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Journal articles on the topic 'Non-verbal intelligence'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Ramsden, Sue, Fiona M. Richardson, Goulven Josse, et al. "Verbal and non-verbal intelligence changes in the teenage brain." Nature 479, no. 7371 (2011): 113–16. http://dx.doi.org/10.1038/nature10514.

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Goni, Osman, Mollika Roy, Nasreen Wadud, and Arobindu Dash. "Medium‐term effect of early life weather shock on non‐verbal intelligence of Sidr affected children." Dhaka University Journal of Biological Sciences 28, no. 1 (2019): 61–69. http://dx.doi.org/10.3329/dujbs.v28i1.46493.

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The present study intends to investigate the medium-term effect of early life weather shock on non-verbal intelligence of SIDR affected children. The hypothesis was, the nonverbal IQ of SIDR affected children would be lower than the non-verbal IQ of SIDR non-affected children. For this purpose, 60 students of grade 4 - 5 were selected as respondents. Among them half of the respondents were from SIDR affected area and remaining were from non-affected area. In order to measure non-verbal intelligence, Test of Non-verbal Intelligence-2 (TONI-2) was administered which was developed by Brown et al.

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3

Emery, P. W., M. Nelson, T. A. B. Sanders, et al. "VITAMIN/MINERAL SUPPLEMENTATION AND NON-VERBAL INTELLIGENCE." Lancet 331, no. 8582 (1988): 407–9. http://dx.doi.org/10.1016/s0140-6736(88)91195-6.

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4

Ramsden, Sue, Fiona M. Richardson, Goulven Josse, et al. "Addendum: Verbal and non-verbal intelligence changes in the teenage brain." Nature 485, no. 7400 (2012): 666. http://dx.doi.org/10.1038/nature11113.

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Kolbasova, Kh. "FEATURES OF FORMATION OF NON-VERBAL INTELLIGENCE IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Scientific heritage, no. 89 (May 24, 2022): 99–102. https://doi.org/10.5281/zenodo.6575876.

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The article considers the peculiarities of the structure of intelligence by the method of analysis, comparison and systematization of scientific, methodological, domestic and foreign literary sources on special pedagogy and psychology. The definition of "non-verbal intelligence" is given. The essence of non-verbal intelligence as a phenomenon and as a process is revealed. The author proposes and argues the expediency of using visual aids for the effective formation of non-verbal intelligence of children with special educational needs. The importance of the development of non-verbal i

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Abargouei, Amin Salehi, Naser Kalantari, Nasrin Omidvar, et al. "Refined carbohydrate intake in relation to non-verbal intelligence among Tehrani schoolchildren." Public Health Nutrition 15, no. 10 (2011): 1925–31. http://dx.doi.org/10.1017/s1368980011003302.

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AbstractObjectiveNutrition has long been considered one of the most important environmental factors affecting human intelligence. Although carbohydrates are the most widely studied nutrient for their possible effects on cognition, limited data are available linking usual refined carbohydrate intake and intelligence. The present study was conducted to examine the relationship between long-term refined carbohydrate intake and non-verbal intelligence among schoolchildren.DesignCross-sectional study.SettingTehran, Iran.SubjectsIn this cross-sectional study, 245 students aged 6–7 years were selecte

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Aydoğan, Hakan, and Azamat Akbarov. "SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS." Problems of Education in the 21st Century 67, no. 1 (2015): 7–16. http://dx.doi.org/10.33225/pec/15.67.07.

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General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data

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Tokareva, Natalya, and Anzhelika Shamne. "THE PSYCHOLOGICAL ANALYSIS OF VERBAL AND NON-VERBAL INTELLIGENCE OF STUDENTS IN PSYCHOLOGY." Psychological journal 5, no. 10 (2019): 84–100. http://dx.doi.org/10.31108/1.2019.5.10.6.

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Villao Orellana, Elián José. "IQ and non-verbal intelligence: an integrative review of the literature." Revista Iberoamericana de educación 9, no. 1 (2025): 20–31. https://doi.org/10.31876/rie.v9i1.285.

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This bibliographic review article has the objective of carrying out an integrative review of the literature in English and Spanish on IQ and non-verbal intelligence as references for the consolidation of a holistic state of the art. The scope of the study is retrospective from 2013 to 2023, jointly, the use of the Integrative Review of Literature and its stages as guidelines for information filtering, highlighting the criteria for analysis of bibliographic information in the second stage, jointly, the RedENSO instrument to collate the data. The results denote that the literature related to IQ

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Ralli, Asimina M., Elisavet Chrysochoou, Petros Roussos, Kleopatra Diakogiorgi, Panagiota Dimitropoulou, and Diamanto Filippatou. "Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder." Brain Sciences 11, no. 5 (2021): 604. http://dx.doi.org/10.3390/brainsci11050604.

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Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the

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Van Cauwenberghe, Sofie, Stijn Schelfhout, Elisabeth Roels, et al. "Validating Rules: A non-verbal free fluid intelligence test." Intelligence 111 (July 2025): 101923. https://doi.org/10.1016/j.intell.2025.101923.

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Miklánková, Ludmila, Michaela Pugnerová, and Zdeněk Rechtik. "Coherence Among Children’s Verbal, Mathematical, Non-Verbal And Motor Skills." European Journal of Social & Behavioural Sciences 31, no. 2 (2022): 81–91. http://dx.doi.org/10.15405/ejsbs.314.

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The aim of the research is to explore the relationship between the level of cognitive abilities and motor skills of children in younger school age. The research group consisted of 150 children (boys 77, girls 73) from the 1st stage of primary schools in the Czech Republic with an average age of 9.35 ± 0.61 years. The MABC-2 (Movement Assessment Battery for Children-2) test battery was chosen to determine the level of motor skills in children. Cognitive abilities with a focus on verbal, quantitative component and fluid intelligence were monitored through the Cognitive Ability Test (CAT). The re

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Kolbasova, Khrystyna, Iryna Omelchenko, Vadym Кobylchenko, Olena Huliaieva, and Olha Vovchenko. "Psychological Analysis of Manifestations of Nonverbal Intelligence of Senior Pre-Schoolers in the Context of Inclusive Education." Journal of Intellectual Disability - Diagnosis and Treatment 11, no. 2 (2023): 87–96. http://dx.doi.org/10.6000/2292-2598.2023.11.02.3.

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Inclusive preschool education ensures the full development of pre-schoolers with disabilities and promotes their social adaptation. The use of visual material is one of the effective means of stimulating cognitive activity in the process of preschool inclusion. The success of its perception and assimilation depends on the level of non-verbal intelligence. Aim: The research aims to analyze the manifestations of non-verbal intelligence in healthy senior pre-schoolers and children with disabilities. Methods: The research involved theoretical methods of systematization and generalizati

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Coyle, Thomas. "Non-g Factors Predict Educational and Occupational Criteria: More than g." Journal of Intelligence 6, no. 3 (2018): 43. http://dx.doi.org/10.3390/jintelligence6030043.

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In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non

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Madjidova, Y. N., D. M. Mukhammadjonova, and G. S. Isakova. "EVALUATION OF THE EFFECTIVENESS OF ALCEBA IN CHILDREN WITH CEREBRAL PALSY BASED ON POTENTIAL INDICATORS OF COGNITIVE IMPAIRMENT." National Journal of Neurology 2, no. 21 (2021): 33–37. http://dx.doi.org/10.61788/njn.v2i21.05.

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We examined 72 patients with cerebral palsy at the age of nine to 17 years (mean age 11.33±2.1 years), of which 29 were girls, 43 were boys. Neuropsychological tests were performed (British Picture Vocabulary Scale (BPVS) test for verbal intelligence, Raven's test (Raven Progressive matrices) - to assess non-verbal intelligence and cognitive evoked potentials (CEP). In cerebral palsy, cognitive impairments in the form of disorders of memory, attention, thinking, verbal and non-verbal intelligence, and P300 cognitive evoked potentials tend to deteriorate, conditionally, with an increase in pare

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Stefanelli, Silvia, and Tracy Packiam Alloway. "Mathematical skills and working memory profile of children with borderline intellectual functioning." Journal of Intellectual Disabilities 24, no. 3 (2018): 358–66. http://dx.doi.org/10.1177/1744629518821251.

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Borderline intellectual functioning is a neurodevelopmental condition characterized by an intelligence quotient (IQ) in the range of 70–85. The present study aimed to investigate the mathematical abilities and the working memory of students with borderline intellectual functioning (BIF). The sample group included 10 year-old students with BIF ( n = 85) and with average non-verbal IQ ( n = 45). The children were assessed in non-verbal intelligence, numerical ability and working memory. Our results showed an impairment of mathematical skills, especially in the operation tasks, and working memory

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RUDENOK, Alla, Nataliia ZAKHARASEVYCH, Zinaida ANTONOVA, Tetiana ZHYLOVSKA, and Zoryana FALYNSKA. "Assessing the Level of Verbal Intelligence in Preschool Children as Important Element of Cognitive Abilities." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 11, no. 2 (2020): 189–98. https://doi.org/10.70594/brain/11.2/82.

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The article presents the concepts of verbal intelligence as one ofthe main elements of a person’s cognitive abilities, as well as basic criteriafor school readiness. The features of the theory of cognitive psychology,namely: the multiple intelligence of Howard Gardner, who identified eightbasic types of intelligence (linguistic, interpersonal, existential,naturalistic, musical, bodily-kinaesthetic, visual-spatial, logicalmathematical), are highlighted.In a theoretical study, we have analysed the general meaning of theconcept of intelligence from the point of view of cognitive psychology,

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Feklicheva, Inna, Ilya Zakharov, Nadezda Chipeeva, et al. "Assessing the Relationship between Verbal and Nonverbal Cognitive Abilities Using Resting-State EEG Functional Connectivity." Brain Sciences 11, no. 1 (2021): 94. http://dx.doi.org/10.3390/brainsci11010094.

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The present study investigates the relationship between individual differences in verbal and non-verbal cognitive abilities and resting-state EEG network characteristics. We used a network neuroscience approach to analyze both large-scale topological characteristics of the whole brain as well as local brain network characteristics. The characteristic path length, modularity, and cluster coefficient for different EEG frequency bands (alpha, high and low; beta1 and beta2, and theta) were calculated to estimate large-scale topological integration and segregation properties of the brain networks.

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Morrison, Gary, Ronan O'Carroll, and Robin McCreadie. "Long-term course of cognitive impairment in schizophrenia." British Journal of Psychiatry 189, no. 6 (2006): 556–57. http://dx.doi.org/10.1192/bjp.bp.105.016113.

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SummaryThe aim of this study was to examine the long-term course of cognitive impairment in people with schizophrenia. Forty-three people with schizophrenia were followed up over an average of 33 years along with a control group of 12 matched individuals free from psychosis. Cognitive function was assessed at baseline and follow-up. The participants with schizophrenia were found to show impairment in verbal and non-verbal intelligence at baseline compared with estimated premorbid scores, this was not found in the control group. At follow-up there was a significant decline in non-verbal intelli

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Pereverzeva, D. S., U. A. Mamokhina, E. Yu Davydova, A. A. Lopukhina, V. G. Arutiunian, and A. V. Khaustov. "Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder." Клиническая и специальная психология 10, no. 4 (2021): 137–61. http://dx.doi.org/10.17759/cpse.2021100407.

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The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KO

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PÉREZ FERNÁNDEZ, José Ignacio, and Maite GARAIGORDOBIL LANDAZABAL. "Relaciones de la socialización con inteligencia, autoconcepto y otros rasgos de la personalidad en niños de 6 años." Apuntes de Psicología 22, no. 2 (2004): 153–69. https://doi.org/10.55414/s3ct8q61.

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The main aim of this study is to analyze the relationship between social behaviour in the classroom with other developmental variables such as intelligence, self-concept andother traits of child personality. In addition, it also attempts to identify predictive variables of children’s social adaptation in scholar settings. The sample consists of 135 6-year-old subjects, 59 male and 76 female, proceeding from fi ve public and private schools. The variables evaluated with the 4 administered instruments are: positive and negative social behaviours with peers (BAS-1), verbal and non-verbal intellig

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Dmitrieva, Anna Vsevolodovna. "Features of professional self-actualization of university students – future secondary school teachers taking into account the level of development of the non-verbal component of their social intelligence." Pedagogy. Issues of Theory and Practice 8, no. 12 (2023): 1260–67. http://dx.doi.org/10.30853/ped20230178.

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The work aims to identify the features of professional self-actualization of university students – future secondary school teachers in connection with the development of the non-verbal component of their social intelligence. The paper describes the process of conducting a study consisting of the theoretical and the empirical stages and oriented towards achieving the specified aim. The scientific novelty of the research lies in identifying the nonlinear nature of the relationships between the features of professional self-actualization of future teachers and the level of development of the non-

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Blazhenkova, Olesya, and Maria Kozhevnikov. "Visual-object ability: A new dimension of non-verbal intelligence." Cognition 117, no. 3 (2010): 276–301. http://dx.doi.org/10.1016/j.cognition.2010.08.021.

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Salma Attakhidijah and Muhroji. "Verbal and Non-Verbal Reinforcement Approaches On Emotional Control To Increase Elementary School Students’ Confidence." Jurnal Ilmiah Sekolah Dasar 6, no. 3 (2022): 494–500. http://dx.doi.org/10.23887/jisd.v6i3.49806.

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There are still many teachers who sometimes don't realize that emotional intelligence and self-confidence have a related unity where if someone has been able to control himself and have emotional intelligence, students will be able to place themselves in all situations. Verbal and non-verbal approaches are used to be able to motivate someone such as praise, and applause. This study aims to analyze how verbal and non-verbal approaches are in controlling emotions so that they can make students have individual self-confidence. In this study, this research method used a qualitative descriptive met

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Granados Romero, John, Catalina Vargas Pérez, and Carlos Barros Bastidas. "Impact of digital transformation on academic performance: A study at the Minerva Educational Unit (2023)." Revista Iberoamericana de educación 9, no. 1 (2025): 32–42. https://doi.org/10.31876/rie.v9i1.286.

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This bibliographic review article has the objective of carrying out an integrative review of the literature in English and Spanish on IQ and non-verbal intelligence as references for the consolidation of a holistic state of the art. The scope of the study is retrospective from 2013 to 2023, jointly, the use of the Integrative Review of Literature and its stages as guidelines for information filtering, highlighting the criteria for analysis of bibliographic information in the second stage, jointly, the RedENSO instrument to collate the data. The results denote that the literature related to IQ

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Jovanovic, Dragan, Milan Novakovic, Aleksandra Salamadić, Novica Petrovic, and Sanja Maric. "Analysis of the relation between intelligence and criminal behavior." Journal of Health Sciences 2, no. 3 (2012): 224–31. http://dx.doi.org/10.17532/jhsci.2012.42.

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Introduction: One of the cognitive aspects of personality is intelligence. A large number of previous studies have shown that the intelligence within the criminal population is decreased, particularly in its verbal aspect.The aim of this study is to determine whether there is a link between intelligence and criminal behavior and how it is manifested.Methods: The research involved criminal inmates of the Correctional institutes of Republic of Srpska and Court Department of Psychiatry Clinic Sokolac who committed homicide and various non-homicide acts. Thetest group consisted of 60 inmates who h

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Hong, Jong Youl. "A Study on the Importance of Nonverbal Behavior as Intercultural Competence: Focusing on the Theory of Cultural Intelligence." Academic Association of Global Cultural Contents 52 (August 31, 2022): 143–61. http://dx.doi.org/10.32611/jgcc.2022.8.52.143.

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In this paper, I will first examine the overall correlation between CQ-Action and communication. At this time, I would like to focus on understanding which aspect the CQ-Action theory focuses on in human-to-human communication. And based on this understanding, I would like to examine the core of what kind of research achievements have been made in the past by tracing the diachronic flow of the non-verbal behaviors research area. Next, I will examine the implications of non-verbal behaviors due to cultural differences through the case of a single non-verbal domain called gesture. To this end, I

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Katayose, Haruhiro, Keiji Hirata, Kenzi Noike, et al. "Toward Computer-supported Design for Non-verbal Media." Transactions of the Japanese Society for Artificial Intelligence 20 (2005): 129–38. http://dx.doi.org/10.1527/tjsai.20.129.

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Smirnova, O. M., and S. S. Belova. "Intellectual abilities of adolescents and qualitative characteristics of their social argumentation." Современная зарубежная психология 7, no. 2 (2018): 39–48. http://dx.doi.org/10.17759/jmfp.2018070204.

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The article focuses on the issue of relation of general and social intelligence and illustrates it by the results of correlational study of adolescents’ intelligence and quality of their social argumentation. It was revealed that it is verbal intelligence, not a non-verbal one, that forms correlations with argumentation qualities. These correlations could be productive as well as counter-productive with respect to the quality of social discussion. The obtained results are considered within the context of discussion about general and social intelligence balance with the focus on the functional

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Brambila-Tapia, Aniel Jessica Leticia, Aris Judit Miranda-Lavastida, Nancy Araceli Vázquez-Sánchez, et al. "Association of Health and Psychological Factors with Academic Achievement and Non-Verbal Intelligence in University Students with Low Academic Performance: The Influence of Sex." International Journal of Environmental Research and Public Health 19, no. 8 (2022): 4804. http://dx.doi.org/10.3390/ijerph19084804.

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Academic achievement, measured with the grade point average (GPA), is a stable characteristic that has been associated with many sociodemographic and psychological variables; however, the relation of these variables with GPA has not been totally elucidated. The objective of this study was to perform an association of health, psychological and personal variables with GPA and non-verbal intelligence in low-academic performance population according to sex. We invited health sciences university students who had failed the same subject twice to complete a set of sociodemographic and psychological v

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Et. al., Dr Ziyad Kamel Ellala,. "The Level of Multiple Intelligences of Deaf Adult Students at Al-Ain University and The University of Tabuk." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 549–67. http://dx.doi.org/10.17762/turcomat.v12i4.537.

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The study aimed to identify the level of multiple intelligences among deaf adult students, attending both Al-Ain University and the University of Tabuk from their point of view in the light of multiple variables (including sex, university, employment). The study sample consisted of 82 deaf students divided among two groups. Thirty two (32) students were from Al-Ain University distributed 1 2) Student ) 11 (student. From Tabuk University fifty (50) students were distributed into two groups of students numbering (23) and (27) respectively. To achieve the objectives of the study a scale developed

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Cepero, Álvaro, Albert Clapés, and Sergio Escalera. "Automatic non-verbal communication skills analysis: A quantitative evaluation." AI Communications 28, no. 1 (2015): 87–101. http://dx.doi.org/10.3233/aic-140617.

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Veena, C. N., C. Vastrad B, and T. M. Nandan. "STUDY OF NON VERBAL IQ AMONG CONGENITALLY DEAF CHILDREN." International Journal of Basic and Applied Physiology 7, no. 1 (2018): 22–26. https://doi.org/10.5281/zenodo.4480472.

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Background & Objectives: A person’s intelligence depends on his capacity to understand his impulses as quickly as possible and direct his behaviour. Hearing gives a child the acoustic correlates of physical world. The primary consequence of childhood deafness is that it blocks the development of spoken language. However due to cross modal plasticity, when auditory information is unavailable, the brain allocates more of its resources for processing visual information. The Objective of the present study was to test non verbal IQ in congenitally deaf children using Raven’s Standar

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Anunciação, Luis, Louise Marques, Christopher Murray, et al. "Psychometric properties of a brief non-verbal test of g factor intelligence." Journal of Psychological Perspective 6, no. 1 (2024): 47–62. http://dx.doi.org/10.47679/jopp.617532024.

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Intelligence is the most studied construct in psychology and cognitive neuroscience. In Brazil, the administration of intelligence tests is needed for a number of social rights, including driving privileges. Such requirements have led to a large testing industry but the vast majority of intelligence tests require extended administration times and language skills. In this study, we sought to investigate the psychometric properties and normative results of a new non-verbal intelligence test, the General Matrix of Intelligence (GMI). The GMI is comprised of 28 matrix-based items and can be admini

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Ger, Ebru, and Claudia M. Roebers. "The Relationship between Executive Functions, Working Memory, and Intelligence in Kindergarten Children." Journal of Intelligence 11, no. 4 (2023): 64. http://dx.doi.org/10.3390/jintelligence11040064.

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Executive functions (EF), working memory (WM), and intelligence are closely associated, but distinct constructs. What underlies the associations between these constructs, especially in childhood, is not well understood. In this pre-registered study, along with the traditional aggregate accuracy and RT-based measures of EF, we investigated post-error slowing (PES) in EF as a manifestation of metacognitive processes (i.e., monitoring and cognitive control) in relation to WM and intelligence. Thereby, we aimed to elucidate whether these metacognitive processes may be one underlying component to e

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Khabbaz Azar, Fariba, Zohreh Seifoori, and Saeideh Ahangari. "Teachers’ Emotional Intelligence and Learner's Perceptions of Their Teachers’ Verbal and Non-Verbal Immediacy across Teacher’s Gender." Journal of Adolescent and Youth Psychological Studies 5, no. 11 (2024): 130–38. https://doi.org/10.61838/kman.jayps.5.10.16.

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Objective: This study aims to examine the relationship between teachers' Emotional Intelligence (EI) and learners' perceptions of their teachers' verbal and non-verbal immediacy across gender in the Iranian EFL context. Methods and Materials: A descriptive-correlational design was employed, involving 210 learners (91 males and 119 females) and 30 teachers (13 males and 17 females) from three language institutes in Tabriz, Iran. Data were collected using the Verbal Immediacy Measure (VIM), Non-Verbal Immediacy Measure (NIM), and the Emotional Quotient Inventory (EQ-i). The data were analyzed us

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Wara, Yefta Luji, Suryanto Suryanto, and Dyan Evita Santi. "Relationship Between School Climate and Emotional Intelligence with Students' Verbal Aggression Behavior." International Journal of Research in Counseling 2, no. 1 (2023): 58–69. http://dx.doi.org/10.55849/ijrc.v2i1.46.

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Verbal aggression is a very worrying phenomenon because humans basically need each other in their social life every day, frequent acts of verbal aggression make this behavior reasonable and even considered to have no serious impact. The purpose of this study was to determine the relationship between School Climate and Emotional Intelligence with Verbal Aggressive Behavior. This research is a quantitative research with a correlation type. Data collection techniques in this study were in the form of the School Climate scale, the Emotional Intelligence scale and the verbal aggression scale. the s

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Kolbasova, Kh V. "FEATURES OF USING TECHNOLOGIES OF NON-VERBAL INTELLIGENCE IN SPECIAL PSYCHOLOGY." Habitus, no. 37 (2022): 117–21. http://dx.doi.org/10.32843/2663-5208.2022.37.21.

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Terrón-López, M. José, Rosa M. RodríguezJiménez, Paloma J. Velasco-Quintana, and Mª del Mar Caja-. "Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication." Literacy Information and Computer Education Journal 4, no. 3 (2013): 1149–56. http://dx.doi.org/10.20533/licej.2040.2589.2013.0152.

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Davydova, Yulia, Ilia Zakharov, Irina Lysenkova, Tamara Malykh, and Victoria Ismatullina. "Non-Verbal Intelligence in Primary School Students: A Cross-Cultural Study." ITM Web of Conferences 10 (2017): 03002. http://dx.doi.org/10.1051/itmconf/20171003002.

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Panev, A. S., T. A. Tserne, A. S. Polugrudov, et al. "Association of chronotype and social jetlag with human non-verbal intelligence." Chronobiology International 34, no. 7 (2017): 977–80. http://dx.doi.org/10.1080/07420528.2017.1324473.

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Høie, B., A. Mykletun, K. Sommerfelt, H. Bjørnæs, H. Skeidsvoll, and P. E. Waaler. "Seizure-related factors and non-verbal intelligence in children with epilepsy." Seizure 14, no. 4 (2005): 223–31. http://dx.doi.org/10.1016/j.seizure.2004.10.006.

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Korashvili, N. Sh, and Kh A. Osmanova. "The Correlation of Professional Identity and Non-Verbal Intelligence in Adolescents." Herald of Dagestan State University 38, no. 4 (2023): 150–57. http://dx.doi.org/10.21779/2542-0313-2023-38-4-150-157.

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Martins, Ana Azevedo, Cristiano Mauro Assis Gomes, Ana Filipa Alves, and Leandro da Silva Almeida. "The Structure of Intelligence in Childhood: Age and Socio-Familiar Impact on Cognitive Differentiation." Psychological Reports 121, no. 1 (2017): 79–92. http://dx.doi.org/10.1177/0033294117723019.

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The Cattell-Horn-Carroll theory is the principal model at present to define and assess intelligence. However, several authors have suggested that the structure of intelligence is not stable throughout life. For example, children tend to present a general ability, which is invested in the development of specific and differentiated abilities during adolescence, reflecting the effect of schooling, experiences, and interests. In this study, an intelligence nine subtests battery was applied to a sample of 470 5-, 7-, and 9-year-old Portuguese children, from public and private basic schools. Two str

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Franić, Sanja, Conor V. Dolan, Catherina E. M. van Beijsterveldt, Hilleke E. Hulshoff Pol, Meike Bartels, and Dorret I. Boomsma. "Genetic and Environmental Stability of Intelligence in Childhood and Adolescence." Twin Research and Human Genetics 17, no. 3 (2014): 151–63. http://dx.doi.org/10.1017/thg.2014.26.

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The present study examined the genetic and environmental contributions to the temporal stability of verbal, non-verbal and general intelligence across a developmental period spanning childhood and adolescence (5–18 years). Longitudinal twin data collected in four different studies on a total of 1,748 twins, comprising 4,641 measurement points in total, were analyzed using genetic adaptations of the simplex model. The heterogeneity in the type of instrument used to assess psychometric intelligence across the different subsamples and ages allowed us to address the auxiliary question of how to op

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Smoak, Harry. "Machinic articulations: experiments in non-verbal explanation." AI & SOCIETY 26, no. 2 (2010): 137–42. http://dx.doi.org/10.1007/s00146-010-0293-3.

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ROSSELLI, MÓNICA, ALFREDO ARDILA, LAXMI N. LALWANI, and IDALY VÉLEZ-URIBE. "The effect of language proficiency on executive functions in balanced and unbalanced Spanish–English bilinguals." Bilingualism: Language and Cognition 19, no. 3 (2015): 489–503. http://dx.doi.org/10.1017/s1366728915000309.

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This study analyzed the association between levels of language proficiency and levels of bilingualism and performance on verbal and nonverbal executive functions (working memory, updating, shifting, and inhibition tasks) in young bilinguals. Forty balanced (high and low proficiency), 34 unbalanced bilinguals, and 40 English monolinguals, were selected. The Bilingual Verbal Ability Test was used as a measure of language proficiency; WAIS Block design test was used as a measure of non-verbal intelligence. High proficiency balanced bilinguals performed better than low proficiency balanced bilingu

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Bouchefra, Said, Amal Azeroual, Hassan Boudassamout, Khalid Ahaji, Abdelhakim Ech-chaouy, and Abdellatif Bour. "Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco." Journal of Intelligence 10, no. 3 (2022): 60. http://dx.doi.org/10.3390/jintelligence10030060.

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Interest in identifying factors influencing educational success is growing. It is often observed that a group of students share the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aimed to substantiate this fact by investigating the association between non-verbal fluid intelligence and academic performance in a population of schoolchildren in Eastern Morocco. The investigation was a cross-sectional study based on a self-administered questio

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El Marroun, Hanan, Tonya J. White, Guillen Fernandez, et al. "Prenatal exposure to selective serotonin reuptake inhibitors and non-verbal cognitive functioning in childhood." Journal of Psychopharmacology 31, no. 3 (2016): 346–55. http://dx.doi.org/10.1177/0269881116665335.

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Selective serotonin reuptake Inhibitors (SSRIs) are frequently used during pregnancy. Evidence about the long-term consequences of prenatal SSRI exposure on child neurodevelopment is controversial. We prospectively investigated whether prenatal SSRI exposure was associated with childhood non-verbal cognition in a population-based study, and contrasted it to exposure to depressive symptoms (without SSRIs). We included 71 children prenatally exposed to SSRIs, 385 children prenatally exposed to maternal depressive symptoms and 5427 unexposed children. Child executive functioning was assessed by m

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Stella, Marianna, and Paul E. Engelhardt. "Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences." Brain Sciences 12, no. 2 (2022): 209. http://dx.doi.org/10.3390/brainsci12020209.

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This study examined the comprehension of passive sentences in order to investigate whether individuals with dyslexia rely on parsing heuristics in language comprehension to a greater extent than non-dyslexic readers. One hundred adults (50 dyslexics and 50 controls) read active and passive sentences, and we also manipulated semantic plausibility. Eye movements were monitored, while participants read each sentence, and afterwards, participants answered a comprehension question. We also assessed verbal intelligence and working memory in all participants. Results showed dyslexia status interacted

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