Relevant bibliographies by topics / Adult intelligence test

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Adult intelligence test'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adult intelligence test"

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Climie, Emma A., and Kristin Rostad. "Test Review: Wechsler Adult Intelligence Scale." Journal of Psychoeducational Assessment 29, no. 6 (November 2, 2011): 581–86. http://dx.doi.org/10.1177/0734282911408707.

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Stecka, Mariola, and Hanna Karakuła-Juchnowicz. "Polish Adult Reading Test – PART – construction of polish test for estimation the level of premorbid intelligence in schizophrenia." Psychiatria Polska 51, no. 4 (August 29, 2017): 673–85. http://dx.doi.org/10.12740/pp/onlinefirst/63207.

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Walters, Steven O., and Kenneth A. Weaver. "Relationships between the Kaufman Brief Intelligence Test and the Wechsler Adult Intelligence Scale-Third Edition." Psychological Reports 92, no. 3_suppl (June 2003): 1111–15. http://dx.doi.org/10.2466/pr0.2003.92.3c.1111.

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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.
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Dumont, Ron, and Cliff Hagberg. "Book Review: Kaufman Adolescent and Adult Intelligence Test (2nd ed.)." Journal of Psychoeducational Assessment 12, no. 2 (June 1994): 190–96. http://dx.doi.org/10.1177/073428299401200210.

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Brown, Douglas T. "Review of the Kaufman Adolescent and Adult Intelligence Test (KAIT)." Journal of School Psychology 32, no. 1 (March 1994): 85–99. http://dx.doi.org/10.1016/0022-4405(94)90030-2.

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Rossini, Edward D., Edward J. Wygonik, Deborah E. Barrett, and Beth Friedman. "WAIS—R Validation of the Thurstone Test of Mental Alertness." Psychological Reports 74, no. 3_suppl (June 1994): 1339–45. http://dx.doi.org/10.2466/pr0.1994.74.3c.1339.

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This preliminary study evaluated the concurrent validity of the Thurstone Test of Mental Alertness as a brief intelligence test using the Wechsler Adult Intelligence Scale—Revised as the criterion of adult intellectual achievement. Analyses indicated that the Total score on Thurstone's test was significantly correlated with the standard summary scores as well as with the WAIS—R factor scores. On the Thurstone Test of Mental Alertness scores could accurately predict WAIS—R intelligence for this nonclinical sample of 32 undergraduates. The concurrent validity of the test as a brief intelligence test was inferred and the results were consistent with the range of correlations expected among all measures of global intellectual achievement. Reading comprehension was suggested as a principal factor attenuating the correlation between the two tests.
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Bright, Peter, Emily Hale, Vikki Jayne Gooch, Thomas Myhill, and Ian van der Linde. "The National Adult Reading Test: restandardisation against the Wechsler Adult Intelligence Scale—Fourth edition." Neuropsychological Rehabilitation 28, no. 6 (September 14, 2016): 1019–27. http://dx.doi.org/10.1080/09602011.2016.1231121.

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Zagar, Robert John, Joseph W. Kovach, Kenneth G. Busch, Michael D. Zablocki, William Osnowitz, Jonas Neuhengen, Yutong Liu, and Agata Karolina Zagar. "Ammons Quick Test Validity among Randomly Selected Referrals." Psychological Reports 113, no. 3 (December 2013): 823–54. http://dx.doi.org/10.2466/03.04.pr0.113x29z0.

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After selection using a random number table, from volunteer referrals, 89 Youth (61 boys, 28 girls; 48 African Americans, 2 Asian Americans, 27 Euro-Americans, 12 Hispanic Americans), and 147 Adults (107 men, 40 women; 11 African Americans, 6 Asian Americans, 124 Euro-Americans, 6 Hispanic Americans) were administered the Amnions Quick Test (QT). Means, confidence intervals, standard deviations, and Pearson product-moment correlations among tests were computed. The Amnions QT was moderately to strongly and significantly correlated statistically with: the Peabody Picture Vocabulary Test-3b (PPVT-3b); the Vineland Adaptive Behavior Scales-2 Parent/Teacher Form; the Wechsler Intelligence Scale for Children (WISC-4) or the Wechsler Adult Intelligence Scale (WAIS-4); and the Wide Range Achievement Test-Fourth Edition (WRAT-4) Blue and Green Forms. After 51 years, the original norms for the Amnions QT remain valid measures of receptive vocabulary, verbal intelligence, and auditory information processing useful to clinicians.
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WALTERS, STEVEN O. "RELATIONSHIPS BETWEEN THE KAUFMAN BRIEF INTELLIGENCE TEST AND THE WECHSLER ADULT INTELLIGENCE SCALE-THIRD EDITION." Psychological Reports 92, no. 3 (2003): 1111. http://dx.doi.org/10.2466/pr0.92.3.1111-1115.

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WALTERS, STEVEN O. "RELATIONSHIPS BETWEEN THE KAUFMAN BRIEF INTELLIGENCE TEST AND THE WECHSLER ADULT INTELLIGENCE SCALE-THIRD EDITION." Psychological Reports 92, no. 4 (2003): 1111. http://dx.doi.org/10.2466/pr0.92.4.1111-1115.

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Dissertations / Theses on the topic "Adult intelligence test"

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Gaylard, Emma K. "Cross-cultural differences in IQ test performance: extension of an existing normative database on WAIS-III test performance." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002488.

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Prior research (Shuttleworth-Edwards et al., 2004) presented preliminary normative data for the Wechsler Adult Intelligence Scale – III (WAIS-III) for Southern Africa, stratified according to gender (female vs. male), language (black African vs. white English), level of education (matric/12+ years of education vs. Graduate/15+ years of education) and quality of education (disadvantaged – Department of Education and Training vs. advantaged - Private/Model C). IQ scores for black African language and white English Southern Africans were comparable with the United States of America (USA) standardization when level and quality of education were equitable. (‘White English’ is the term used to denote those of European descent whose first language is English). A limitation of the research was the lack of control for language for most of the black groups and particularly in the Private/Model C Graduate group, where sixty percent of the participants originated from Zimbabwe. These represented a particularly elite group whose education was equitable to that of the white participants throughout their education (i.e. at primary, secondary and tertiary level). In order to rectify the lack of homogeneity of language, all non- Xhosa first language participants were excluded from the black sample and sixteen additional Xhosa first language participants were tested on the WAIS-III. Data analyses found no significant differences between the original and new groups, except in the comparison between Mixed African language Private/Model C Graduates and the Xhosa first language Private/Model C Graduate/15+ years of education, where there was a lowering of WAIS-III subtest, index and IQ scores in the newly constituted group. This lowering in test performance is explained in that the new Xhosa first language 15+ years of education group was a less advantaged group than the original Mixed African Language Private/Model C Graduate group, as the new group generally had less advantaged primary school education and had generally studied less at a tertiary level. Overall, these results demonstrate an incremental increase in WAIS-III test performance for sample groups on a continuum of quality of education from least to most advantaged education. This was true for both verbal and non-verbal subtests.
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Halliday, Tracey Jaye. "The Development of a New Zealand Adult Reading Test." The University of Waikato, 2006. http://hdl.handle.net/10289/2494.

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The National Adult Reading Test (NART), developed in Britain is commonly used in clinical settings to estimate premorbid intelligence in New Zealand. Research suggests psychometric tests are more accurate if normed on the population they are used with. This study attempted to establish norms for the original NART based on a New Zealand population and develop a National Adult Reading Test for use with a New Zealand population (NZART). Sixty-four university students were administered the Wechslers Abbreviated Scale of Intelligence (WASI), the NART and the New Zealand Adult Reading Test (NZART). A regression equation was developed to estimate premorbid intelligence in this sample. Results indicate fewer errors occur on the NZART than the NART suggesting it may be a better indicator of premorbid intelligence for a New Zealand sample. Furthermore, the NZART was more accurate at estimating premorbid WASI IQ across all three subscales of the WASI at a range of IQ levels. Analyses were also conducted to ascertain the impact of demographic variables. Little overall difference was found in test scores in relation to gender, age or income. Although future studies need to be conducted to validate this new measure, initial results suggest that the NZART may be a more accurate predictor of premorbid IQ in a New Zealand population.
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Aston, Susan. "A qualitative bias review of the adaptation of the WAIS-III for English-speaking South Africans." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/453.

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In response to the growing demand for a test of cognitive ability for South African adults, the Human Sciences Research Council (HSRC) adapted the Wechsler Adult Intelligence Scales, third edition (WAIS-III) for English-speaking South Africans. However, since the publication of the South African adaptation in 2001, there has been some concern whether some bias may not still be present in the measure. Consequently, this study aimed to qualitatively explore the item content of the South African adaptation of the WAIS-III in order to identify items that might still be potentially biased with specific reference to cultural and linguistic issues. The researcher employed purposive sampling, a non-probability technique, to select psychology professionals to act as expert reviewers. The sample consisted of 20 registered psychologists, psychology lecturers and psychology interns from the predominant culture and language groups of the Eastern and Western Cape. Qualitative and quantitative data were collected by means of a Bias Review Questionnaire which consisted of fixed-choice questions, as well as sections in which specific comments could be indicated. The questionnaire was distributed to 20 selected participants who were qualified to administer psychometric measures and were registered with the Health Professionals Council of South Africa (HPCSA). Qualitative data was analysed using Tesch’s model of thematic content analysis, and five main themes relating to potential bias were identified, namely: Culture, Language, Education, Socio-economic status, and Format. The qualitative data was re-submitted to the expert review group for approval and further comment. Quantitative data obtained from the Bias Review Questionnaire was analysed by obtaining frequency counts, which were converted to percentages, per subtest and aspect reviewed. The major findings of the study were as follows: 1. Cultural bias is evident in the South African adaptation of the WAIS-III. The differential meanings ascribed to concepts, terms, phrases and words by diverse cultures impact on test performance, as does familiarity with stimulus materials used in the measure. 2. Language bias was detected against groups with English as their second or third language owing to the unfamiliar, and sometimes archaic, terms and vocabulary used in the measure. The intended meanings of the translated items are unclear and confusing for test-takers. 3. South African test-takers have experienced vastly divergent educational opportunities which impact on intelligence test performance. The measure contains potential bias against individuals from disadvantaged educational backgrounds. 4. The content of the items is not relevant to test-takers from deprived socioeconomic backgrounds that have been unable to access good-quality education. 5. Format bias was found to exist with respect to the timed tests. Cultural groups who do not value speededness are disadvantaged by the structure and format of the measure. Based on the findings of this study, certain recommendations were made. These include: 1. Additional qualitative investigation of the WAIS-III , with a view to further adaptation in an effort to eradicate bias on cultural or linguistic grounds, and 2. Conducting further Differential Item Functioning (DIF) analyses and establishing construct equivalence across cultural and linguistic groups to promote this objective. Among the contributions believed to have been made by this study are the identification of potentially biased subtests and items on the grounds of culture and language, which will facilitate possible further revision and adaptation of the measure. Additionally, the variables that were considered important influencing factors of cognitive test performance have been documented and are accessible for future research that will supplement the present study.
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Wheeler, Thomas E. "An examination of the Wechsler Adult Intelligence Scale (WAIS) subtests from a neuopsychological perspective." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/487343.

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The primary purpose of this study was to determine the kind of neuropsychological information that can be obtained from an investigation of the Wechsler Adult Intelligence Scale (WAIS) subtests. Additionally, there was an examination of the shared variance between the WAIS and the Halstead-Reitan Neuropsychological Battery (HRNB). The archival data collected from the files of '220 females and 188 males from a large midwestern medical center were used. They had been originally diagnosed with objective research criteria.All eleven subtests of the WAIS and the HalsteadReitan Neuropsychological Battery were administered to the subjects in the years between 1981 and 1983. Thirteen scores were obtained from the HRNB measures. Statistical analyses of the results made use of the techniques of multiple regression and canonical correlation.The individual WAIS subtests were examined for the neuropsychological information they provided. Globally, three HRNB measures, APHASIA, RHY, AND CAT-TOT contributed significantly to a majority of the regression equations for the WAIS subtests. Their presence suggested that language skills, an auditory attention factor, and a general intellective factor were being tapped (Dean, 1985a).A canonical correlation was computed. The results yielded one significant correlation between the linear components of the WAIS and the HRNB tests. Only canonical variates with weights of +/- .2 were considered large enough for interpretation. The WAIS subtests meeting the .2 criteria included Block Design, Digit Symbol, and Similarities, while the HRNB measures meeting criteria were APHASIA and CAT-TOT. Therefore, it would appear that the significant variables measured the general (g) factor as in Spearman's research (1927). According to the Stewart and Love formula (cited in Pedhazur, 1982), the variability of the WAIS did overlap with the HRNB, and their relationship was symmetrical.This research demonstrated that the measured tasks from the WAIS were a complex of underlying constructs. The verbal portion of the WAIS was shown to be less highly related to the HRNB variables than the performance portion of the scale. The WAIS and HRNB do offer nonredundant information concerning the impaired and unimpaired adult's cognitive functioning.
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Metz, Brittany Leigh. "A comparison of the WJ-III Test of Cognitive Abilities and WAIS-III." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=627.

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野口, 裕之, and Hiroyuki Noguchi. "パーソナルコンピュータをベースにした識別性検査に対する受験者の反応." 名古屋大学教育学部, 1994. http://hdl.handle.net/2237/3932.

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野口, 裕之, and Hiroyuki Noguchi. "識別性検査A‐1001の「関係判断力・応用力」領域および「記憶」領域の適応型テスト化の試み." 名古屋大学教育学部, 1997. http://hdl.handle.net/2237/2864.

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野口, 裕之, and Hiroyuki Noguchi. "識別性検査 A-1001 の「知覚の速さ・正確さ」領域の IRT 尺度化." 名古屋大学教育学部, 1995. http://hdl.handle.net/2237/3956.

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野口, 裕之, and Hiroyuki NOGUCHI. "<原著>識別性検査 A-1001 の「関係判断力・応用力」領域および「記憶」領域の IRT 尺度化." 名古屋大学教育学部, 1996. http://hdl.handle.net/2237/3991.

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野口, 裕之, and Hiroyuki NOGUCHI. "パーソナル・コンピュータをベースとする識別性検査A-1001用項目プールの作成." 名古屋大学教育学部, 1993. http://hdl.handle.net/2237/3906.

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Books on the topic "Adult intelligence test"

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The psychoeducational use and interpretation of the Wechsler adult intelligence scale-revised. Springfield, Ill., U.S.A: Thomas, 1985.

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Castro, Dana. Pratique de l'examen psychologique en clinique adulte: Wais III, MMPI-2, Rorschach, TAT. Paris: Dunod, 2006.

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Assessing adolescent and adult intelligence. Boston: Allyn and Bacon, 1990.

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S, Kaufman Alan. Assessing adolescent and adult intelligence. Boston: Allyn and Bacon, 1990.

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S, Kaufman Alan. Assessing adolescent and adult intelligence. 2nd ed. Boston, MA: Allyn and Bacon, 2002.

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S, Kaufman Alan. Assessing Adolescent and Adult Intelligence. New York: John Wiley & Sons, Ltd., 2005.

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S, Kaufman Alan. Assessing adolescent and adult intelligence. 3rd ed. Hoboken, N.J: Wiley, 2006.

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Adult intellectual assessment. Boston: Allyn and Bacon, 1987.

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Slosson, Richard L. Slosson Intelligence Test (SIT-R) for children and adults. East Aurora, N.Y: Slosson Educational Publications, 1998.

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Slosson, Richard L. Slosson Intelligence Test (SIT-R) for children and adults. East Aurora, N.Y: Slosson Educational Publications, 1991.

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Book chapters on the topic "Adult intelligence test"

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Carlozzi, Noelle E. "Kaufman Adult Intelligence Test." In Encyclopedia of Clinical Neuropsychology, 1907–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1063.

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Carlozzi, Noelle E. "Kaufman Adult Intelligence Test." In Encyclopedia of Clinical Neuropsychology, 1392–95. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1063.

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Carlozzi, Noelle E. "Kaufman Adult Intelligence Test." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1063-2.

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Deary, Ian J., Lawrence J. Whalley, and John M. Starr. "Validating the National Adult Reading Test." In A lifetime of intelligence: Follow-up studies of the Scottish mental surveys of 1932 and 1947., 217–24. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11857-011.

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Saklofske, Donald H., Ruba Rum, and Mike R. Schoenberg. "Wechsler Intelligence Tests for Adults and Children." In Encyclopedia of Clinical Neuropsychology, 3692–702. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1073.

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Saklofske, Donald H., Ruba Rum, and Mike R. Schoenberg. "Wechsler Intelligence Tests for Adults and Children." In Encyclopedia of Clinical Neuropsychology, 1–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-56782-2_1073-3.

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Santos, Igor, Patxi Galán-García, Aitor Santamaría-Ibirika, Borja Alonso-Isla, Iker Alabau-Sarasola, and Pablo Garcia Bringas. "Adult Content Filtering through Compression-Based Text Classification." In Advances in Intelligent Systems and Computing, 281–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-33018-6_29.

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Lamberty, Greg J., and Nathaniel W. Nelson. "Assessment Strategies." In Specialty Competencies in Clinical Neuropsychology, 33–43. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780195387445.003.0003.

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Chapter 3 offers a descriptive and functional approach to assessment strategies in clinical neuropsychology, including the dichotomies used, standardized batteries (Halstead Reitan Neuropsychological Test Battery (HRB), Wechsler Adult Intelligence Scale (WAIS), the general neuropsychological deficit scale (GNDS), and the Luria Nebraska Neuropsychological Battery), the Boston Process Approach (BPA), the WAIS-R as a Neuropsychological Instrument, the Kaplan-Baycrest Neurocognitive Assessment, and the California Verbal Learning Test. It also provides select measures of neuropsychological functioning categorized by cognitive domain, and commonly employed instruments in clinical neuropsychology.
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"Conversion of the Wechsler Adult Intelligence Scale Into Spanish: An Early Test Adaptation Effort of Considerable Consequence." In Adapting Educational and Psychological Tests for Cross-Cultural Assessment, 225–46. Psychology Press, 2004. http://dx.doi.org/10.4324/9781410611758-15.

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Obari, Hiroyuki, and Stephen Lambacher. "Improving the English skills of native Japanese using artificial intelligence in a blended learning program." In CALL and complexity – short papers from EUROCALL 2019, 327–33. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1031.

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A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.
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Conference papers on the topic "Adult intelligence test"

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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
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Leontyev, Anton, Takashi Yamauchi, and Moein Razavi. "Machine Learning Stop Signal Test (ML-SST): ML-based Mouse Tracking Enhances Adult ADHD Diagnosis." In 2019 8th International Conference on Affective Computing and Intelligent Interaction Workshops and Demos (ACIIW). IEEE, 2019. http://dx.doi.org/10.1109/aciiw.2019.8925073.

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Rabkina, Irina. "AToM: An Analogical Theory of Mind." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/761.

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Theory of Mind (ToM) has been well studied in psychology. It is what gives adults the ability to predict other people’s beliefs, desires, and related actions. When ToM is not yet developed, as in young children, social interaction is difficult. A cognitive system that interacts with humans on a regular basis would benefit from having a ToM. In this extended abstract, I propose a computational model of ToM, Analogical Theory of Mind (AToM), based on Bach’s [2012, 2014] theoretical Structure-Mapping model of ToM. Completed work demonstrates the plausibility of AToM. Future steps include a full implementation and test of AToM.
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Garg, Sahil, Irina Rish, Guillermo Cecchi, and Aurelie Lozano. "Neurogenesis-Inspired Dictionary Learning: Online Model Adaption in a Changing World." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/235.

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We address the problem of online model adaptation when learning representations from non-stationary data streams. Specifically, we focus here on online dictionary learning (i.e. sparse linear autoencoder), and propose a simple but effective online model selection approach involving “birth” (addition) and “death” (removal) of hidden units representing dictionary elements, in response to changing inputs; we draw inspiration from the adult neurogenesis phenomenon in the dentate gyrus of the hippocampus, known to be associated with better adaptation to new environments. Empirical evaluation on real-life datasets (images and text), as well as on synthetic data, demonstrates that the proposed approach can considerably outperform the state-of-art non-adaptive online sparse coding of [Mairal et al., 2009] in the presence of non-stationary data. Moreover, we identify certain data- and model properties associated with such improvements.
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Zignoli, Andrea, Lorenzo Beatrici, and Francesco Biral. "Analysis of Assistive Strategies for Electric Bikes That Include Rider’s Physiological Characteristics." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85288.

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Control strategies of electric-bikes (e-bikes) do not take the physiological characteristics (e.g. aerobic fitness status) of the rider into account. By means of mathematical modelling, our aim was to analyse different assistive strategies that include these characteristics. Particularly, we applied an Optimal Control (OC) algorithm to test whether an attentive control strategy could guarantee a sustainable effort for the rider throughout an entire climbing course with varying slope. We found that the contribution of the electric motor was pivotal during accelerations, so the effort for the kinetic energy conversion was shared between the electric motor and the cyclist. OC seems to fit very well in a scenario where e-bikes are adopted on a daily basis for commuting or to increase the level of physical activity in a sedentary population. We suggest that intelligent control algorithms, like OC, could be embedded in the electric motors to improve e-bike experience, especially in sedentary adults.
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