory: A Latent-Variable Approach

ERIC Educational Resources Information Center

Haavisto, Marja-Leena; Lehto, Juhani E.

2005-01-01

Fluid/spatial intelligence, crystallized intelligence and their relationships to verbal and visuospatial working memory (WM) were studied. A total of 120 Finnish Air Force recruits participated in this study. Fluid/spatial intelligence was assessed using four different tasks, while crystallized intelligence was defined with the help of test scores…

Intelligence Is as Intelligence Does: Can Additional Support Needs Replace Disability?

ERIC Educational Resources Information Center

Arnold, Samuel R. C.; Riches, Vivienne C.; Stancliffe, Roger J.

2011-01-01

In many developed cultures there is an assumption that IQ is intelligence. However, emerging theories of multiple intelligences, of emotional intelligence, as well as the application of IQ testing to other cultural groups, and to people with disability, raises many questions as to what IQ actually measures. Despite recent research that shows IQ…

The intelligibility in Context Scale: validity and reliability of a subjective rating measure.

PubMed

McLeod, Sharynne; Harrison, Linda J; McCormack, Jane

2012-04-01

To describe a new measure of functional intelligibility, the Intelligibility in Context Scale (ICS), and evaluate its validity, reliability, and sensitivity using 3 clinical measures of severity of speech sound disorder: (a) percentage of phonemes correct (PPC), (b) percentage of consonants correct (PCC), and (c) percentage of vowels correct (PVC). Speech skills of 120 preschool children (109 with parent-/teacher-identified concern about how they talked and made speech sounds and 11 with no identified concern) were assessed with the Diagnostic Evaluation of Articulation and Phonology (Dodd, Hua, Crosbie, Holm, & Ozanne, 2002). Parents completed the 7-item ICS, which rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale. Parents' ratings showed that most children were always (5) or usually (4) understood by parents, immediate family, and teachers, but only sometimes (3) by strangers. Factor analysis confirmed the internal consistency of the ICS items; therefore, ratings were averaged to form an overall intelligibility score. The ICS had high internal reliability (α = .93), sensitivity, and construct validity. Criterion validity was established through significant correlations between the ICS and PPC (r = .54), PCC (r = .54), and PVC (r = .36). The ICS is a promising new measure of functional intelligibility. These data provide initial support for the ICS as an easily administered, valid, and reliable estimate of preschool children's intelligibility when speaking with people of varying levels of familiarity and authority.

Comparisons of Korsakoff and Non-Korsakoff Alcoholics on Neuropsychological Tests of Prefrontal Brain Functioning

PubMed Central

Oscar-Berman, Marlene; Kirkley, Shalene M.; Gansler, David A.; Couture, Ashley

2014-01-01

Background Evidence suggests that alcoholics exhibit particular deficits in brain systems involving the prefrontal cortex, but few studies have directly compared patients with and without Korsakoff’s syndrome on measures of prefrontal integrity. Methods Neuropsychological tasks sensitive to dysfunction of frontal brain systems were administered, along with standard tests of memory, intelligence, and visuospatial abilities, to 50 healthy, abstinent, nonamnesic alcoholics, 6 patients with alcohol-induced persisting amnestic disorder (Korsakoff’s syndrome), 6 brain-damaged controls with right hemisphere lesions, and 82 healthy nonalcoholic controls. Results Korsakoff patients were impaired on tests of memory, fluency, cognitive flexibility, and perseveration. Non-Korsakoff alcoholics showed some frontal system deficits as well, but these were mild. Cognitive deficits in non-Korsakoff alcoholics were related to age, duration of abstinence (less than 5 years), duration of abuse (more than 20 years), and amount of alcohol intake. Conclusions Abnormalities of frontal system functioning are most apparent in alcoholics with Korsakoff’s syndrome. In non-Korsakoff alcoholics, factors contributing to cognitive performance are age, duration of abstinence, duration of alcoholism, and amount of alcohol consumed. PMID:15100620

Relationships Between the 1960 Stanford-Binet Scale and Group Measures of Intelligence and Achievement

ERIC Educational Resources Information Center

Churchill, William D.; Smith, Stuart E.

1974-01-01

This study is concerned with the determination of relationships between the 1960 Revised Stanford-Binet Intelligence Scale, the Lorge-Thorndike Intelligence Test, and the Iowa Tests of Basic Skills. The primary objective of the investigation was to determine the predictive validity of the 1960 Stanford-Binet over a period of eight years. (Author)

EFL Teachers' Emotional Intelligence and Their Personality Types: Exploring Possible Relations

ERIC Educational Resources Information Center

Razavi, Roya

2014-01-01

The major aim of this study was to examine the relationship between teachers' emotional intelligence and their personality traits in an Iranian context. To this end, 85 Iranian EFL teachers were asked to fill out The Big Five Inventory Personality Test (John & Srivastava, 1999) and The Bar-On Emotional Intelligences test (1997). The results…

Evaluation Approaches to Intelligent Computer-Assisted Instruction. Testing Study Group: The Impact of Advances in Artificial Intelligence on Test Development.

ERIC Educational Resources Information Center

Baker, Eva L.

Some special problems associated with evaluating intelligent computer-assisted instruction (ICAI) programs are addressed. This paper intends to describe alternative approaches to the assessment and improvement of such applications and to provide examples of efforts undertaken and shortfalls. Issues discussed stem chiefly from the technical demands…

A Review of the Reynolds Intellectual Assessment Scales, Second Edition, and Reynolds Intellectual Screening Test, Second Edition

ERIC Educational Resources Information Center

McNicholas, Patrick J.; Floyd, Randy G.

2017-01-01

The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2; Reynolds & Kamphaus, 2015) is an intelligence test for those aged 3 to 94 years. It contains eight subtests designed to assess general intelligence, verbal and nonverbal intelligence, memory, and processing speed. The two subtests targeting processing speed are new to the…

Myth of the Master Detective: Reliability of Interpretations for Kaufman's "Intelligent Testing" Approach to the WISC-III.

ERIC Educational Resources Information Center

Macmann, Gregg M.; Barnett, David W.

1997-01-01

Used computer simulation to examine the reliability of interpretations for Kaufman's "intelligent testing" approach to the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III). Findings indicate that factor index-score differences and other measures could not be interpreted with confidence. Argues that limitations of IQ testing…

Intellectual Assessment of Children and Youth in Japan: Past, Present, and Future

ERIC Educational Resources Information Center

Ishikuma, Toshinori; Matsuda, Osamu; Fujita, Kazuhiro; Ueno, Kazuhiko

2016-01-01

This article briefly reviews the history of intellectual assessment with children and youth in Japan, as well as current practices and future directions. The history of intelligence test use in Japan began in the early 20th century. Since the 21st century, three major intelligence tests, namely, the Wechsler Intelligence Scales, the Kaufman…

Empirical Approaches to Measuring the Intelligibility of Different Varieties of English in Predicting Listener Comprehension

ERIC Educational Resources Information Center

Kang, Okim; Thomson, Ron I.; Moran, Meghan

2018-01-01

This study compared five research-based intelligibility measures as they were applied to six varieties of English. The objective was to determine which approach to measuring intelligibility would be most reliable for predicting listener comprehension, as measured through a listening comprehension test similar to the Test of English as a Foreign…

Beyond Intelligence Testing.

ERIC Educational Resources Information Center

White, Stephen; And Others

1988-01-01

Articles on IQ testing are presented: "Opportunity and Intelligence" (Stephen White); "Beyond the IQ: Education and Human Development" (Howard Gardner); "Beyond IQ Testing" (Robert J. Sternberg); "Working Smarter" (Roger J. Peters); "Varieties of Mind" (John L. Doris, Stephen J. Ceci); "Human…

Fluid intelligence: A brief history.

PubMed

Kent, Phillip

2017-01-01

The concept of fluid and crystallized intelligence was introduced to the psychological community approximately 75 years ago by Raymond B. Cattell, and it continues to be an area of active research and controversy. The purpose of this paper is to provide a brief overview of the origin of the concept, early efforts to define intelligence and uses of intelligence tests to address pressing social issues, and the ongoing controversies associated with fluid intelligence and the structure of intelligence. The putative neuropsychological underpinnings and neurological substrates of fluid intelligence are discussed.

Validity of the WISC-IV Spanish for a clinically referred sample of Hispanic children.

PubMed

San Miguel Montes, Liza E; Allen, Daniel N; Puente, Antonio E; Neblina, Cris

2010-06-01

The Wechsler Intelligence Scale for Children (WISC) is the most commonly used intelligence test for children. Five years ago, a Spanish version of the WISC-IV was published (WISC-IV Spanish; Wechsler, 2005), but a limited amount of published information is available regarding its utility when assessing clinical samples. The current study included 107 children who were Spanish speaking and of Puerto Rican descent that had been administered the WISC-IV Spanish. They were subdivided into a clinical sample of 35 children with diagnoses of various forms of brain dysfunction (primarily learning disability, attention-deficit/hyperactivity disorder, and epilepsy) and a comparison group made up of 72 normal children who were part of the WISC-IV Spanish version standardization sample. Comparisons between these groups and the standardization sample were performed for the WISC-IV Spanish index and subtest scores. Results indicated that the clinical sample performed worse than the comparison samples on the Working Memory and Processing Speed Indexes, although findings varied to some extent depending on whether the clinical group was compared with the normal comparison group or the standardization sample. These findings provide support for the criterion validity of the WISC-IV Spanish when it is used to assess a clinically referred sample with brain dysfunction.

Optimizing acoustical conditions for speech intelligibility in classrooms

NASA Astrophysics Data System (ADS)

Yang, Wonyoung

High speech intelligibility is imperative in classrooms where verbal communication is critical. However, the optimal acoustical conditions to achieve a high degree of speech intelligibility have previously been investigated with inconsistent results, and practical room-acoustical solutions to optimize the acoustical conditions for speech intelligibility have not been developed. This experimental study validated auralization for speech-intelligibility testing, investigated the optimal reverberation for speech intelligibility for both normal and hearing-impaired listeners using more realistic room-acoustical models, and proposed an optimal sound-control design for speech intelligibility based on the findings. The auralization technique was used to perform subjective speech-intelligibility tests. The validation study, comparing auralization results with those of real classroom speech-intelligibility tests, found that if the room to be auralized is not very absorptive or noisy, speech-intelligibility tests using auralization are valid. The speech-intelligibility tests were done in two different auralized sound fields---approximately diffuse and non-diffuse---using the Modified Rhyme Test and both normal and hearing-impaired listeners. A hybrid room-acoustical prediction program was used throughout the work, and it and a 1/8 scale-model classroom were used to evaluate the effects of ceiling barriers and reflectors. For both subject groups, in approximately diffuse sound fields, when the speech source was closer to the listener than the noise source, the optimal reverberation time was zero. When the noise source was closer to the listener than the speech source, the optimal reverberation time was 0.4 s (with another peak at 0.0 s) with relative output power levels of the speech and noise sources SNS = 5 dB, and 0.8 s with SNS = 0 dB. In non-diffuse sound fields, when the noise source was between the speaker and the listener, the optimal reverberation time was 0.6 s with SNS = 4 dB and increased to 0.8 and 1.2 s with decreased SNS = 0 dB, for both normal and hearing-impaired listeners. Hearing-impaired listeners required more early energy than normal-hearing listeners. Reflective ceiling barriers and ceiling reflectors---in particular, parallel front-back rows of semi-circular reflectors---achieved the goal of decreasing reverberation with the least speech-level reduction.

Self- and other-estimates of multiple abilities in Britain and Turkey: a cross-cultural comparison of subjective ratings of intelligence.

PubMed

Furnham, Adrian; Arteche, Adriane; Chamorro-Premuzic, Tomas; Keser, Askin; Swami, Viren

2009-12-01

This study is part of a programmatic research effort into the determinants of self-assessed abilities. It examined cross-cultural differences in beliefs about intelligence and self- and other-estimated intelligence in two countries at extreme ends of the European continent. In all, 172 British and 272 Turkish students completed a three-part questionnaire where they estimated their parents', partners' and own multiple intelligences (Gardner (10) and Sternberg (3)). They also completed a measure of the 'big five' personality scales and rated six questions about intelligence. The British sample had more experience with IQ tests than the Turks. The majority of participants in both groups did not believe in sex differences in intelligence but did think there were race differences. They also believed that intelligence was primarily inherited. Participants rated their social and emotional intelligence highly (around one standard deviation above the norm). Results suggested that there were more cultural than sex differences in all the ratings, with various interactions mainly due to the British sample differentiating more between the sexes than the Turks. Males rated their overall, verbal, logical, spatial, creative and practical intelligence higher than females. Turks rated their musical, body-kinesthetic, interpersonal and intrapersonal intelligence as well as existential, naturalistic, emotional, creative, and practical intelligence higher than the British. There was evidence of participants rating their fathers' intelligence on most factors higher than their mothers'. Factor analysis of the ten Gardner intelligences yield two clear factors: cognitive and social intelligence. The first factor was impacted by sex but not culture; it was the other way round for the second factor. Regressions showed that five factors predicted overall estimates: sex (male), age (older), test experience (has done tests), extraversion (strong) and openness (strong). Results are discussed in terms of the growing literature in the field.

The Measurement of Intelligence in the XXI Century using Video Games.

PubMed

Quiroga, M A; Román, F J; De La Fuente, J; Privado, J; Colom, R

2016-12-05

This paper reviews the use of video games for measuring intelligence differences and reports two studies analyzing the relationship between intelligence and performance on a leisure video game. In the first study, the main focus was to design an Intelligence Test using puzzles from the video game. Forty-seven young participants played "Professor Layton and the curious village"® for a maximum of 15 hours and completed a set of intelligence standardized tests. Results show that the time required for completing the game interacts with intelligence differences: the higher the intelligence, the lower the time (d = .91). Furthermore, a set of 41 puzzles showed excellent psychometric properties. The second study, done seven years later, confirmed the previous findings. We finally discuss the pros and cons of video games as tools for measuring cognitive abilities with commercial video games, underscoring that psychologists must develop their own intelligence video games and delineate their key features for the measurement devices of next generation.

Sensory discrimination and intelligence: testing Spearman's other hypothesis.

PubMed

Deary, Ian J; Bell, P Joseph; Bell, Andrew J; Campbell, Mary L; Fazal, Nicola D

2004-01-01

At the centenary of Spearman's seminal 1904 article, his general intelligence hypothesis remains one of the most influential in psychology. Less well known is the article's other hypothesis that there is "a correspondence between what may provisionally be called 'General Discrimination' and 'General Intelligence' which works out with great approximation to one or absoluteness" (Spearman, 1904, p. 284). Studies that do not find high correlations between psychometric intelligence and single sensory discrimination tests do not falsify this hypothesis. This study is the first directly to address Spearman's general intelligence-general sensory discrimination hypothesis. It attempts to replicate his findings with a similar sample of schoolchildren. In a well-fitting structural equation model of the data, general intelligence and general discrimination correlated .92. In a reanalysis of data published byActon and Schroeder (2001), general intelligence and general sensory ability correlated .68 in men and women. One hundred years after its conception, Spearman's other hypothesis achieves some confirmation. The association between general intelligence and general sensory ability remains to be replicated and explained.

Joint Service Aircrew Mask (JSAM) - Tactical Aircraft (TA) A/P22P-14A Respirator Assembly (V)3: Noise Attenuation and Speech Intelligibility Performance with Double Hearing Protection, HGU-55A/P JHMCS Flight Helmet

DTIC Science & Technology

2017-03-01

in an environment 71-115 dB Sound Pressure Level (SPL) background pink noise. The speech intelligibility tests shall result in a Modified Rhyme... Test (MRT) score as listed below. Speech intelligibility testing shall be measured per ANSI S3.2 for each background pink noise level using a...minimum of ten talkers and of ten listeners. The test shall be conducted wearing the JSAM-TA using appropriate communication amplification. Test must

Maternal stress, social support and preschool children's intelligence.

PubMed

Slykerman, R F; Thompson, J M D; Pryor, J E; Becroft, D M O; Robinson, E; Clark, P M; Wild, C J; Mitchell, E A

2005-10-01

Despite some research suggesting maternal stress may be associated with cognitive impairment in preschool children, there has been little direct investigation of the association between maternal stress, social support and children's intelligence. To determine whether maternal stress and social support during pregnancy and during the child's early years of life are associated with the intelligence test performance of preschool children. Five hundred and fifty European mothers and children enrolled in the Auckland Birthweight Collaborative Study at birth were interviewed when the child was 3 1/2 years of age. All children were full term gestation and approximately half the sample were small for gestational age at birth (SGA = birthweight < or = 10th percentile). The cognitive ability of children aged 3 1/2 years was assessed using the Stanford Binet Intelligence Scale 4th Edition. In the total sample, maternal stress and lack of social support during pregnancy were significantly associated with lower intelligence test scores of children. In the group of SGA children, maternal stress post pregnancy was significantly associated with lower intelligence test scores in children. There is evidence that for some children the presence of good social support for mothers may reduce the negative effects of maternal stress on children's cognitive development. Maternal stress and lack of social support appear to be associated with lower intelligence test scores of preschool children. Social support may attenuate some of the negative effects of maternal stress on intelligence in children born small for gestational age.

Joint Service Aircrew Mask (JSAM) - Tactical Aircraft (TA) A/P22P-14A Respirator Assembly (V)5: Speech Intelligibility Performance with Double Hearing Protection, HGU-84/P Flight Helmet

DTIC Science & Technology

2017-04-06

Pressure Level (SPL) background pink noise. The speech intelligibility tests shall result in a Modified Rhyme Test (MRT) score as listed below...Speech intelligibility testing shall be measured per ANSI S3.2 for each background pink noise level using a minimum of ten talkers and of ten...listeners. The test shall be conducted wearing the JSAM-TA using appropriate communication 6 DISTRIBUTION STATEMENT A: Approved for public release

Saudi normative data for the Wisconsin Card Sorting test, Stroop test, Test of Non-verbal Intelligence-3, Picture Completion and Vocabulary (subtest of the Wechsler Adult Intelligence Scale-Revised).

PubMed

Al-Ghatani, Ali M; Obonsawin, Marc C; Binshaig, Basmah A; Al-Moutaery, Khalaf R

2011-01-01

There are 2 aims for this study: first, to collect normative data for the Wisconsin Card Sorting Test (WCST), Stroop test, Test of Non-verbal Intelligence (TONI-3), Picture Completion (PC) and Vocabulary (VOC) sub-test of the Wechsler Adult Intelligence Scale-Revised for use in a Saudi Arabian culture, and second, to use the normative data provided to generate the regression equations. To collect the normative data and generate the regression equations, 198 healthy individuals were selected to provide a representative distribution for age, gender, years of education, and socioeconomic class. The WCST, Stroop test, TONI-3, PC, and VOC were administrated to the healthy individuals. This study was carried out at the Department of Clinical Neurosciences, Riyadh Military Hospital, Riyadh, Kingdom of Saudi Arabia from January 2000 to July 2002. Normative data were obtained for all tests, and tables were constructed to interpret scores for different age groups. Regression equations to predict performance on the 3 tests of frontal function from scores on tests of fluid (TONI-3) and premorbid intelligence were generated from the data from the healthy individuals. The data collected in this study provide normative tables for 3 tests of frontal lobe function and for tests of general intellectual ability for use in Saudi Arabia. The data also provide a method to estimate pre-injury ability without the use of verbally based tests.

Intelligent Evaluation Method of Tank Bottom Corrosion Status Based on Improved BP Artificial Neural Network

NASA Astrophysics Data System (ADS)

Qiu, Feng; Dai, Guang; Zhang, Ying

According to the acoustic emission information and the appearance inspection information of tank bottom online testing, the external factors associated with tank bottom corrosion status are confirmed. Applying artificial neural network intelligent evaluation method, three tank bottom corrosion status evaluation models based on appearance inspection information, acoustic emission information, and online testing information are established. Comparing with the result of acoustic emission online testing through the evaluation of test sample, the accuracy of the evaluation model based on online testing information is 94 %. The evaluation model can evaluate tank bottom corrosion accurately and realize acoustic emission online testing intelligent evaluation of tank bottom.

Speech Intelligibility in Persian Hearing Impaired Children with Cochlear Implants and Hearing Aids.

PubMed

Rezaei, Mohammad; Emadi, Maryam; Zamani, Peyman; Farahani, Farhad; Lotfi, Gohar

2017-04-01

The aim of present study is to evaluate and compare speech intelligibility in hearing impaired children with cochlear implants (CI) and hearing aid (HA) users and children with normal hearing (NH). The sample consisted of 45 Persian-speaking children aged 3 to 5-years-old. They were divided into three groups, and each group had 15, children, children with CI and children using hearing aids in Hamadan. Participants was evaluated by the test of speech intelligibility level. Results of ANOVA on speech intelligibility test showed that NH children had significantly better reading performance than hearing impaired children with CI and HA. Post-hoc analysis, using Scheffe test, indicated that the mean score of speech intelligibility of normal children was higher than the HA and CI groups; but the difference was not significant between mean of speech intelligibility in children with hearing loss that use cochlear implant and those using HA. It is clear that even with remarkabkle advances in HA technology, many hearing impaired children continue to find speech production a challenging problem. Given that speech intelligibility is a key element in proper communication and social interaction, consequently, educational and rehabilitation programs are essential to improve speech intelligibility of children with hearing loss.

The validation of Huffaz Intelligence Test (HIT)

NASA Astrophysics Data System (ADS)

Rahim, Mohd Azrin Mohammad; Ahmad, Tahir; Awang, Siti Rahmah; Safar, Ajmain

2017-08-01

In general, a hafiz who can memorize the Quran has many specialties especially in respect to their academic performances. In this study, the theory of multiple intelligences introduced by Howard Gardner is embedded in a developed psychometric instrument, namely Huffaz Intelligence Test (HIT). This paper presents the validation and the reliability of HIT of some tahfiz students in Malaysia Islamic schools. A pilot study was conducted involving 87 huffaz who were randomly selected to answer the items in HIT. The analysis method used includes Partial Least Square (PLS) on reliability, convergence and discriminant validation. The study has validated nine intelligences. The findings also indicated that the composite reliabilities for the nine types of intelligences are greater than 0.8. Thus, the HIT is a valid and reliable instrument to measure the multiple intelligences among huffaz.

Choline intake during pregnancy and child cognition at age 7 years.

PubMed

Boeke, Caroline E; Gillman, Matthew W; Hughes, Michael D; Rifas-Shiman, Sheryl L; Villamor, Eduardo; Oken, Emily

2013-06-15

Animal models indicate that exposure to choline in utero improves visual memory through cholinergic transmission and/or epigenetic mechanisms. Among 895 mothers in Project Viva (eastern Massachusetts, 1999-2002 to 2008-2011), we estimated the associations between intakes of choline, vitamin B12, betaine, and folate during the first and second trimesters of pregnancy and offspring visual memory (measured by the Wide Range Assessment of Memory and Learning, Second Edition (WRAML2), Design and Picture Memory subtests) and intelligence (measured using the Kaufman Brief Intelligence Test, Second Edition (KBIT-2)) at age 7 years. Mean second-trimester intakes were 328 (standard deviation (SD), 63) mg/day for choline, 10.5 (SD, 5.1) µg/day for vitamin B12, 240 (SD, 104) mg/day for betaine, and 1,268 (SD, 381) µg/day for folate. Mean age 7 test scores were 17.2 (SD, 4.4) points on the WRAML 2 Design and Picture Memory subtests, 114.3 (SD, 13.9) points on the verbal KBIT-2, and 107.8 (SD, 16.5) points on the nonverbal KBIT-2. In a model adjusting for maternal characteristics, the other nutrients, and child's age and sex, the top quartile of second-trimester choline intake was associated with a child WRAML2 score 1.4 points higher (95% confidence interval: 0.5, 2.4) than the bottom quartile (P-trend = 0.003). Results for first-trimester intake were in the same direction but weaker. Intake of the other nutrients was not associated with the cognitive tests administered. Higher gestational choline intake was associated with modestly better child visual memory at age 7 years.

Misattributing the Source of Self-Generated Representations Related to Dissociative and Psychotic Symptoms

PubMed Central

Chiu, Chui-De; Tseng, Mei-Chih Meg; Chien, Yi-Ling; Liao, Shih-Cheng; Liu, Chih-Min; Yeh, Yei-Yu; Hwu, Hai-Gwo

2016-01-01

Objective: An intertwined relationship has been found between dissociative and psychotic symptoms, as the two symptom clusters frequently co-occur, suggesting some shared risk factors. Using a source monitoring paradigm, previous studies have shown that patients with schizophrenia made more errors in source monitoring, suggesting that a weakened sense of individuality may be associated with psychotic symptoms. However, no studies have verified a relationship between sense of individuality and dissociation, and it is unclear whether an altered sense of individuality is a shared sociocognitive deficit underlying both dissociation and psychosis. Method: Data from 80 acute psychiatric patients with unspecified mental disorders were analyzed to test the hypothesis that an altered sense of individuality underlies dissociation and psychosis. Behavioral tasks, including tests of intelligence and source monitoring, as well as interview schedules and self-report measures of dissociative and psychotic symptoms, general psychopathology, and trauma history, were administered. Results: Significant correlations of medium effect sizes indicated an association between errors attributing the source of self-generated items and positive psychotic symptoms and the absorption and amnesia measures of dissociation. The associations with dissociative measures remained significant after the effects of intelligence, general psychopathology, and trauma history were excluded. Moreover, the relationships between source misattribution and dissociative measures remained marginally significant and significant after controlling for positive and negative psychotic symptoms, respectively. Limitations: Self-reported measures were collected from a small sample, and most of the participants were receiving medications when tested, which may have influenced their cognitive performance. Conclusions: A tendency to misidentify the source of self-generated items characterized both dissociation and psychosis. An altered sense of individuality embedded in self-referential representations appears to be a common sociocognitive deficit of dissociation and psychosis. PMID:27148147

General intelligence is associated with subclinical inflammation in Nepalese children: A population-based plasma proteomics study.

PubMed

Lee, Sun Eun; West, Keith P; Cole, Robert N; Schulze, Kerry J; Wu, Lee Shu-Fune; Yager, James D; Groopman, John; Christian, Parul

2016-08-01

Improving child cognition in impoverished countries is a public health priority. Yet, biological pathways and associated biomarkers of impaired cognition remain poorly understood and largely unknown, respectively. This study aimed to explore and quantify associations between functional plasma protein biomarkers and childhood intellectual test performance. We applied proteomics to quantify proteins in plasma samples of 249 rural Nepalese children, 6-8years of age who, 1year later at 7-9years of age, were administered the Universal Nonverbal Intelligence Test (UNIT). Among 751 plasma proteins quantified, 22 were associated with UNIT scores, passing a false discovery rate threshold of 5.0% (q<0.05). UNIT scores were higher by 2.3-9.2 points for every 50% increase in relative abundance of two insulin-like growth factor binding proteins (IGFBPs), six subclasses of apolipoprotein (Apo) and transthyretin, and lower by 4.0-15.3 points for each 50% increase in relative abundance of 13 proteins predominantly involved in inflammation. Among them, IGFBP-acid labile subunit, orosomucoid 1 (ORM1), Apo C-I, and pyruvate kinase isoenzymes M1/M2 jointly explained 37% of the variance in UNIT scores. After additional adjustment for height-for-age Z-score and household socio-economic status as indicators of long-term nutritional and social stress, associations with 6 proteins involved in inflammation, including ORM1, α-1-antichymotrypsin, reticulocalbin 1, and 3 components of the complement cascade, remained significant (q<0.05). Using untargeted proteomics, stable, constitutive facets of subclinical inflammation were associated with lower developmental test performance in this rural South Asian child population. Plasma proteomics may offer opportunities to identify functional, antecedent biomarkers of child cognitive development. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Choline Intake During Pregnancy and Child Cognition at Age 7 Years

PubMed Central

Boeke, Caroline E.; Gillman, Matthew W.; Hughes, Michael D.; Rifas-Shiman, Sheryl L.; Villamor, Eduardo; Oken, Emily

2013-01-01

Animal models indicate that exposure to choline in utero improves visual memory through cholinergic transmission and/or epigenetic mechanisms. Among 895 mothers in Project Viva (eastern Massachusetts, 1999–2002 to 2008–2011), we estimated the associations between intakes of choline, vitamin B12, betaine, and folate during the first and second trimesters of pregnancy and offspring visual memory (measured by the Wide Range Assessment of Memory and Learning, Second Edition (WRAML2), Design and Picture Memory subtests) and intelligence (measured using the Kaufman Brief Intelligence Test, Second Edition (KBIT-2)) at age 7 years. Mean second-trimester intakes were 328 (standard deviation (SD), 63) mg/day for choline, 10.5 (SD, 5.1) µg/day for vitamin B12, 240 (SD, 104) mg/day for betaine, and 1,268 (SD, 381) µg/day for folate. Mean age 7 test scores were 17.2 (SD, 4.4) points on the WRAML 2 Design and Picture Memory subtests, 114.3 (SD, 13.9) points on the verbal KBIT-2, and 107.8 (SD, 16.5) points on the nonverbal KBIT-2. In a model adjusting for maternal characteristics, the other nutrients, and child's age and sex, the top quartile of second-trimester choline intake was associated with a child WRAML2 score 1.4 points higher (95% confidence interval: 0.5, 2.4) than the bottom quartile (P-trend = 0.003). Results for first-trimester intake were in the same direction but weaker. Intake of the other nutrients was not associated with the cognitive tests administered. Higher gestational choline intake was associated with modestly better child visual memory at age 7 years. PMID:23425631

Concordance study between the ParaDNA® Intelligence Test, a rapid DNA profiling assay, and a conventional STR typing kit (AmpFlSTR® SGM Plus®).

PubMed

Ball, G; Dawnay, N; Stafford-Allen, B; Panasiuk, M; Rendell, P; Blackman, S; Duxbury, N; Wells, S

2015-05-01

The ParaDNA® Intelligence Test enables STR profiling directly from human biological samples and evidence items collected from crime scene in 75min. Designed for non-expert use this system allows DNA information to be available to investigators before it would typically be available from a laboratory. The ParaDNA Intelligence Test system amplifies D3S1358, D8S119, D16S539, D18S1358 and TH01 STR loci and the gender typing locus amelogenin and detects the alleles present with HyBeacon® probes. Individual DNA samples from 381 UK Caucasian individuals were analysed using AmpFlSTR® SGM Plus® and the ParaDNA Intelligence Test with the derived STR profiles compared. Here we describe the high level of concordance demonstrated between the two systems and discuss this with reference to allele frequencies and the discriminatory power offered by the ParaDNA Intelligence Test. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Adaptation of the Wechsler Intelligence Scale for Children-IV (WISC-IV) for Vietnam.

PubMed

Dang, Hoang-Minh; Weiss, Bahr; Pollack, Amie; Nguyen, Minh Cao

2012-12-01

Intelligence testing is used for many purposes including identification of children for proper educational placement (e.g., children with learning disabilities, or intellectually gifted students), and to guide education by identifying cognitive strengths and weaknesses so that teachers can adapt their instructional style to students' specific learning styles. Most of the research involving intelligence tests has been conducted in highly developed Western countries, yet the need for intelligence testing is as or even more important in developing countries. The present study, conducted through the Vietnam National University Clinical Psychology CRISP Center , focused on the cultural adaptation of the WISC-IV intelligence test for Vietnam. We report on (a) the adaptation process including the translation, cultural analysis and modifications involved in adaptation, (b) present results of two pilot studies, and (c) describe collection of the standardization sample and results of analyses with the standardization sample, with the goal of sharing our experience with other researchers who may be involved in or interested in adapting or developing IQ tests for non-Western, non-English speaking cultures.

On the Nature of Intelligence

NASA Astrophysics Data System (ADS)

Churchland, Paul M.

Alan Turing is the consensus patron saint of the classical research program in Artificial Intelligence (AI), and his behavioral test for the possession of conscious intelligence has become his principal legacy in the mind of the academic public. Both takes are mistakes. That test is a dialectical throwaway line even for Turing himself, a tertiary gesture aimed at softening the intellectual resistance to a research program which, in his hands, possessed real substance, both mathematical and theoretical. The wrangling over his celebrated test has deflected attention away from those more substantial achievements, and away from the enduring obligation to construct a substantive theory of what conscious intelligence really is, as opposed to an epistemological account of how to tell when you are confronting an instance of it. This essay explores Turing's substantive research program on the nature of intelligence, and argues that the classical AI program is not its best expression, nor even the expression intended by Turing. It then attempts to put the famous Test into its proper, and much reduced, perspective.

The Association Between Motor Skills and Academic Achievement Among Pediatric Survivors of Acute Lymphoblastic Leukemia.

PubMed

Balsamo, Lyn M; Sint, Kyaw J; Neglia, Joseph P; Brouwers, Pim; Kadan-Lottick, Nina S

2016-04-01

Assess the association between fine motor (FM) and visual-motor integration (VMI) skills and academic achievement in pediatric acute lymphoblastic leukemia (ALL) survivors. In this 28-site cross-sectional study of 256 children in first remission, a mean of 8.9 ± 2.2 years after treatment for standard-risk precursor-B ALL, validated measures of FM, VMI, reading, math, and intelligence were administered at mean follow-up age of 12.8 ± 2.5 years.   VMI was significantly associated with written math calculation ability (p < .0069) after adjusting for intelligence (p < .0001). VMI was more strongly associated with math in those with lower intelligence (p = .0141). Word decoding was also significantly associated with VMI but with no effect modification by intelligence. FM skills were not associated with either reading or math achievement. These findings suggest that VMI is associated with aspects of math and reading achievement in leukemia survivors. These skills may be amenable to intervention. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Intelligent Tutoring System: A Tool for Testing the Research Curiosities of Artificial Intelligence Researchers

ERIC Educational Resources Information Center

Yaratan, Huseyin

2003-01-01

An ITS (Intelligent Tutoring System) is a teaching-learning medium that uses artificial intelligence (AI) technology for instruction. Roberts and Park (1983) defines AI as the attempt to get computers to perform tasks that if performed by a human-being, intelligence would be required to perform the task. The design of an ITS comprises two distinct…

A Reconsideration of Testing for Competence Rather than for Intelligence.

ERIC Educational Resources Information Center

Barrett, Gerald V.; Depinet, Robert L.

1991-01-01

Examines five themes in "Testing for Competence Rather than for "Intelligence" (D. C. McClelland, "American Psychologist," 1973), and reviews relevant literature. Despite wide acceptance of McClelland's views, other evidence that does not show that competency testing surpasses cognitive ability testing in predicting…

Measuring Intelligence in the Sultanate of Oman

ERIC Educational Resources Information Center

Alkiyumi, Mohammed Talib

2016-01-01

This article reviews the history of intelligence measurement in the Sultanate of Oman, based on different aspects of historical evidence. These intelligence measurements have been used to describe activities of the Omani citizens. Since there is no unique Omani intelligence test, researchers conducted studies to standardize different intelligence…

The Performance of Preschoolers with Speech/Language Disorders on the McCarthy Scales of Children's Abilities.

ERIC Educational Resources Information Center

Morgan, Robert L.; And Others

1992-01-01

Administered McCarthy Scales of Children's Abilities to preschool children of normal intelligence with (n=25) and without (n=25) speech/language disorders. Speech/language disorders group had significantly lower scores on all scales except Motor; showed difficulty in short-term auditory memory skills but not in visual memory skills; and had…

Comparison of the WAIS-III and WISC-IV in 16-Year-Old Special Education Students

ERIC Educational Resources Information Center

Gordon, Shirley; Duff, Simon; Davidson, Terry; Whitaker, Simon

2010-01-01

Background: Previous research with earlier versions of the WISC and WAIS has demonstrated that when administered to people who have intellectual disabilities, the WAIS produced higher IQ scores than the WISC. The aim of this study was to examine whether these differences still exist. A comparison of the Wechsler Adult Intelligence Scale-Third…

Methodology Investigation of AI(Artificial Intelligence) Test Officer Support Tool. Volume 1

DTIC Science & Technology

1989-03-01

American Association for Artificial inteligence A! ............. Artificial inteliigence AMC ............ Unt:ed States Army Maeriel Comand ASL...block number) FIELD GROUP SUB-GROUP Artificial Intelligence, Expert Systems Automated Aids to Testing 9. ABSTRACT (Continue on reverse if necessary and...identify by block number) This report covers the application of Artificial Intelligence-Techniques to the problem of creating automated tools to

Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change

ERIC Educational Resources Information Center

Bailey, Drew H.; Littlefield, Andrew K.

2017-01-01

This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7…

Relationship between children's intelligence and their emotional/behavioral problems and social competence: gender differences in first graders.

PubMed

Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Onda, Yoko; Kawashima, Yuri; Yato, Yuko; Yamakawa, Noriko; Koeda, Tatsuya; Ishida, Hiraku; Terakawa, Shinako; Seki, Ayumi; Anme, Tokie

2010-01-01

The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. Children's gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways.

Relationship between Children’s Intelligence and Their Emotional/Behavioral Problems and Social Competence: Gender Differences in First Graders

PubMed Central

Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Onda, Yoko; Kawashima, Yuri; Yato, Yuko; Yamakawa, Noriko; Koeda, Tatsuya; Ishida, Hiraku; Terakawa, Shinako; Seki, Ayumi; Anme, Tokie

2010-01-01

Background The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. Methods Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children–Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). Results The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. Conclusions Children’s gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways. PMID:20179377

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

The Prediction of Students' Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.

PubMed

Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

2015-01-01

The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school.

The Prediction of Students’ Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning

PubMed Central

Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

2015-01-01

The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school. PMID:26435760

Faith in the algorithm, part 1: beyond the turing test

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rodriguez, Marko A; Pepe, Alberto

2009-01-01

Since the Turing test was first proposed by Alan Turing in 1950, the goal of artificial intelligence has been predicated on the ability for computers to imitate human intelligence. However, the majority of uses for the computer can be said to fall outside the domain of human abilities and it is exactly outside of this domain where computers have demonstrated their greatest contribution. Another definition for artificial intelligence is one that is not predicated on human mimicry, but instead, on human amplification, where the algorithms that are best at accomplishing this are deemed the most intelligent. This article surveys variousmore » systems that augment human and social intelligence.« less

Emotional intelligence, personality, and gender as factors in disordered eating patterns.

PubMed

Zysberg, Leehu

2014-08-01

We examined the hypotheses that proposing higher levels of emotional intelligence (ability test and self-report) and lower neuroticism, extraversion, and agreeableness associate with lower levels of disordered eating. In a correlational study, 126 Israeli college students completed two measures of emotional intelligence, a brief five-factor personality test, demographic data questionnaires, and questionnaires assessing food preoccupation, namely, the Body Weight, Image and Self-Esteem Scale and the Appearance Schema Inventory. Results suggested that ability emotional intelligence is associated with disordered eating beyond gender and personality. Self-reported emotional intelligence did not associate with any of the outcomes after controlling for personality. Implications and applications are briefly discussed. © The Author(s) 2013.

Emotional intelligence and glycemic management among type I diabetes patients.

PubMed

Zysberg, Leehu; Bar Yoseph, Tal; Goldman, Mor

2017-02-01

Type 1 diabetes is a lifelong physical and emotional challenge. The concept of emotional intelligence may offer better understanding of personal resources facilitating management of such challenges. We therefore hypothesized that emotional intelligence will negatively associate with two measures of diabetic management: HA1c and blood sugar levels. A total of 78 young adults with type 1 diabetes mellitus reported their last HA1c test result and their blood sugar level, as well as demographics and took the audio-visual test of emotional intelligence. The results showed a negative association between emotional intelligence and HA1c and marginal results in the same direction with blood sugar levels even when controlling for demographics.

The implementation of intelligent home controller

NASA Astrophysics Data System (ADS)

Li, Biqing; Li, Zhao

2018-04-01

This paper mainly talks about the working way of smart home terminal controller and the design of hardware and software. Controlling the lights and by simulating the lamp and the test of the curtain, destroy the light of lamp ON-OFF and the curtain's UP-DOWN by simulating the lamp and the test of the cuetain. Through the sensor collects the ambient information and sends to the network, such as light, temperature and humidity. Besides, it can realise the control of intelligent home control by PCS. Terminal controller of intelligent home which is based on ZiBee technology has into the intelligent home system, it provides people with convenient, safe and intelligent household experience.

Intelligence and Birth Order in Boys and Girls

ERIC Educational Resources Information Center

Boomsma, Dorret I.; van Beijsterveld, T. C. E. M.; Beem, A. L.; Hoekstra, R. A.; Polderman, T. J. C.; Bartels, M.

2008-01-01

The relation between intelligence and birth order was shown in a recent publication [Bjerkedal, T., Kristensen, P., Skjeret, G. A. & Brevik, J. I. (2007). Intelligence test scores and birth order among young Norwegian men (conscripts) analyzed within and between families. "Intelligence," 35, 503-514] to be negative. Subjects in this…

A Challenge to Watson

ERIC Educational Resources Information Center

Detterman, Douglas K.

2011-01-01

Watson's Jeopardy victory raises the question of the similarity of artificial intelligence and human intelligence. Those of us who study human intelligence issue a challenge to the artificial intelligence community. We will construct a unique battery of tests for any computer that would provide an actual IQ score for the computer. This is the same…

Social origin, schooling and individual change in intelligence during childhood influence long-term mortality: a 68-year follow-up study

PubMed Central

Lager, Anton CJ; Modin, Bitte E; De Stavola, Bianca L; Vågerö, Denny H

2012-01-01

Background Intelligence at a single time-point has been linked to health outcomes. An individual's IQ increases with longer schooling, but the validity of such increase is unclear. In this study, we assess the hypothesis that individual change in the performance on IQ tests between ages 10 and 20 years is associated with mortality later in life. Methods The analyses are based on a cohort of Swedish boys born in 1928 (n = 610) for whom social background data were collected in 1937, IQ tests were carried out in 1938 and 1948 and own education and mortality were recorded up to 2006. Structural equation models were used to estimate the extent to which two latent intelligence scores, at ages 10 and 20 years, manifested by results on the IQ tests, are related to paternal and own education, and how all these variables are linked to all-cause mortality. Results Intelligence at the age of 20 years was associated with lower mortality in adulthood, after controlling for intelligence at the age of 10 years. The increases in intelligence partly mediated the link between longer schooling and lower mortality. Social background differences in adult intelligence (and consequently in mortality) were partly explained by the tendency for sons of more educated fathers to receive longer schooling, even when initial intelligence levels had been accounted for. Conclusions The results are consistent with a causal link from change in intelligence to mortality, and further, that schooling-induced changes in IQ scores are true and bring about lasting changes in intelligence. In addition, if both these interpretations are correct, social differences in access to longer schooling have consequences for social differences in both adult intelligence and adult health. PMID:22493324

Educating tomorrow’s doctors: A cross sectional survey of emotional intelligence and empathy in medical students of Lahore

PubMed Central

Imran, Nazish; Awais Aftab, Muhammad; Haider, Imran Ijaz; Farhat, Anam

2013-01-01

Objective: Medical education in Pakistan traditionally emphasizes physician’s biomedical knowledge with less emphasis on interpersonal skills and ability to relate to the patients. This study explored the emotional intelligence & empathy of undergraduate medical students and investigated its relationship with various factors to act as baseline for future work in this area. Methodology: The Schutte Emotional Intelligence scale and Davis' Interpersonal Reactivity Index in addition to socio demographic questionnaire were administered to first year and final year medical undergraduates of two medical Institutions in Lahore, Pakistan. Data was analyzed by using SPSS 17 version. Results: The overall mean scores for medical students both on emotional intelligence and empathy is significantly lower than that found in previous literature, highlighting that medical students do not appear to fare better than average people in EQ. Women showed statistically significant higher scores on Appraisal of emotions , Regulation of emotions, Empathic concern Scale & Personal distress scale. Comparison of EI & IRI of students according to medical college year did not show any statistical significance. Conclusion: Current medical curriculum and training in Pakistan does not appear to increase EI abilities which are building blocks that may allow students and residents to develop competence. Medical educators in Pakistan should look for ways to incorporate emotional intelligence in medical curriculum which will ultimately contribute towards patient centered practice, patient satisfaction as well as effective communication skills. PMID:24353613

Educating tomorrow's doctors: A cross sectional survey of emotional intelligence and empathy in medical students of Lahore.

PubMed

Imran, Nazish; Awais Aftab, Muhammad; Haider, Imran Ijaz; Farhat, Anam

2013-05-01

Medical education in Pakistan traditionally emphasizes physician's biomedical knowledge with less emphasis on interpersonal skills and ability to relate to the patients. This study explored the emotional intelligence & empathy of undergraduate medical students and investigated its relationship with various factors to act as baseline for future work in this area. The Schutte Emotional Intelligence scale and Davis' Interpersonal Reactivity Index in addition to socio demographic questionnaire were administered to first year and final year medical undergraduates of two medical Institutions in Lahore, Pakistan. Data was analyzed by using SPSS 17 version. The overall mean scores for medical students both on emotional intelligence and empathy is significantly lower than that found in previous literature, highlighting that medical students do not appear to fare better than average people in EQ. Women showed statistically significant higher scores on Appraisal of emotions , Regulation of emotions, Empathic concern Scale & Personal distress scale. Comparison of EI & IRI of students according to medical college year did not show any statistical significance. Current medical curriculum and training in Pakistan does not appear to increase EI abilities which are building blocks that may allow students and residents to develop competence. Medical educators in Pakistan should look for ways to incorporate emotional intelligence in medical curriculum which will ultimately contribute towards patient centered practice, patient satisfaction as well as effective communication skills.

Relationship between Divergent Thinking and Intelligence: An Empirical Study of the Threshold Hypothesis with Chinese Children

PubMed Central

Shi, Baoguo; Wang, Lijing; Yang, Jiahui; Zhang, Mengpin; Xu, Li

2017-01-01

The threshold hypothesis is a classical and notable explanation for the relationship between creativity and intelligence. However, few empirical examinations of this theory exist, and the results are inconsistent. To test this hypothesis, this study investigated the relationship between divergent thinking (DT) and intelligence with a sample of 568 Chinese children aged between 11 and 13 years old using testing and questionnaire methods. The study focused on the breakpoint of intelligence and the moderation effect of openness on the relationship between intelligence and DT. The findings were as follows: (1) a breakpoint at the intelligence quotient (IQ) of 109.20 when investigating the relationship between either DT fluency or DT flexibility and intelligence. Another breakpoint was detected at the IQ of 116.80 concerning the correlation between originality and intelligence. The breakpoint of the relation between the composite score of creativity and intelligence occurred at the IQ of 110.10. (2) Openness to experience had a moderating effect on the correlation between the indicators of creativity and intelligence under the breakpoint. Above this point, however, the effect was not significant. The results suggested a relationship between DT and intelligence among Chinese children, which conforms to the threshold hypothesis. Besides, it remains necessary to explore the personality factors accounting for individual differences in the relationship between DT and intelligence. PMID:28275361

Rare Copy Number Deletions Predict Individual Variation in Intelligence

PubMed Central

Yeo, Ronald A.; Gangestad, Steven W.; Liu, Jingyu; Calhoun, Vince D.; Hutchison, Kent E.

2011-01-01

Phenotypic variation in human intellectual functioning shows substantial heritability, as demonstrated by a long history of behavior genetic studies. Many recent molecular genetic studies have attempted to uncover specific genetic variations responsible for this heritability, but identified effects capture little variance and have proven difficult to replicate. The present study, motivated an interest in “mutation load” emerging from evolutionary perspectives, examined the importance of the number of rare (or infrequent) copy number variations (CNVs), and the total number of base pairs included in such deletions, for psychometric intelligence. Genetic data was collected using the Illumina 1MDuoBeadChip Array from a sample of 202 adult individuals with alcohol dependence, and a subset of these (N = 77) had been administered the Wechsler Abbreviated Scale of Intelligence (WASI). After removing CNV outliers, the impact of rare genetic deletions on psychometric intelligence was investigated in 74 individuals. The total length of the rare deletions significantly and negatively predicted intelligence (r = −.30, p = .01). As prior studies have indicated greater heritability in individuals with relatively higher parental socioeconomic status (SES), we also examined the impact of ethnicity (Anglo/White vs. Other), as a proxy measure of SES; these groups did not differ on any genetic variable. This categorical variable significantly moderated the effect of length of deletions on intelligence, with larger effects being noted in the Anglo/White group. Overall, these results suggest that rare deletions (between 5% and 1% population frequency or less) adversely affect intellectual functioning, and that pleotropic effects might partly account for the association of intelligence with health and mental health status. Significant limitations of this research, including issues of generalizability and CNV measurement, are discussed. PMID:21298096

A comparison of WISC-IV and SB-5 intelligence scores in adolescents with autism spectrum disorder.

PubMed

Baum, Katherine T; Shear, Paula K; Howe, Steven R; Bishop, Somer L

2015-08-01

In autism spectrum disorders, results of cognitive testing inform clinical care, theories of neurodevelopment, and research design. The Wechsler Intelligence Scale for Children and the Stanford-Binet are commonly used in autism spectrum disorder evaluations and scores from these tests have been shown to be highly correlated in typically developing populations. However, they have not been compared in individuals with autism spectrum disorder, whose core symptoms can make testing challenging, potentially compromising test reliability. We used a within-subjects research design to evaluate the convergent validity between the Wechsler Intelligence Scale for Children, 4th ed., and Stanford-Binet, 5th ed., in 40 youth (ages 10-16 years) with autism spectrum disorder. Corresponding intelligence scores were highly correlated (r = 0.78 to 0.88), but full-scale intelligence quotient (IQ) scores (t(38) = -2.27, p = 0.03, d = -0.16) and verbal IQ scores (t(36) = 2.23, p = 0.03; d = 0.19) differed between the two tests. Most participants obtained higher full-scale IQ scores on the Stanford-Binet, 5th ed., compared to Wechsler Intelligence Scale for Children, 4th ed., with 14% scoring more than one standard deviation higher. In contrast, verbal indices were higher on the Wechsler Intelligence Scale for Children, 4th ed., Verbal-nonverbal discrepancy classifications were only consistent for 60% of the sample. Comparisons of IQ test scores in autism spectrum disorder and other special groups are important, as it cannot necessarily be assumed that convergent validity findings in typically developing children and adolescents hold true across all pediatric populations. © The Author(s) 2014.

Relationship of Non-Verbal Intelligence Materials as Catalyst for Academic Achievement and Peaceful Co-Existence among Secondary School Students in Nigeria

ERIC Educational Resources Information Center

Sambo, Aminu

2015-01-01

This paper examines students' performance in Non-verbal Intelligence tests relative academic achievement of some selected secondary school students. Two hypotheses were formulated with a view to generating data for the ease of analyses. Two non-verbal intelligent tests viz: Raven's Standard Progressive Matrices (SPM) and AH[subscript 4] Part II…

A Comparison of Low IQ Scores from the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale--Third Edition

ERIC Educational Resources Information Center

Umphress, Thomas B.

2008-01-01

Twenty people with suspected intellectual disability took the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 1998) and the Wechsler Adult Intelligence Scale--3rd Edition (WAIS-III; D. Wechsler, 1997) to see if the 2 IQ tests produced comparable results. A t test showed that the RIAS Composite Intelligence Index…

Legal Challenges to Testing--Larry P.: A Case in Point.

ERIC Educational Resources Information Center

Lambert, Nadine M.

Several major issues were raised against intelligence testing by the plaintiffs in Larry P. versus Wilson Riles. It was argued that since California used intelligence tests to ascertain who should be placed in programs for the educable mentally retarded (EMR), and since blacks performed less well on the tests than whites, it was the tests which…

Emotional Intelligence Moderates Perfectionism and Test Anxiety among Iranian Students

ERIC Educational Resources Information Center

Abdollahi, Abbas; Abu Talib, Mansor

2015-01-01

Test anxiety is one of the common forms of anxiety for students. Thus, it is necessary to improve our knowledge regarding the etiology of test anxiety. The purpose of this study was to explore the relationships between perfectionism, emotional intelligence, and test anxiety among Iranian students. This study also was conducted to test emotional…

Assertive Behavior and Cognitive Performance in Preschool Children

ERIC Educational Resources Information Center

Dorman, Lynn

1973-01-01

Assertive behaviors were related to each other and to intelligence test scores. An item analysis revealed that more assertive children did better on certain intelligence test items: comprehension, verbal, and discrimination. (ST)

Intelligence Tests and the Immigration Act of 1924.

ERIC Educational Resources Information Center

Snyderman, Mark; Herrnstein, R. J.

1983-01-01

An examination of the historical record fails to uncover any support for the claim that the racially biased Immigration Act of 1924 was passed with the help of the intelligence testing community. (GC)

Classification of Children Intelligence with Fuzzy Logic Method

NASA Astrophysics Data System (ADS)

Syahminan; ika Hidayati, Permata

2018-04-01

Intelligence of children s An Important Thing To Know The Parents Early on. Typing Can be done With a Child’s intelligence Grouping Dominant Characteristics Of each Type of Intelligence. To Make it easier for Parents in Determining The type of Children’s intelligence And How to Overcome them, for It Created A Classification System Intelligence Grouping Children By Using Fuzzy logic method For determination Of a Child’s degree of intelligence type. From the analysis We concluded that The presence of Intelligence Classification systems Pendulum Children With Fuzzy Logic Method Of determining The type of The Child’s intelligence Can be Done in a way That is easier And The results More accurate Conclusions Than Manual tests.

Representation of Students in Solving Simultaneous Linear Equation Problems Based on Multiple Intelligence

NASA Astrophysics Data System (ADS)

Yanti, Y. R.; Amin, S. M.; Sulaiman, R.

2018-01-01

This study described representation of students who have musical, logical-mathematic and naturalist intelligence in solving a problem. Subjects were selected on the basis of multiple intelligence tests (TPM) consists of 108 statements, with 102 statements adopted from Chislet and Chapman and 6 statements equal to eksistensial intelligences. Data were analyzed based on problem-solving tests (TPM) and interviewing. See the validity of the data then problem-solving tests (TPM) and interviewing is given twice with an analyzed using the representation indikator and the problem solving step. The results showed that: the stage of presenting information known, stage of devising a plan, and stage of carrying out the plan those three subjects were using same form of representation. While he stage of presenting information asked and stage of looking back, subject of logical-mathematic was using different forms of representation with subjects of musical and naturalist intelligence. From this research is expected to provide input to the teacher in determining the learning strategy that will be used by considering the representation of students with the basis of multiple intelligences.

Practical Design of an Energy Harvester Considering Wheel Rotation for Powering Intelligent Tire Systems

NASA Astrophysics Data System (ADS)

Zhu, Bing; Han, Jiayi; Zhao, Jian; Deng, Weiwen

2017-04-01

Intelligent tires are essentially a data acquisition system based on a number of complex intelligent sensors inside the tire. Intelligent tires which are capable of boosting the performance of the vehicle have the key problem of energy supply. A practical energy harvester was here designed to support the electric equipment in the intelligent tires and make it feasible for them to work steadily and constantly. This harvester takes the centrifugal force caused by the rotation of the wheel, which could affect the resonance frequency of the piezoelectric cantilever, into account. First, the vibration characteristics of the wheel were analyzed by road test, and the optimal arrangement for vibration energy usage was determined. Then, a piezoelectric vibration energy harvester was designed according to a series of formulas that took the effect of centrifugal force on resonance frequency into account. Finally, a road test was carried out to test the generated energy of the energy harvester excited by the vibration of the wheel. The results showed that the electric power meets the need of general low-power consumption triaxial accelerometers used in intelligent tires.

Individual Differences in Moral Development: Does Intelligence Really Affect Children's Moral Reasoning and Moral Emotions?

PubMed

Beißert, Hanna M; Hasselhorn, Marcus

2016-01-01

This study investigates the relationship between intelligence and individual differences in children's moral development across a range of different moral transgressions. Taking up prior research that showed morality and intelligence to be related in adolescents and adults, the current study wants to test if these findings can be extended to younger children. The study was designed to address some of the shortcomings in prior research by examining young children aged between 6 years; 4 months and 8 years; 10 months, using a broad concept of moral development including emotional aspects and applying an approach that is closely connected to children's daily lives. Participants ( N = 129) completed a standardized intelligence test and were presented four moral transgression stories to assess moral development. Results demonstrated that findings from prior research with adolescents or adults cannot simply be extended to younger participants. No significant correlations of moral development and intelligence were found for any of the presented stories. This provides first evidence that - at least in middle childhood - moral developmental status seems to be independent from children's general intelligence assessed by figural inductive reasoning tests.

Standard intelligence tests are valid instruments for measuring the intellectual potential of urban children: comments on pitfalls in the measurement of intelligence.

PubMed

Sattler, J M

1979-05-01

Hardy, Welcher, Mellitis, and Kagan altered standard WISC administrative and scoring procedures and, from the resulting higher subtest scores, concluded that IQs based on standardized tests are inappropriate measures for inner-city children. Careful examination of their study reveals many methodological inadequacies and problematic interpretations. Three of these are as follows: (a) failure to use any external criterion to evaluate the validity of their testing-of-limits procedures; (b) the possibility of examiner and investigator bias; and (c) lack of any comparison group that might demonstrate that poor children would be helped more than others by the probes recommended. Their report creates misleading doubts about existing intelligence tests and does a disservice to inner-city children who need the benefits of the judicious use of diagnostic procedures, which include standardized intelligence tests. Consequently, their assertion concerning the inappropriateness of standardized test results for inner-city children is not only premature and misleading, but it is unwarranted as well.

Situational Judgment Test Research: Informing the Debate on Practical Intelligence Theory

ERIC Educational Resources Information Center

McDaniel, Michael A.; Whetzel, Deborah L.

2005-01-01

[Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31, 343-397.] provided a detailed critique of Sternberg's [Sternberg, R. J., Fotsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., Snook, S. A., Grigorenko, E. L. (2000). Practical intelligence in everyday life. New…

Intelligence for Education: As Described by Piaget and Measured by Psychometrics

ERIC Educational Resources Information Center

Shayer, Michael

2008-01-01

Two separate paths to the concept of intelligence are discussed: the psychometric path being concerned with the "measurement" of intelligence, involving the methodology of norm-referenced testing; the path followed by Piaget, and others, addresses from the start the related question of how intelligence can be "described," and employs a…

Preliminary Findings from RULER Approach in Spanish Teachers' Emotional Intelligence and Work Engagement

ERIC Educational Resources Information Center

Castillo-Gualda, Ruth; García, Valme; Pena, Mario; Galán, Arturo; Brackett, Marc A.

2017-01-01

Introduction: The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and work-related outcomes in Spanish teachers. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and work-related…

Emotional Intelligence vs. General Intelligence: Aspects to Consider in Teaching

ERIC Educational Resources Information Center

Martínez-Rubio, José Luis; Moraleda, Esther; Rodríguez, Blanca; García-Salmones, Lourdes; Primo, Manuel

2014-01-01

The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire)…

Decay of Iconic Memory Traces Is Related to Psychometric Intelligence: A Fixed-Links Modeling Approach

ERIC Educational Resources Information Center

Miller, Robert; Rammsayer, Thomas H.; Schweizer, Karl; Troche, Stefan J.

2010-01-01

Several memory processes have been examined regarding their relation to psychometric intelligence with the exception of sensory memory. This study examined the relation between decay of iconic memory traces, measured with a partial-report task, and psychometric intelligence, assessed with the Berlin Intelligence Structure test, in 111…

Relationship Between Speech Intelligibility and Speech Comprehension in Babble Noise.

PubMed

Fontan, Lionel; Tardieu, Julien; Gaillard, Pascal; Woisard, Virginie; Ruiz, Robert

2015-06-01

The authors investigated the relationship between the intelligibility and comprehension of speech presented in babble noise. Forty participants listened to French imperative sentences (commands for moving objects) in a multitalker babble background for which intensity was experimentally controlled. Participants were instructed to transcribe what they heard and obey the commands in an interactive environment set up for this purpose. The former test provided intelligibility scores and the latter provided comprehension scores. Collected data revealed a globally weak correlation between intelligibility and comprehension scores (r = .35, p < .001). The discrepancy tended to grow as noise level increased. An analysis of standard deviations showed that variability in comprehension scores increased linearly with noise level, whereas higher variability in intelligibility scores was found for moderate noise level conditions. These results support the hypothesis that intelligibility scores are poor predictors of listeners' comprehension in real communication situations. Intelligibility and comprehension scores appear to provide different insights, the first measure being centered on speech signal transfer and the second on communicative performance. Both theoretical and practical implications for the use of speech intelligibility tests as indicators of speakers' performances are discussed.

You Think You Know Ghetto? Contemporizing the Dove "Black IQ Test"

ERIC Educational Resources Information Center

Laundra, Kenneth; Sutton, Tracy

2008-01-01

Measuring student intelligence has been problematic in the United States since standardized testing first began in the early 1900s. The omnipresence of standardized testing in student populations is illustrated by the most popular contemporary tests which are used by some scholars to advance the notion that intelligence differences between whites…

Intelligence Testing of American Indian Children: Sidesteps in Quest of Ethical Practice.

ERIC Educational Resources Information Center

Dana, Richard H.

1984-01-01

Updates previous literature reviews by reporting recent findings about the Wechsler Intelligence scales and other performance tests with American Indians. Discusses test bias and the unwitting role of clinical psychologists in preserving the American Indian status quo through testing. Suggests ways to increase awareness of responsible and ethical…

Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations

ERIC Educational Resources Information Center

Ford, Donna Y.

2004-01-01

With so many unanswered questions and controversies regarding intelligence, testing in general, and testing diverse students in particular, what can educators in gifted education do to ensure that these students have access to and are represented in gifted education programs and services? In this monograph, the author examines test bias by first…

Electrophysiological indices of interference resolution covary with individual fluid intelligence: investigating reactive control processes in a 3-back working memory task.

PubMed

Perfetti, Bernardo; Varanese, Sara; Mancino, Elisa; Mercuri, Pasqua; Tesse, Marcello; Franciotti, Raffaella; Bonanni, Laura; Thomas, Astrid; Onofrj, Marco

2014-06-01

It has been proposed that the well-established relationship between working memory (WM) and fluid intelligence (gf) is mediated by executive mechanisms underlying interference control. The latter relies upon the integrity of a frontoparietal brain network, whose activity is modulated by general cognition. In regards to the chronology of this activation, only few EEG studies investigated the topic, although none of them examined the regional interaction or the effects of individual differences in gf. The current investigation sought at extending previous research by characterizing the EEG markers (temporal activation and regional coupling) of interference control and the effects of the individual variation in gf. To this end, we recorded the EEG activity of 33 participants while performing verbal and spatial versions of a 3-back WM task. In a separate session, participants were administered with a test of fluid intelligence. Interference-inducing trials were associated with an increased negativity in the frontal scalp region occurring in two separate time windows and probably reflecting two different stages of the underlying cognitive process. In addition, we found that scalp distribution of such activity differed among individuals, being the strongest activation of the left and right frontolateral sites related to high gf level. Finally, high- and low-gf participants showed different patterns in the modulation of regional connectivity (electrodes coherence in the range of 4.5-7.5Hz) according to changes in attention load among types of trials. Our findings suggest that high-gf participants may rely upon effective engagement and modulation of attention resources to face interference. Copyright © 2014 Elsevier Inc. All rights reserved.

[Emotional Intelligence Index: a tool for the routine assessment of mental health promotion programs in schools].

PubMed

Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Gigantesco, Antonella

2016-01-01

After critical examination of several aspects relating to the evaluation of some dimensions of emotional intelligence through self-assessment tools, is described the procedure of construction and validation of an Index for its measurement, conceived only for the routine assessment of health promotion programs mental in schools that include among their objectives the improvement of emotional intelligence specifically "outcome-oriented". On the basis of the two most common international tools, are listed 27 items plus 6 of control, illustrated two Focus Group (FG) of students (face validity). The scale obtained by FG was administered to 300 students, and the results were submitted to factorial analysis (construct validity). It was also evaluated the internal consistency with Cronbach's Alpha and studied concurrent validity with the emotional quotient inventory, a scale of perceived self-efficacy and a stress test rating. From the analysis of FG all the original items were modified, deleted 4, and reduced the encoding system from 6 to 4 levels of Likert scale. Of the 23 items included in the analysis have emerged five factors (intra-psychic dimension, interpersonal, impulsivity, adaptive coping, sense of self-efficacy) for a total of 15 items. Very satisfactory were the results of the validation process of internal consistency (0.72) and the concurrent validity. The results are positive. It is obtained in fact the shortest routine assessment tool currently available in Italy which constitutes a real Index, for which compilation are required on average 3 minutes. Is emphasized the characteristic of an Index, and not of questionnaire or interview for clinical use, highlighting the only specific use for mental health promotion programs in schools.

[Computer assisted application of mandarin speech test materials].

PubMed

Zhang, Hua; Wang, Shuo; Chen, Jing; Deng, Jun-Min; Yang, Xiao-Lin; Guo, Lian-Sheng; Zhao, Xiao-Yan; Shao, Guang-Yu; Han, De-Min

2008-06-01

To design an intelligent speech test system with reliability and convenience using the computer software and to evaluate this system. First, the intelligent system was designed by the Delphi program language. Second, the seven monosyllabic word lists recorded on CD were separated by Cool Edit Pro v2.1 software and put into the system as test materials. Finally, the intelligent system was used to evaluate the equivalence of difficulty between seven lists. Fifty-five college students with normal hearing participated in the study. The seven monosyllabic word lists had equivalent difficulty (F = 1.582, P > 0.05) to the subjects between each other and the system was proved as reliability and convenience. The intelligent system has the feasibility in the clinical practice.

An Architecture for Intelligent Systems Based on Smart Sensors

NASA Technical Reports Server (NTRS)

Schmalzel, John; Figueroa, Fernando; Morris, Jon; Mandayam, Shreekanth; Polikar, Robi

2004-01-01

Based on requirements for a next-generation rocket test facility, elements of a prototype Intelligent Rocket Test Facility (IRTF) have been implemented. A key component is distributed smart sensor elements integrated using a knowledgeware environment. One of the specific goals is to imbue sensors with the intelligence needed to perform self diagnosis of health and to participate in a hierarchy of health determination at sensor, process, and system levels. The preliminary results provide the basis for future advanced development and validation using rocket test stand facilities at Stennis Space Center (SSC). We have identified issues important to further development of health-enabled networks, which should be of interest to others working with smart sensors and intelligent health management systems.

Measuring emotional intelligence with the Mayer-Salovery-Caruso Emotional Intelligence Test (MSCEIT).

PubMed

Brackett, Marc A; Salovey, Peter

2006-01-01

This manuscript examines the measurement instrument developed from the ability model of EI (Mayer and Salovey, 1997), the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey and Caruso, 2002). The four subtests, scoring methods, psychometric properties, reliability, and factor structure of the MSCEIT are discussed, with a special focus on the discriminant, convergent, predictive, and incremental validity of the test. The authors review associations between MSCEIT scores and important outcomes such as academic performance, cognitive processes, psychological well-being, depression, anxiety, prosocial and maladaptive behavior, and leadership and organizational behavior. Findings regarding the low correlations between MSCEIT scores and self-report measures of EI also are presented. In the conclusion the authors' provide potential directions for future research on emotional intelligence.

Relationship between Intelligence Quotient and Musical Ability in Children with Cochlear Implantation.

PubMed

Soleimanifar, Simin; Jafari, Zahra; Motasaddi Zarandy, Masoud; Asadi, Houman; Haghani, Hamid

2016-09-01

Children with cochlear implants (CIs) may experience few opportunities for positive musical experiences, and musical perception is therefore often not sufficiently developed. This paper investigates and discusses the relationship between intelligence quotient (IQ) and musical ability in children with CIs compared with children with normal hearing. This was a comparative analytical study conducted in 48 children with unilateral CI and 48 normal-hearing children, 6-8 years of age, with 'normal' IQ and no formal music training. The average IQ score in the experimental and control groups were 105.41 and 106.31, respectively. No statistically significant differences were detected between Raven's IQ scores in both groups. Data were collected by administering Raven's Colored Progressive Matrices IQ Tests and the Montreal Battery of Evaluation of Musical Abilities (MBEMA) Test, consisting of scale, contour, interval, rhythm, and memory sections. Mean total MBEMA score in the experimental and control groups was 58.93 and 72.16 (out of 100), respectively. Significant differences were evident between scores of children with CIs in comparison with their normal-hearing peers (P≤0.001). A remarkable direct correlation between IQ and musical scores in both the control (r≥0.38) and experimental (r≥0.37) groups was observed. IQ has a noticeable effect on music processing and facilitates the perception of various musical elements. With regard to the mutual relationship between IQ and musical skills, this study illustrates the advantage of determining music perception scores and highlights the importance of appropriate musical intervention in order to enhance auditory neural plasticity, especially in children with cochlear implantation.

The Long Term Impact of Micronutrient Supplementation during Infancy on Cognition and Executive Function Performance in Pre-School Children

PubMed Central

Warthon-Medina, Marisol; Qualter, Pamela; Zavaleta, Nelly; Dillon, Stephanie; Lazarte, Fabiola; Lowe, Nicola M.

2015-01-01

Brain growth and development are critically dependent on several micronutrients. During early development cellular activity may be sensitive to micronutrient deficiencies, however the evidence from human studies is equivocal. The objective of this study was to examine the long-term cognitive and social-emotional effects of multiple micronutrient supplementation compared with iron supplementation alone, administered during infancy. This study was a follow-up to an initial randomized, double-blind controlled trial (RCT) in 2010 in which 902 infants, aged 6–17 months, from Lima, Peru, were given daily supplements of either iron (Fe) or multiple micronutrients (MMN) including zinc (451 in each group). The supplementation period for both groups was six months. In 2012, a subsample of 184 children from the original cohort (now aged 36–48 months) was randomly selected to participate in a follow-up trial and was assessed for intelligence, working memory, inhibition, and executive function. The tests showed no significant differences between the supplementation groups though there were some gender differences, with girls displaying higher scores than boys across both groups on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) Verbal IQ sentences subtest, the Day-Night cognitive test and on the Brief Infant-Toddler Social Emotional Assessment (BITSEA) social competency, and boys scoring higher than girls in problem behaviour. The results indicate that MMN supplementation had no long term additional effects on cognitive function compared with iron supplementation alone. The timing of supplement administration for maximum impact on a child’s cognitive development requires further investigation. PMID:26262642

Neuroanatomical correlates of intelligence in healthy young adults: the role of basal ganglia volume.

PubMed

Rhein, Cosima; Mühle, Christiane; Richter-Schmidinger, Tanja; Alexopoulos, Panagiotis; Doerfler, Arnd; Kornhuber, Johannes

2014-01-01

In neuropsychiatric diseases with basal ganglia involvement, higher cognitive functions are often impaired. In this exploratory study, we examined healthy young adults to gain detailed insight into the relationship between basal ganglia volume and cognitive abilities under non-pathological conditions. We investigated 137 healthy adults that were between the ages of 21 and 35 years with similar educational backgrounds. Magnetic resonance imaging (MRI) was performed, and volumes of basal ganglia nuclei in both hemispheres were calculated using FreeSurfer software. The cognitive assessment consisted of verbal, numeric and figural aspects of intelligence for either the fluid or the crystallised intelligence factor using the intelligence test Intelligenz-Struktur-Test (I-S-T 2000 R). Our data revealed significant correlations of the caudate nucleus and pallidum volumes with figural and numeric aspects of intelligence, but not with verbal intelligence. Interestingly, figural intelligence associations were dependent on sex and intelligence factor; in females, the pallidum volumes were correlated with crystallised figural intelligence (r = 0.372, p = 0.01), whereas in males, the caudate volumes were correlated with fluid figural intelligence (r = 0.507, p = 0.01). Numeric intelligence was correlated with right-lateralised caudate nucleus volumes for both females and males, but only for crystallised intelligence (r = 0.306, p = 0.04 and r = 0.459, p = 0.04, respectively). The associations were not mediated by prefrontal cortical subfield volumes when controlling with partial correlation analyses. The findings of our exploratory analysis indicate that figural and numeric intelligence aspects, but not verbal aspects, are strongly associated with basal ganglia volumes. Unlike numeric intelligence, the type of figural intelligence appears to be related to distinct basal ganglia nuclei in a sex-specific manner. Subcortical brain structures thus may contribute substantially to cognitive performance.

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

Intelligent Network Flow Optimization (INFLO) prototype acceptance test summary.

DOT National Transportation Integrated Search

2015-05-01

This report summarizes the results of System Acceptance Testing for the implementation of the Intelligent Network Flow Optimization (INFLO) Prototype bundle within the Dynamic Mobility Applications (DMA) portion of the Connected Vehicle Program. This...

Multidimensional Aptitude Battery-Second Edition Intelligence Testing of Remotely Piloted Aircraft Training Candidates Compared with Manned Airframe Training Candidates

DTIC Science & Technology

2015-03-01

assessing the general intelligence and neuropsychological aptitudes of USAF RPA pilot training candidates. Chappelle et al. obtained comprehensive...computer-based intelligence testing (Multidimensional Aptitude Battery-Second Edition [MAB-II]) and neuropsychological screening (MicroCog) on USAF MQ-1... schizophrenia , attention deficit hyperactivity disorder, and autism spectrum disorders) and not on very high functioning populations such as aviators

Threshold Theory Tested in an Organizational Setting: The Relation between Perceived Innovativeness and Intelligence in a Large Sample of Leaders

ERIC Educational Resources Information Center

Christensen, Bo T.; Hartmann, Peter V. W.; Rasmussen, Thomas Hedegaard

2017-01-01

A large sample of leaders (N = 4257) was used to test the link between leader innovativeness and intelligence. The threshold theory of the link between creativity and intelligence assumes that below a certain IQ level (approximately IQ 120), there is some correlation between IQ and creative potential, but above this cutoff point, there is no…

Age versus schooling effects on intelligence development.

PubMed

Cahan, S; Cohen, N

1989-10-01

The effect of formal education, as opposed to chronological age, on intelligence development has suffered from inadequate empirical investigation. Most studies of this issue have relied on natural variation in exposure to school among children of the same age, thus confounding differences in schooling with differences in other intelligence-related variables. This difficulty can be overcome by a quasi-experimental paradigm involving comparison between children who differ in both chronological age and schooling. The present study applies this paradigm to the estimation of the independent effects of age and schooling in grades 5 and 6 on raw scores obtained on a variety of general ability tests. The sample included all students in Jerusalem's Hebrew-language, state-controlled elementary schools. The results unambiguously point to schooling as the major factor underlying the increase of intelligence test scores as a function of age and to the larger effect schooling has on verbal than nonverbal tests. These results contribute to our understanding of the causal model underlying intelligence development and call for reconsideration of the conceptual basis underlying the definition of deviation-IQ scores. Some implications of these results concerning the distinction between intelligence and scholastic achievement, the causal model underlying the development of "crystallized" and "fluid" abilities, and the notion of "culture-fair" tests are discussed.

Integrating Symbolic and Statistical Methods for Testing Intelligent Systems Applications to Machine Learning and Computer Vision

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jha, Sumit Kumar; Pullum, Laura L; Ramanathan, Arvind

Embedded intelligent systems ranging from tiny im- plantable biomedical devices to large swarms of autonomous un- manned aerial systems are becoming pervasive in our daily lives. While we depend on the flawless functioning of such intelligent systems, and often take their behavioral correctness and safety for granted, it is notoriously difficult to generate test cases that expose subtle errors in the implementations of machine learning algorithms. Hence, the validation of intelligent systems is usually achieved by studying their behavior on representative data sets, using methods such as cross-validation and bootstrapping.In this paper, we present a new testing methodology for studyingmore » the correctness of intelligent systems. Our approach uses symbolic decision procedures coupled with statistical hypothesis testing to. We also use our algorithm to analyze the robustness of a human detection algorithm built using the OpenCV open-source computer vision library. We show that the human detection implementation can fail to detect humans in perturbed video frames even when the perturbations are so small that the corresponding frames look identical to the naked eye.« less

Association of chronotype and social jetlag with human non-verbal intelligence.

PubMed

Panev, A S; Tserne, T A; Polugrudov, A S; Bakutova, L A; Petrova, N B; Tatarinova, O V; Kolosova, O N; Borisenkov, M F

2017-01-01

The aim of this study was to evaluate the effects of chronotype and social jetlag (SJL) on intelligence. Subjects were aged 14-25 years (n = 1008). A significant effect of intelligence on academic performance, as measured by the Raven's Standard Progressive Matrices test, was found (F 2,917 = 11.75, P < 0.0001, η 2 = 0.03). When SJL was less than 2 hours, the intelligence of people with late chronotype was found to be higher than that of subjects with early and intermediate chronotypes (F 2,305 = 3.12, P < 0.05, η 2 = 0.02). A negative effect of SJL on the results of intelligence testing was noted only in subjects with late chronotype (F 2,536 = 2.61, P < 0.05, η 2 = 0.02). Our data suggest that people with late chronotype have a higher level of intelligence, but these advantages disappear when SJL ≥2 hours.

Emotional intelligence as an aspect of general intelligence: what would David Wechsler say?

PubMed

Kaufman, A S; Kaufman, J C

2001-09-01

R. D. Roberts, M. Zeidner, and G. Matthews (2001) have carefully examined the controversial issue of whether emotional intelligence (EI) should be classified as an intelligence and whether EI's constructs meet the same psychometric standards as general intelligence's constructs. This article casts their efforts into the framework of both historical and modern IQ-testing theory and research. It details David Wechsler's attempts to integrate EI into his tests and how his conception of a good clinician would be that of an emotionally intelligent clinician. Current theories and research on IQ also have a role in EI beyond what Roberts et al. described, including J. L. Horn's (1989) expanded model and A. R. Luria's (1966) neuropsychological research, and better criteria than the Armed Services Vocational Aptitude Battery should be used in future EI studies. The authors look forward to more research being conducted on EI, particularly in future performance-based assessments.

Multiple Intelligences Profiles of Children with Attention Deficit and Hyperactivity Disorder in Comparison with Nonattention Deficit and Hyperactivity Disorder.

PubMed

Najafi, Mostafa; Akouchekian, Shahla; Ghaderi, Alireza; Mahaki, Behzad; Rezaei, Mariam

2017-01-01

Attention deficit and hyperactivity disorder (ADHD) is a common psychological problem during childhood. This study aimed to evaluate multiple intelligences profiles of children with ADHD in comparison with non-ADHD. This cross-sectional descriptive analytical study was done on 50 children of 6-13 years old in two groups of with and without ADHD. Children with ADHD were referred to Clinics of Child and Adolescent Psychiatry, Isfahan University of Medical Sciences, in 2014. Samples were selected based on clinical interview (based on Diagnostic and Statistical Manual of Mental Disorders IV and parent-teacher strengths and difficulties questionnaire), which was done by psychiatrist and psychologist. Raven intelligence quotient (IQ) test was used, and the findings were compared to the results of multiple intelligences test. Data analysis was done using a multivariate analysis of covariance using SPSS20 software. Comparing the profiles of multiple intelligence among two groups, there are more kinds of multiple intelligences in control group than ADHD group, a difference which has been more significant in logical, interpersonal, and intrapersonal intelligence ( P < 0.05). There was no significant difference with the other kinds of multiple intelligences in two groups ( P > 0.05). The IQ average score in the control group and ADHD group was 102.42 ± 16.26 and 96.72 ± 16.06, respectively, that reveals the negative effect of ADHD on IQ average value. There was an insignificance relationship between linguistic and naturalist intelligence ( P > 0.05). However, in other kinds of multiple intelligences, direct and significant relationships were observed ( P < 0.05). Since the levels of IQ (Raven test) and MI in control group were more significant than ADHD group, ADHD is likely to be associated with logical-mathematical, interpersonal, and intrapersonal profiles.

Human analog tests of the sixth stage of object permanence.

PubMed

Heishman, M; Conant, M; Pasnak, R

1995-06-01

Two adult cats were tested on multiple invisible displacement. A dowel was established as a secondary reinforcer and hidden in a manner similar to that used to assess the culmination of sensorimotor intelligence in human infants. Three other cats were tested on single invisible displacement, a simpler version of the task. For human infants, this task is used to assess the beginning of mental representation in the sixth and last stage of sensorimotor intelligence. The cats' searches on these tasks were consistent with representation of an unsensed object and fully developed sensorimotor intelligence.

Brain Anatomical Network and Intelligence

PubMed Central

Li, Jun; Qin, Wen; Li, Kuncheng; Yu, Chunshui; Jiang, Tianzi

2009-01-01

Intuitively, higher intelligence might be assumed to correspond to more efficient information transfer in the brain, but no direct evidence has been reported from the perspective of brain networks. In this study, we performed extensive analyses to test the hypothesis that individual differences in intelligence are associated with brain structural organization, and in particular that higher scores on intelligence tests are related to greater global efficiency of the brain anatomical network. We constructed binary and weighted brain anatomical networks in each of 79 healthy young adults utilizing diffusion tensor tractography and calculated topological properties of the networks using a graph theoretical method. Based on their IQ test scores, all subjects were divided into general and high intelligence groups and significantly higher global efficiencies were found in the networks of the latter group. Moreover, we showed significant correlations between IQ scores and network properties across all subjects while controlling for age and gender. Specifically, higher intelligence scores corresponded to a shorter characteristic path length and a higher global efficiency of the networks, indicating a more efficient parallel information transfer in the brain. The results were consistently observed not only in the binary but also in the weighted networks, which together provide convergent evidence for our hypothesis. Our findings suggest that the efficiency of brain structural organization may be an important biological basis for intelligence. PMID:19492086

"g" and the Measurement of Multiple Intelligences: A Response to Gardner

ERIC Educational Resources Information Center

Visser, Beth A.; Ashton, Michael C.; Vernon, Philip A.

2006-01-01

Gardner [Gardner, H. (2006-this issue). On failing to grasp the core of MI theory: A response to Visser et al. "Intelligence"] criticized some aspects of our empirical examination [Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006-this issue). Beyond "g": Putting multiple intelligences theory to the test. "Intelligence"] of his "Theory of…

Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement

ERIC Educational Resources Information Center

Collins, Kathy S.; Duyar, Ibrahim; Pearson, Carolyn L.

2016-01-01

Purpose: The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students' achievement. The study first tested the applicability of Ang and Van Dyne's (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers' CQ levels by construct…

Can Fast and Slow Intelligence Be Differentiated?

ERIC Educational Resources Information Center

Partchev, Ivailo; De Boeck, Paul

2012-01-01

Responses to items from an intelligence test may be fast or slow. The research issue dealt with in this paper is whether the intelligence involved in fast correct responses differs in nature from the intelligence involved in slow correct responses. There are two questions related to this issue: 1. Are the processes involved different? 2. Are the…

Effects of Parental Education Level on Fluid Intelligence of Philippine Public School Students

ERIC Educational Resources Information Center

Vista, Alvin D.; Grantham, Tarek C.

2010-01-01

This study examines the effect of parental education levels (PELs) on the fluid intelligence of Filipino public school students. The data were drawn from a normative study of a nonverbal intelligence test involving more than 2,700 students sampled across the country. As expected, PELs have a significant impact on fluid intelligence as measured…

Effects of Instruction and Stage-Fright on Intelligence Testing

ERIC Educational Resources Information Center

Meijer, Joost; Oostdam, Ron

2011-01-01

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…

The Role of Intelligence and Feedback in Children's Strategy Competence

ERIC Educational Resources Information Center

Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis.; Verschaffel, Lieven

2011-01-01

A test-intervention-test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy…

Eugenics and Education: A Note on the Origins of the Intelligence Testing Movement in England.

ERIC Educational Resources Information Center

Lowe, Roy

1980-01-01

Examines influence of Francis Galton and the Eugenics Education Society in the intelligence testing movement in England (early 1900s). For eugenicists, the central issue confronting society was the problem of racial deterioration. They responded with modification of the Binet-Simon tests and developed tests to examine the whole ability range.…

Birth Weight and Intelligence in Young Adulthood and Midlife.

PubMed

Flensborg-Madsen, Trine; Mortensen, Erik Lykke

2017-06-01

We examined the associations between birth weight and intelligence at 3 different adult ages. The Copenhagen Perinatal Cohort is comprised of children born in Copenhagen from 1959 to 1961. Information on birth weight and ≥1 tests of intelligence was available for 4696 members of the cohort. Intelligence was assessed at a mean age of 19 years with the Børge Priens Prøve test, at age 28 years with the Wechsler Adult Intelligence Scale, and at age 50 years with the Intelligenz-Struktur-Test 2000 R. Birth weight was significantly associated with intelligence at all 3 follow-up assessments, with intelligence scores increasing across 4 birth weight categories and declining for the highest birth weight category. The adjusted differences between those in the <2.5kg birth weight group and those in the 3.5 to 4.00kg group were >5 IQ points at all 3 follow-up assessments, corresponding to one-third of a SD. The association was stable from young adulthood into midlife,and not weaker at age 50 years. Adjustment for potential confounding factors, including infant socioeconomic status and gestational age, did not dilute the associations, and associations with intelligence were evident across the normal birth weight range and so were not accounted for by low birth weight only. The association between birth weight and intelligence is stable from young adulthood into midlife. These long-term cognitive consequences may imply that even small shifts in the distribution of birth size, in normal-sized infants as well, may have a large impact at the population level. Copyright © 2017 by the American Academy of Pediatrics.

Old Problems and New Directions in IQ Testing.

ERIC Educational Resources Information Center

Schwenn, John; And Others

1988-01-01

Discusses differential and information processing theories of intelligence and the problems of measuring intelligence. Considers the influence of sociocultural factors on the test performance of individuals and the procedures which have been suggested to reduce bias. (RJC)

Intelligent transportation systems field operational test cross-cutting study : commercial vehicle operations -- roadside

DOT National Transportation Integrated Search

1998-11-01

Commercial Vehicle Operations - Roadside report discusses the findings and conclusions exclusively from Field Operational Tests (FOTs) of roadside Intelligent Transportation Systems (ITS) for Commercial Vehicle Operations (CVO). The FOTs considered i...

Intelligent cruise control field operational test : interim report

DOT National Transportation Integrated Search

1997-03-01

This interim document reports on a cooperative agreement between NHTSA and UMTRI entitled Intelligent Cruise Control (ICC) Field Operational Test (FOT). The overarching goal of the work is to characterize safety and comfort issues that are fundamenta...

The design organization test: further demonstration of reliability and validity as a brief measure of visuospatial ability.

PubMed

Killgore, William D S; Gogel, Hannah

2014-01-01

Neuropsychological assessments are frequently time-consuming and fatiguing for patients. Brief screening evaluations may reduce test duration and allow more efficient use of time by permitting greater attention toward neuropsychological domains showing probable deficits. The Design Organization Test (DOT) was initially developed as a 2-min paper-and-pencil alternative for the Block Design (BD) subtest of the Wechsler scales. Although initially validated for clinical neurologic patients, we sought to further establish the reliability and validity of this test in a healthy, more diverse population. Two alternate versions of the DOT and the Wechsler Abbreviated Scale of Intelligence (WASI) were administered to 61 healthy adult participants. The DOT showed high alternate forms reliability (r = .90-.92), and the two versions yielded equivalent levels of performance. The DOT was highly correlated with BD (r = .76-.79) and was significantly correlated with all subscales of the WASI. The DOT proved useful when used in lieu of BD in the calculation of WASI IQ scores. Findings support the reliability and validity of the DOT as a measure of visuospatial ability and suggest its potential worth as an efficient estimate of intellectual functioning in situations where lengthier tests may be inappropriate or unfeasible.

An assessment of WISC-IIIUK on children with HIV infection.

PubMed

James, Anu Nikitha; Ittyerah, Miriam

2016-10-01

The Wechsler Intelligence Scale for Children - Third Edition UK test was administered to groups of children between the ages of 6 and 12 years with vertically transmitted HIV infection (n = 70) and a control group who were not infected by the virus (n = 70). The study was conducted in India. The two groups were matched for general verbal abilities, age and gender. The children were assessed for Verbal IQ, Performance IQ and Full-Scale IQ. The Verbal Comprehension Index, Perceptual Organization Index and Freedom from Distractibility Index were also obtained. A three-factor analysis of variance disclosed that school-age children with vertically transmitted HIV infection notched below in the areas of Verbal IQ, Performance IQ, Full-Scale IQ, Verbal Comprehension Index, Perceptual Organization Index and Freedom from Distractibility Index when collated with normal uninfected cohorts. Findings are discussed in the light of both theoretical and clinical implications. © The Author(s) 2015.

Life in the Universe: Foundation for exciting multidisciplinary science activities for middle and elementary school classes

NASA Technical Reports Server (NTRS)

Milne, D.; O'Sullivan, K.

1994-01-01

Young students find extra-terrestrial life one of the most intriguing of all topics. A project funded by the National Science Foundation and NASA, and administered by the SETI Institute, is underway to devise science lessons for grades 3-9 that draw upon this fascination. The lessons are designed by teachers and persons with long experience at curriculum design, tested in classrooms, revised and retested. Six guides, each containing some 6-10 science lessons, will be finished by summer, 1994.The theme Life in the Universe lends itself naturally to integrated treatment of facts and concepts from many scientific disciplines. The lessons for two completed guides span the origin of planet systems, evolution of complex life, chemical makeup of life, astronomy, spectroscopy, continental drift, mathematics and SETI (Search for Extra-Terrestrial Intelligence). All lessons are hands-on, interesting, and successful.

Life in the universe: foundation for exciting multidisciplinary science activities for middle and elementary school classes.

PubMed

Milne, D; O'Sullivan, K

1994-01-01

Young students find extra-terrestrial life one of the most intriguing of all topics. A project funded by the National Science Foundation and NASA, and administered by the SETI Institute, is underway to devise science lessons for grades 3-9 that draw upon this fascination. The lessons are designed by teachers and persons with long experience at curriculum design, tested in classrooms, revised and retested. Six guides, each containing some 6-10 science lessons, will be finished by summer, 1994. The theme Life in the Universe lends itself naturally to integrated treatment of facts and concepts from many scientific disciplines. The lessons for two completed guides span the origin of planet systems, evolution of complex life, chemical makeup of life, astronomy, spectroscopy, continental drift, mathematics and SETI (Search for Extra-Terrestrial Intelligence). All lessons are hands-on, interesting, and successful.

Deficits of organizational strategy and visual memory in obsessive-compulsive disorder.

PubMed

Shin, M S; Park, S J; Kim, M S; Lee, Y H; Ha, T H; Kwon, J S

2004-10-01

This study was conducted to investigate the deficits of organizational strategy and visual memory in obsessive-compulsive disorder (OCD). Thirty OCD patients and 30 healthy controls aged 20-35 years participated. The Maudsley Obsessive-Compulsive Inventory, Beck Anxiety Inventory, Wechsler Adult Intelligence Scale, and Rey-Osterrieth Complex Figure (ROCF) test were administered to participants. The authors scored ROCF performances using the Boston Qualitative Scoring System. The OCD patients showed poorer planning ability and higher fragmentation than did healthy controls when copying the ROCF, and they showed even poorer performances in the immediate and delayed recall conditions. The authors found that the Organization score in the copy condition mediated the difference between the OCD group and the healthy group in immediate recall. The direct effect of diagnosis (OCD or healthy) on the immediate recall condition of the ROCF was also significant. This study indicates that people with OCD have poor memory function and organizational deficits.

The Rorschach Egocentricity Index in subjects with intellectual disability: a study on the incidence of different psychological pathologies.

PubMed

Colucci, G; Pellicciotta, A; Buono, S; Di Nuovo, S F

1998-10-01

The aims of the present research were to assess the level of self-concern in people with intellectual disability using the Rorschach Egocentricity Index, to correlate the Index with other Rorschach and IQ variables, and to study the effect of associated psychological pathology. The Rorschach Inkblot Test and the Wechsler Intelligence Scale were administered to a group of 75 subjects with intellectual disability, aged between 18 and 38 years, who were divided into subgroups according to their additional diagnosis (i.e. personality disorders, psychosis and depression). A fourth subgroup was composed of people with intellectual disability but without other pathologies. The Egocentricity Index was very low in the subjects with intellectual disability and differences were a result of the effects of additional psychological pathologies. The meaning of the measurement of egocentricity in people with intellectual disability is discussed.

The relationship of speech intelligibility with hearing sensitivity, cognition, and perceived hearing difficulties varies for different speech perception tests

PubMed Central

Heinrich, Antje; Henshaw, Helen; Ferguson, Melanie A.

2015-01-01

Listeners vary in their ability to understand speech in noisy environments. Hearing sensitivity, as measured by pure-tone audiometry, can only partly explain these results, and cognition has emerged as another key concept. Although cognition relates to speech perception, the exact nature of the relationship remains to be fully understood. This study investigates how different aspects of cognition, particularly working memory and attention, relate to speech intelligibility for various tests. Perceptual accuracy of speech perception represents just one aspect of functioning in a listening environment. Activity and participation limits imposed by hearing loss, in addition to the demands of a listening environment, are also important and may be better captured by self-report questionnaires. Understanding how speech perception relates to self-reported aspects of listening forms the second focus of the study. Forty-four listeners aged between 50 and 74 years with mild sensorineural hearing loss were tested on speech perception tests differing in complexity from low (phoneme discrimination in quiet), to medium (digit triplet perception in speech-shaped noise) to high (sentence perception in modulated noise); cognitive tests of attention, memory, and non-verbal intelligence quotient; and self-report questionnaires of general health-related and hearing-specific quality of life. Hearing sensitivity and cognition related to intelligibility differently depending on the speech test: neither was important for phoneme discrimination, hearing sensitivity alone was important for digit triplet perception, and hearing and cognition together played a role in sentence perception. Self-reported aspects of auditory functioning were correlated with speech intelligibility to different degrees, with digit triplets in noise showing the richest pattern. The results suggest that intelligibility tests can vary in their auditory and cognitive demands and their sensitivity to the challenges that auditory environments pose on functioning. PMID:26136699

The effectiveness of cognitive-behavioral group therapy training on improving emotional intelligence and general health of adolescents.

PubMed

Aghel Masjedi, M; Taghavizadeh, M; Azadi, N; Hosseinzadeh, F; Koushkestani, A

2015-01-01

Introduction: The aim of the current research was to examine the effectiveness of cognitive-behavioral group therapy (CBT) training on the general health and improve the emotional intelligence of male adolescents in Tehran city. Methodology: The current research is a semi-trial research with pretest-posttest experimental design and two test and control groups, which were carried out in the 2014-2015 academic year. 40 high school male students were chosen via proper sampling approach and they were stochastically classified into test and control team (each team, n = 20). The students were protested via Baron emotional intelligence and GHQ-28 general health questionnaire. Subsequently, the test group was trained in the cognitive-behavioral group therapy for eight sessions and the control group received no interventions. In the end, both groups were post-tested, and the data were investigated by using a multivariate investigation of covariance method and SPSS-20. Findings: The outcomes demonstrated that there were notable distinctions between the experiment and the checking teams after the implementation of the CBT training (P < 0.001) so that the average score of emotional intelligence and general health increased in test group rather than in the check team. Conclusion: The findings indicated that the CBT practice is useful in improving emotional intelligence and general health in adolescent male students. Thus, one can recommend that appropriate therapy training could be designed to improve their emotional intelligence and general health.