Relevant bibliographies by topics / Nonverbal intelligence tests

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Academic literature on the topic 'Nonverbal intelligence tests'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Nonverbal intelligence tests"

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Morand, David A. "Family Size and Intelligence Revisited: The Role of Emotional Intelligence." Psychological Reports 84, no. 2 (1999): 643–49. http://dx.doi.org/10.2466/pr0.1999.84.2.643.

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Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the
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Benson, Nicholas, John H. Kranzler, and Randy G. Floyd. "Exploratory and Confirmatory Factor Analysis of the Universal Nonverbal Intelligence Test–Second Edition: Testing Dimensionality and Invariance Across Age, Gender, Race, and Ethnicity." Assessment 27, no. 5 (2018): 996–1006. http://dx.doi.org/10.1177/1073191118786584.

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This study examined key assumptions underlying the interpretation of one of the most widely used multidimensional nonverbal tests of intelligence, the Universal Nonverbal Intelligence Test–Second Edition (UNIT2). Specifically, we examined the dimensionality of the UNIT2 and the interpretive relevance of its factors. We also examined the invariance of constructs measured by the UNIT2 across age groups, gender, race, and ethnicity. Structural analyses were conducted using data from 1,802 individuals aged 5 to 21 years who participated in the norming of the UNIT2. Results indicate that the UNIT2
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Glenn Schellenberg, E. "Music Lessons, Emotional Intelligence, and IQ." Music Perception 29, no. 2 (2011): 185–94. http://dx.doi.org/10.1525/mp.2011.29.2.185.

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musically trained and untrained participants were administered tests of emotional intelligence and IQ. As in previous research, trained participants scored higher than untrained participants on the IQ Composite score and on its Verbal and Nonverbal subtests. The advantage for the trained group on the Composite score and on the Nonverbal subtest was evident even when gender, parents' education, family income, and first language were held constant. The groups performed similarly, however, on the test of emotional intelligence, and scores on the IQ test were only weakly correlated with scores on
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Alves, Ana-Filipa, Ana Martins, and Leandro S. Almeida. "Interactions between Sex, Socioeconomic Level, and Children's Cognitive Performance." Psychological Reports 118, no. 2 (2016): 471–86. http://dx.doi.org/10.1177/0033294116639428.

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This study assesses the interactions between sex, socioeconomic level, and children’s cognitive performance. Cognitive performance was measured for a sample of 453 Portuguese children, aged between 4 and 10 years, with 218 boys and 235 girls; verbal and nonverbal cognitive ability and intelligence quotient were measured by the Cognitive Skills Scale for Children. Multivariate analysis of variance assessed the effects of sex and family’s socioeconomic level on intelligence quotient. A statistically significant interaction between sex and socioeconomic level was observed for nonverbal intelligen
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Obeid, Rita, and Patricia J. Brooks. "Associations Between Manual Dexterity and Language Ability in School-Age Children." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 982–94. http://dx.doi.org/10.1044/2018_lshss-17-0124.

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Purpose We aimed to determine whether individual differences in manual dexterity are associated with specific language skills (nonword repetition, receptive vocabulary, and receptive grammar) after controlling for nonverbal abilities (visual–spatial working memory and intelligence). Method We assessed manual dexterity using the pegboard task and examined relationships with verbal and nonverbal abilities in a diverse community sample of children ( N = 63, mean age = 8;2 [year;months], range: 6;0–10;8) varying in language ability (Comprehensive Evaluation of Language Fundamentals–Fourth Edition
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Milanowicz, Anna. "Irony as a Means of Perception Through Communication Channels. Emotions, Attitude and IQ Related to Irony Across Gender." Psychology of Language and Communication 17, no. 2 (2013): 115–32. http://dx.doi.org/10.2478/plc-2013-0008.

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AbstractThe paper explores why certain adults are, or at least consider themselves to be, more ironic than others. The study looked at comprehension and application of irony compared to subjective affective evaluation of irony reported by Polish-speaking adults and with relation to nonverbal intelligence measured with the Wechsler Adult Intelligence Scale-Revised-Polish versions (WAIS-R(PL), 2004). Fifty-four subjects aged 20-66 years (28 females and 26 males) participated in Study 1 on subjective perception of irony. The comprehension, emotional valence and social functions of ironic meanings
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Yudiana, Whisnu, Airin Triwahyuni, and Hery Susanto. "Multidimensional Rasch Analysis of Gender Differences in Tes Intelegensi Kolektif Indonesia–Tinggi (TIKI-T)." JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) 12, no. 1 (2023): 1–16. http://dx.doi.org/10.15408/jp3i.v12i1.20417.

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The empirical evidence on gender differences in the g-factor or general intelligence and various cognitive abilities remains contradictory. Some studies have found that there are no gender differences in general intelligence, while others have found differences between genders in verbal, spatial, and numerical abilities as measured by standardized cognitive tests. This study aims to examine the presence of differential item functioning (DIF) on standardized tests that measure verbal, numerical, and spatial/nonverbal abilities, as well as gender differences in item level. The multidimensional R
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Umphress, Thomas B. "A Comparison of Low IQ Scores From the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale— Third Edition." Intellectual and Developmental Disabilities 46, no. 3 (2008): 229–33. http://dx.doi.org/10.1352/2008.46:229-233.

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Abstract 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
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Braden, Jeffery P., Christine E. Kostrubala, and Jocelyn Reed. "Why Do Deaf Children Score Differently on Performance vs. Motor-Reduced Nonverbal Intelligence Tests?" Journal of Psychoeducational Assessment 12, no. 4 (1994): 357–63. http://dx.doi.org/10.1177/073428299401200405.

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Oliveira, Maira Okada de, Ricardo Nitrini, Mônica Sanches Yassuda, and Sonia Maria Dozzi Brucki. "Vocabulary Is an Appropriate Measure of Premorbid Intelligence in a Sample with Heterogeneous Educational Level in Brazil." Behavioural Neurology 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/875960.

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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 measu
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Dissertations / Theses on the topic "Nonverbal intelligence tests"

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Villarreal, Carlo Arlan. "An analysis of the reliability and validity of the Naglieri Nonverbal Ability Test (NNAT) with English language Learner (ELL) Mexican American children." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3850.

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The purpose of this study was to investigate the reliability and validity of the results of the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) with a sample of English Language Learner (ELL) Mexican American children and to compare the performance on the NNAT of 122 ELL Mexican American children with children from the standardization sample. The rationale for conducting this study was the need to identify culturally sensitive and technically adequate nonverbal measures of ability for the fastest growing minority group within America’s public schools today, Mexican American children.
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Wagener, Jeanie P. "The correlation between correct verbal and nonverbal responses on an intelligence test and expressive language test score." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4241.

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The purpose of this study was to examine the relationship between verbal and nonverbal indices of intelligence from an infant development scale given at approximately two years of age with scores on an expressive language test administered to the same children two years later. The questions this study sought to answer were: (1) is there a difference between the number of verbal and nonverbal items passed at 18-34 months by a group of normal children and a group of late talkers, (2) is there a significant relationship between correct verbal and nonverbal responses on an inf ant development test
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EMERLING, FRED MARTIN III. "NONVERBAL COGNITIVE MEASURES AS PREDICTORS OF ACADEMIC SUCCESS FOR CHILDREN FROM ANGLO AND HISPANIC CULTURES." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188046.

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One hundred and fifteen second and third grade Anglo and Hispanic boys and girls from an isolated rural town in Arizona were tested on two nonverbal measures of cognitive skills to ascertain their predictive validity and ethnic bias. Bias was addressed by regression analysis, a technique that allows for the comparison of slopes and intercepts for two or more groups. The children from both ethnics were roughly equated on SES variables due to the location and nature of the community. The Raven's Coloured Test of Cognitive Skills (NTCS) were employed to predict the state-mandated California Achie
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Barbosa, Anna Carolina Cassiano. "Busca por evidências de validade do teste de inteligência não-verbal (Toni-3) para escolares surdos." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1676.

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Made available in DSpace on 2016-03-15T19:40:28Z (GMT). No. of bitstreams: 1 Anna Carolina Cassiano Barbosa.PDF: 1109082 bytes, checksum: e400ae0174828930299ab0c8ff0a22e8 (MD5) Previous issue date: 2008-01-22<br>Fundo Mackenzie de Pesquisa<br>The assessment of intelligence in deaf children has been a challenge for psychologists since deafness bring many consequences for the cognitive development of these children. The lack of appropriate tools to this population has done with the deaf are considered disabled when compared with hearing pairs. Thus, studies that consider the impact of deafne
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Lillis, Wanda T. "Correlations of the differential ability scales with the Matrix Analogies Test and the Draw a Person : a quantitative scoring system /." Connect to this title online, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1107353171.

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Kunda, Maithilee. "Visual problem solving in autism, psychometrics, and AI: the case of the Raven's Progressive Matrices intelligence test." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47639.

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Much of cognitive science research and almost all of AI research into problem solving has focused on the use of verbal or propositional representations. However, there is significant evidence that humans solve problems using different representational modalities, including visual or iconic ones. In this dissertation, I investigate visual problem solving from the perspectives of autism, psychometrics, and AI. Studies of individuals on the autism spectrum show that they often use atypical patterns of cognition, and anecdotal reports have frequently mentioned a tendency to "think visually." I
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Richardson, Erin. "Reliability and Validity of the Universal Nonverbal Intelligence Test for Children with Hearing Impairments." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/921.

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This researcher investigated the reliability and validity of the Universal Nonverbal Intelligence Test (UNIT) for a hearing-impaired population. The subjects consisted of 15 hearing-impaired children between the ages of five and eight who are are enrolled in special education programs for the hearing-impaired. Three week test-retest reliability coefficients were moderate to high for all subtests (.65 to .89) and high for all scales and the total score (.88 to .96). Intracorrelations support the structure of the UNIT in that subtests demonstrated high correlations with the scale they were purpo
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Pendley, Julia. "Test-Relief Reliability of the Universal Nonverbal Intelligence Test with Children Diagnosed with Attention Deficit Hyperactivity Disorder." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/627.

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The Universal Nonverbal Intelligence Test (Bracken & McCallum, 1998 [UNIT]) is a relatively new intelligence test that is administered in an entirely nonverbal way. Research supports the use of this test with special populations such as those with learning disabilities, those who are intellectually gifted, as well as with those who have speech/language impairments (Bracken & McCallum, 1998). One population not accounted for in the test's standardization sample are children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study investigates the test-retest reliability of the
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Parmar, Rene S. (Rene Sumangala). "Cross-Cultural Validity of the Test of Non-Verbal Intelligence." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332395/.

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The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data we
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Antonio, Daniela Aguilera Moura. "Evidências de validade e fidedignidade da Bateria de Visualização e Raciocínio da Leiter-R em crianças de 2 e 3 anos de idade." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/1612.

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Made available in DSpace on 2016-03-15T19:40:04Z (GMT). No. of bitstreams: 1 Daniela Aguilera Moura Antonio.pdf: 3227595 bytes, checksum: 13f68f34c956d0858fb8c908b4721f80 (MD5) Previous issue date: 2013-08-08<br>Fundo Mackenzie de Pesquisa<br>The cognitive assessment in childhood enables early detection of cognitive deficits, allowing for more effective intervention. In Brazil, there is a shortage of cognitive assessment instruments available for children under 5 years old. Among the international instruments, highlights the Leiter International Performance Scale-Revised (Leiter-R) used for
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Books on the topic "Nonverbal intelligence tests"

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Hammill, Donald D. Comprehensive test of nonverbal intelligence. Pro-Ed, 1997.

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McCallum, R. Steve. Essentials of nonverbal assessment. Wiley, 2001.

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Steve, McCallum R., ed. Handbook of nonverbal assessment. Kluwer Academic/Plenum Publishers, 2003.

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Hammill, Donald D. Examiner's manual: Comprehensive test of nonverbal intelligence. Pro-ed, 1997.

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Kristiansen, Irene. Nonverbal intelligence and foreign language learning. Dept. of Education, University of Helsinki, 1990.

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Gardner, Morrison F. C(I)T:nv: Cognitive(Intelligence) Test : nonverbal : discrimination and analogy : manual. Psychological and Educational Publications, 2000.

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Laros, J. A. Construction and validation of the SON-R 5 1/2-17, the Snijders-Oomen non-verbal intelligence test. Wolters-Noordhoff, 1991.

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Brown, Linda. TONI-3: A language-free measure of cognitive ability. Pro-Ed, 1997.

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Howard Andrew Knox: Pioneer of intelligence testing at Ellis Island. Columbia University Press, 2011.

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Raven, J. C. Standard progressive matrices. Oxford Psychologists Press, 1996.

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Book chapters on the topic "Nonverbal intelligence tests"

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Kamphaus, Randy W. "Nonverbal Tests." In Clinical Assessment of Child and Adolescent Intelligence. Springer US, 2005. http://dx.doi.org/10.1007/978-0-387-29149-9_16.

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Brown, Linda. "Test of Nonverbal Intelligence." In Handbook of Nonverbal Assessment. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0153-4_10.

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Nelson, Brett R., Andrea Morillas-Brown, and Grace Boyd. "Universal Nonverbal Intelligence Test." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2993.

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McCallum, R. Steve. "The Universal Nonverbal Intelligence Test." In Handbook of Nonverbal Assessment. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0153-4_5.

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Pearson, Nils. "Comprehensive Test of Nonverbal Intelligence." In Handbook of Nonverbal Assessment. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0153-4_7.

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Antonson, Andrea E. "Universal Nonverbal Intelligence Test (UNIT)." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_440.

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Hammill, Donald D., and Nils Pearson. "Comprehensive Test of Nonverbal Intelligence: Second Edition." In Handbook of Nonverbal Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50604-3_10.

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Friedlander Moore, Alex, R. Steve McCallum, and Bruce A. Bracken. "The Universal Nonverbal Intelligence Test: Second Edition." In Handbook of Nonverbal Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50604-3_7.

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, et al. "Test of Nonverbal Intelligence (TONI-4)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1784.

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Fopiano, Joy. "Test of Nonverbal Intelligence (TONI-4)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1784.

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Conference papers on the topic "Nonverbal intelligence tests"

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Semak, M. R., R. D. Dietz, R. H. Pearson, and C. W. Willis. "Predicting FCI gain with a nonverbal intelligence test." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789731.

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Reports on the topic "Nonverbal intelligence tests"

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Wagener, Jeanie. The correlation between correct verbal and nonverbal responses on an intelligence test and expressive language test score. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6125.

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