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Journal articles on the topic 'Nonverbal intelligence tests'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2024

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1

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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Conzelmann, Kristin, Susanne Weis, and Heinz-Martin Süß. "New Findings About Social Intelligence." Journal of Individual Differences 34, no. 3 (2013): 119–37. http://dx.doi.org/10.1027/1614-0001/a000106.

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Social intelligence (SI) is an ability construct with a long history in scientific psychology which has yet to be clearly established. SI tests show low convergent validity and can hardly be distinguished from academic intelligence. This may be the result of conceptual ambiguity and a lack of reliable and valid performappance tests that apply nonverbal stimuli. The Magdeburg Test of Social Intelligence (MTSI) is a new multimedia-based performance test battery relying on a potential-based concept of SI. It presently comprises subtests for social understanding, social memory, and social percepti

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Sewell, Kenneth W., Ronald G. Downey, and E. Robert Sinnett. "Convergence and Divergence of Clinical Memory Tests." Psychological Reports 62, no. 1 (1988): 291–97. http://dx.doi.org/10.2466/pr0.1988.62.1.291.

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Although there are many methods used to measure memory, there is surprisingly little agreement as to the validity of these measures. This study was designed to assess the convergent and divergent validity of several different memory measures. 60 college students served as subjects in the study. A moderate degree of convergent validity was found for the memory scales. A principal component analysis gave two major factors, memory for verbal and nonverbal materials. Controlling for intelligence (Quick Test) did not substantially reduce the convergent validity of the memory measures, establishing

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Gyldenkærne, Pia, Harvey Dillon, Mridula Sharma, and Suzanne C. Purdy. "Attend to This: The Relationship between Auditory Processing Disorders and Attention Deficits." Journal of the American Academy of Audiology 25, no. 07 (2014): 676–87. http://dx.doi.org/10.3766/jaaa.25.7.6.

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Background: Children clinically diagnosed with auditory processing disorders (APDs) are often described as easily distracted and inattentive, leading some researchers to propose that APDs might be a consequence of underlying attention difficulties or a subtype of attention disorders. Purpose: The aim of this study was to investigate the link between AP and attention by determining the relationship between performance on an auditory and visual sustained attention task and performance on a common APD test battery. Research Design: This study was a cross-sectional correlation study of school-aged

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Reid, J. M. V. "Standardized Ability Testing for Vocational Rehabilitation in Visually Impaired Adults: A Literature Review." Journal of Visual Impairment & Blindness 91, no. 6 (1997): 546–54. http://dx.doi.org/10.1177/0145482x9709100606.

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This article reviews the past research on ability testing for adults who are visually impaired. The verbal scales of the Wechsler Adult Intelligence Scale-Revised were found to be widely accepted as measures of verbal ability with these clients. However, relying solely on verbal assessment has its limitations, both theoretically and practically. Many attempts have been made to develop and adapt nonverbal tests for visually impaired adults. To date, none of the tests reviewed are established as reliable and valid, indicating an ongoing need for further research.

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Venkataraman, Hariharan, and Srinivasan Venkatesan. "Assessing Intelligence in Deaf and Hard of Hearing: A Narrative Review." Journal of Indian Speech Language & Hearing Association 38, no. 1 (2024): 13–18. http://dx.doi.org/10.4103/jisha.jisha_13_24.

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Abstract People with deafness or hard of hearing (DHH) are mistaken to be less intelligent, due to their poor spoken language skills. In the past, the expression “deaf-and-dumb” denoted that there was no difference between mentally challenged people and those who are deaf. This false impression was caused by earlier verbally heavy intelligence quotient tests, which were later fully corrected or fixed with the invention and usage of a large number of nonverbal or performance-based intelligence tests. This narrative review, which is based on secondary sources including 76 published studies in in

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Phillips, Jannel, Susan Wiley, Holly Barnard, and Jareen Meinzen-Derr. "Comparison of two nonverbal intelligence tests among children who are deaf or hard-of-hearing." Research in Developmental Disabilities 35, no. 2 (2014): 463–71. http://dx.doi.org/10.1016/j.ridd.2013.11.020.

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Miller, Carol A., and Erin Gilbert. "Comparison of performance on two nonverbal intelligence tests by adolescents with and without language impairment." Journal of Communication Disorders 41, no. 4 (2008): 358–71. http://dx.doi.org/10.1016/j.jcomdis.2008.02.003.

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Jedrczak, Andrew, Michael Toomey, and Geoffrey Clements. "The TM-Sidhi programme, age, and brief tests of perceptual-motor speed and nonverbal intelligence." Journal of Clinical Psychology 42, no. 1 (1986): 161–64. http://dx.doi.org/10.1002/1097-4679(198601)42:1<161::aid-jclp2270420127>3.0.co;2-w.

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19

Stothard, Susan E., Margaret J. Snowling, D. V. M. Bishop, Barry B. Chipchase, and Carole A. Kaplan. "Language-Impaired Preschoolers." Journal of Speech, Language, and Hearing Research 41, no. 2 (1998): 407–18. http://dx.doi.org/10.1044/jslhr.4102.407.

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This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language control

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Fletcher, Annalise, Megan McAuliffe, Sarah Kerr, and Donal Sinex. "Effects of Vocabulary and Implicit Linguistic Knowledge on Speech Recognition in Adverse Listening Conditions." American Journal of Audiology 28, no. 3S (2019): 742–55. http://dx.doi.org/10.1044/2019_aja-heal18-18-0169.

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Purpose This study aims to examine the combined influence of vocabulary knowledge and statistical properties of language on speech recognition in adverse listening conditions. Furthermore, it aims to determine whether any effects identified are more salient at particular levels of signal degradation. Method One hundred three young healthy listeners transcribed phrases presented at 4 different signal-to-noise ratios, which were coded for recognition accuracy. Participants also completed tests of hearing acuity, vocabulary knowledge, nonverbal intelligence, processing speed, and working memory.

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Maryniak, Agnieszka. "How children with developmental language disorders solve nonverbal tasks." Psychology of Language and Communication 26, no. 1 (2022): 154–68. http://dx.doi.org/10.2478/plc-2022-0008.

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Abstract While solving tasks that test their intelligence, children suffering from developmental language disorders (DLD) usually receive lower scores than their typically developing (TD) peers. The present study aimed to assess how children with DLD solve typical nonverbal tasks. Sixty-five children (ages 6-9 years), monolingual users of the Polish language, participated in this study (34 with DLD, 31 TD). The Test of Language Development (TLD) was used to assess language development. Three tasks from the ABC II Kaufmann were used: triangles, story completion, and conceptual thinking. Childre

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Maryniak, Agnieszka. "How children with developmental language disorders solve nonverbal tasks." Psychology of Language and Communication 26, no. 1 (2022): 154–68. http://dx.doi.org/10.2478/plc-2022-0008.

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Abstract While solving tasks that test their intelligence, children suffering from developmental language disorders (DLD) usually receive lower scores than their typically developing (TD) peers. The present study aimed to assess how children with DLD solve typical nonverbal tasks. Sixty-five children (ages 6-9 years), monolingual users of the Polish language, participated in this study (34 with DLD, 31 TD). The Test of Language Development (TLD) was used to assess language development. Three tasks from the ABC II Kaufmann were used: triangles, story completion, and conceptual thinking. Childre

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Reeve, Robert A., Fiona Reynolds, Jacob Paul, and Brian L. Butterworth. "Culture-Independent Prerequisites for Early Arithmetic." Psychological Science 29, no. 9 (2018): 1383–92. http://dx.doi.org/10.1177/0956797618769893.

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In numerate societies, early arithmetic development is associated with visuospatial working memory, executive functions, nonverbal intelligence, and magnitude-comparison abilities. To what extent do these associations arise from cultural practices or general cognitive prerequisites? Here, we administered tests of these cognitive abilities (Corsi Blocks, Raven’s Colored Progressive Matrices, Porteus Maze) to indigenous children in remote northern Australia, whose culture contains few counting words or counting practices, and to nonindigenous children from an Australian city. The indigenous chil

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Levashova, H., E. Kevorkova, and O. V. Levashov. "People with Good Nonverbal Thinking Show High Scores in ‘Virtual Aircraft Landing’." Perception 26, no. 1_suppl (1997): 236. http://dx.doi.org/10.1068/v970373.

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We have used a 3-D studio to generate a situation of virtual aircraft landing with the object of investigating if everyone can solve this task successfully. A virtual surface was covered with green texture which had large grains. Landing had to be done at an angle of about 30°. The space above the surface was divided into seven adjacent layers. Landing began from the first layer and went through all the layers, the seven layer being adjacent to the surface. The task of the subject was to stop the virtual landing in a given layer by pressing a key and using only visual cues of approaching the s

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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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Borkenau, Peter, Daniel Leising, and Ulrike Fritz. "Effects of Communication Between Judges on Consensus and Accuracy in Judgments of People’s Intelligence." European Journal of Psychological Assessment 30, no. 4 (2014): 274–82. http://dx.doi.org/10.1027/1015-5759/a000188.

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We investigated how consensus and accuracy in judgments of people’s intelligence are affected by different procedures for obtaining group judgments. Watching videos of previously unacquainted targets reading a brief text, 65 triads of 3 judges judged the intelligence of 54 targets. The targets’ actual intelligence was assessed via tests of verbal and nonverbal cognitive abilities. In Condition 1, each triad member judged each target’s intelligence independently, and then the individual judgments were averaged. In Condition 2, two members of a triad revealed their judgments, and the third membe

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Salvador, Larissa de Souza, Ricardo Moura, Fernanda Oliveira Ferreira, Peterson Marco Oliveira Andrade, Maria Raquel Santos Carvalho, and Vitor Geraldi Haase. "The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties." Dementia & Neuropsychologia 13, no. 4 (2019): 427–35. http://dx.doi.org/10.1590/1980-57642018dn13-040010.

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ABSTRACT The Mini-Mental Examination for Children (MMC) is a widely used tool for assessing global cognitive deficits, however,is still unknown whether MMC is sensitive for investigating cognitive profiles associated with learning difficulties (LD). Objective: Here we investigate the feasibility of using the MMC for screening school-aged children with learning difficulties in spelling and math. Methods: The MMC and other neurophysiological tests were administered to a sample of 168 children, aged 7 to 12 years. The sample was subdivided into a Control group and LD group (Math Difficulties, Spe

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de Bruin, Karina, Gideon P. de Bruin, Sarita Dercksen, and Marna Cilliers-Hartslief. "Predictive Validity of General Intelligence and Big Five Measures for Adult Basic Education and Training Outcomes." South African Journal of Psychology 35, no. 1 (2005): 46–57. http://dx.doi.org/10.1177/008124630503500103.

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This study explored whether scores on intelligence tests and personality questionnaires can predict performance in an adult basic education and training (ABET) programme. Participants in ABET programmes often have limited English reading skills, which make the use of conventional assessment tools problematic. A proposed solution is to utilise instruments that make limited demands on the use of language. Raven's Progressive Matrices (RPM), a well-established intelligence test, and the Five Factor-Nonverbal Personality Questionnaire (FF-NPQ) are both instruments that do not require any reading.

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Davidson, Lisa S., Ann E. Geers, and Rosalie M. Uchanski. "Spectral Modulation Detection Performance and Speech Perception in Pediatric Cochlear Implant Recipients." American Journal of Audiology 30, no. 4 (2021): 1076–87. http://dx.doi.org/10.1044/2021_aja-21-00076.

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Purpose: The aims of this study were, for pediatric cochlear implant (CI) recipients, (a) to determine the effect of age on their spectral modulation detection (SMD) ability and compare their age effect to that of their typically hearing (TH) peers; (b) to identify demographic, cognitive, and audiological factors associated with SMD ability; and (c) to determine the unique contribution of SMD ability to segmental and suprasegmental speech perception performance. Method: A total of 104 pediatric CI recipients and 38 TH peers (ages 6–11 years) completed a test of SMD. CI recipients completed tes

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Mashiri, Davidzo. "THE RELATIONSHIP BETWEEN PROJECTED IQ FROM QEEG AND NEUROCOGNITIVE ABILITY." New Voices in Psychology 10, no. 2 (2016): 91–100. http://dx.doi.org/10.25159/1812-6371/1864.

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Intelligence Quotient (IQ) scores are used as a measure to predict intelligence through a series of tests. Studies show that various methods can be applied in order to acquire ones IQ score. Of key interest, new technology such as the use of an electroencephalograph (EEG) can be used. An EEG is a computerized recording of the electrical activities of the brain, and with one reading it is able to give an assessment of the brain as well as the IQ scores. This is important because it could mean that instead of having people undergo a battery of tests in order to acquire an IQ score, one intervent

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Riva, Daria, Chiara Pantaleoni, Monica Devoti, Christer Lindquist, Ladislau Steiner, and Cesare Giorgi. "Radiosurgery for cerebral AVMs in children and adolescents: the neurobehavioral outcome." Journal of Neurosurgery 86, no. 2 (1997): 207–10. http://dx.doi.org/10.3171/jns.1997.86.2.0207.

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✓ Eight patients, ranging in age from 9 to 18 years, were treated for arteriovenous malformations using gamma knife radiosurgery and were evaluated an average of 6 years after treatment to record potential effects of radiosurgery on cognitive and neuropsychological performance. Tests for general intelligence, nonverbal intelligence, memory and its components, and attention performance were administered to patients and compared with test results of age-matched siblings or first cousins. No statistically significant difference was found between the performance of patients and controls in any of

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Mirella, Müller, and Johann Schwarz, Logopäd. "The Impact of the Animated Children's Program of Baby TV on the Handled Government-Language Development of the Child." World Journal of Education 9, no. 3 (2019): 118. http://dx.doi.org/10.5430/wje.v9n3p118.

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Speech disorders are in almost all speech pathology accompanied by a symptom. They usually occur during speech development. Baby. First TV describes itself as a provider of shows 'designed to inspire a baby's learning'. However, if a child is presented to a continental strangling program that does not serve the mother tongue, it can have a lot of difficulty in shaping the language of her speech and not understanding the words and sentences of her parents and the environment. The subjects in this study carried out the following diagnostic tests: pedagogical-psychological examination, logaoedic

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Ostapczuk, Martin, Miriam Wagner, and Jochen Musch. "Revisiting the Rybakov Figures." Swiss Journal of Psychology 73, no. 2 (2014): 57–67. http://dx.doi.org/10.1024/1421-0185/a000125.

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The Rybakov Test is a traditional nonverbal spatial ability test for which promising results have been reported in the few validation studies that have been conducted to date. In order to more thoroughly determine the psychometric properties of the test, we subjected it to systematic validation in two samples of 338 participants in total. Our analyses demonstrated that the Rybakov Test is a reliable measure of spatial visualization ability that exhibits convergent associations with other spatial visualization tests (r = .45–.62) and general intelligence tests (r = .43–.44). The Rybakov Figures

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Mező, Katalin, and Ferenc Mező. "REVISION OF HUNGARIAN VERSIONS OF THE ALTERNATIVE USES AND CIRCLES CREATIVITY TESTS IN CASES OF ELEMENTARY AND SECONDARY SCHOOLS STUDENTS." Különleges Bánásmód - Interdiszciplináris folyóirat 5, no. 1 (2019): 41–47. http://dx.doi.org/10.18458/kb.2019.1.41.

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Although time plays a role as a latent or explicit factor in all creative processes, a direct examination of the role of time occurs less frequently in creativity research (Mező K., 2017; Mainemelis, 2002; Runco, 1999). This study focuses on the revision of Hungarian versions of creativity tests because the last standardization of these tests had been for more than 30 years. The applied tests were the Alternative Uses Test (as verbal creativity test), the Circles Test (as a figural test), and the Raven nonverbal intelligence test (as a complementary means of study). The sample of this study wa

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Marriott, Mary E., and Esther Care. "Fluid and crystallised intelligence and their relationship to school outcome." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 97–108. http://dx.doi.org/10.1017/s081651220002931x.

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AbstractFew studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test

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Tikhomirova, Tatiana N., Artem S. Malykh, Irina A. Lysenkova, and Sergey B. Malykh. "Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School Education." Psychology in Russia: State of the Art 14, no. 4 (2021): 94–110. http://dx.doi.org/10.11621/pir.2021.0407.

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Background. The cognitive predictors of academic achievement are associated both with basic cognitive abilities such as the information processing speed, number sense and visuospatial working memory, as well as with general ability including nonverbal intelligence. However, the ratio between cognitive development and school achievement can depend on sociocultural conditions. Objective. The results of a cross-cultural analysis of the relationship between cognitive development and academic achievement during primary education are presented. The analysis was conducted sampling schoolchildren from

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Kamhi, Alan G., Jill S. Minor, and Daria Mauer. "Content Analysis and Intratest Performance Profiles on the Columbia and the TONI." Journal of Speech, Language, and Hearing Research 33, no. 2 (1990): 375–79. http://dx.doi.org/10.1044/jshr.3302.375.

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This research note presents the results of a content analysis of the Columbia Mental Maturity Scale and the Test of Nonverbal Intelligence (TONI). We also compared the intratest performance of a selected sample of language-impaired (LI) and MA-matched normal language children on these two tests. These analyses are an extension of Johnston’s (1982) report on the Leiter. The content analysis revealed differences in the nature of perceptual and conceptual items on the Columbia and the TONI. Consistent with Johnston’s findings, the intratest comparisons revealed no significant group differences. L

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Yang, Yuan. "Visual Abstract Reasoning in Computational Imagery." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (2024): 23431–32. http://dx.doi.org/10.1609/aaai.v38i21.30416.

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Despite current AI’s human-like behavior, super efficiency, and unbelievable ability to handle complex games, we still complain that it shows no sign of creativity, originality, or novelty outside its training set, and that it fails to develop new insights into old experience or establish understanding of new experience. In short, it generates content from its training set, but does not invent content. A fundamental reason for this is that current AI is incapable of abstraction and reasoning in an abstract, generalizable, and systematic way. Think, for instance, of what AI systems we can build

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Southon, Susan, A. J. A. Wright, P. M. Finglas, Angela L. Bailey, Julie M. Loughridge, and A. D. Walker. "Dietary intake and micronutrient status of adolescents: effect of vitamin and trace element supplementation on indices of status and performance in tests of verbal and non-verbal intelligence." British Journal of Nutrition 71, no. 6 (1994): 897–918. http://dx.doi.org/10.1079/bjn19940195.

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Relationships between micronutrient intake and status, and micronutrient status and performance in tests of intelligence were investigated in a group of adolescents (13–14 years old). Dietary intakes were assessed using a 7 d weighed dietary record method, coupled with the collection of duplicate diets. Vitamin and trace mineral intakes calculated using food composition tables were compared with those obtained by direct analysis of duplicate diets. Micronutrient status was judged via a range of biochemical indices measured in blood samples taken after a 12–15 h fast. Blood samples were taken b

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Uhl, Patricia, Anja K. Steinlen, and Thorsten Piske. "Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs." Languages 8, no. 2 (2023): 138. http://dx.doi.org/10.3390/languages8020138.

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This study presents productive L2 French grammar data obtained at the end of grade 1 from 186 elementary school children learning French in bilingual (CLIL) or in regular school programs in Germany. The children completed a picture description task to assess their productive oral L2 French grammar skills and two standardized cognitive tests on nonverbal intelligence and sustained attention. The results did not indicate any significant effects of the cognitive tests or of child-internal variables (in this case gender, language background and educational background). However, children in the reg

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McMillen, Taylor, Krysta Young, Katherine Carlson, and Elizabeth Hamilton. "A-307 Relationship Between Nonverbal Measure of Intelligence and Achievement Performance in Rural, Latinx Youth." Archives of Clinical Neuropsychology 37, no. 6 (2022): 1461. http://dx.doi.org/10.1093/arclin/acac060.307.

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Abstract Objective: This study examines the relationship between the Wechsler Nonverbal Scale of Ability (WNV) and achievement in rural Latinx youth. Although concurrent validity for the WNV with other intelligence measures is established, there is sparse research on its association with academic performance. Methods: Participants (n=15) were Latinx youth, ages 8 to 17 years, including nine males and six females. Participants were administered the WNV and the Woodcock-Johnson IV Tests of Achievement (WJ-IV-ACH) as part of a psychoeducational battery. The WNV minimizes cultural/linguistic facto

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Crosby, Matthew. "Building Thinking Machines by Solving Animal Cognition Tasks." Minds and Machines 30, no. 4 (2020): 589–615. http://dx.doi.org/10.1007/s11023-020-09535-6.

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AbstractIn ‘Computing Machinery and Intelligence’, Turing, sceptical of the question ‘Can machines think?’, quickly replaces it with an experimentally verifiable test: the imitation game. I suggest that for such a move to be successful the test needs to be relevant, expansive, solvable by exemplars, unpredictable, and lead to actionable research. The Imitation Game is only partially successful in this regard and its reliance on language, whilst insightful for partially solving the problem, has put AI progress on the wrong foot, prescribing a top-down approach for building thinking machines. I

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Moraes Cruz, Roberto. "Cognitive screening in elderly people." Journal of Psychology & Clinical Psychiatry 15, no. 3 (2024): 139–43. http://dx.doi.org/10.15406/jpcpy.2024.15.00771.

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Elderly people are exposed to functional losses, which can either be natural transformations (senescence), or pathological (senility). Cognitive screening tests identify cognitive impairment and risk of developing dementia. This article aims to assess the effectiveness of three cognitive screening instruments in detecting cognitive impairment in elderly individuals with limited education. The study involved 920 individuals over the age of 60, who were recruited from driver’s license centers in various Brazilian states. Participants were assessed using the cognitive screening tools: Battery Rou

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S, Suni S., and K. Gopakumar. "Hand Gesture Recognizing Model Using Optimized Capsule Neural Network." Traitement du Signal 39, no. 3 (2022): 1039–50. http://dx.doi.org/10.18280/ts.390331.

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Hand gestures are a sort of nonverbal communication that may be utilized for many diverse purposes, including deaf-mute interaction, robotic manipulation, human-computer interface (HCI), residential management, and healthcare usage. Moreover, most current research uses the artificial intelligence approach effectively to extract dense features from hand gestures. Since most of them used neural network models, the performance of the models influences the modification of the hyperparameter to enhance recognition accuracy. Therefore, our research proposed a capsule neural network, in which the int

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Stewart, Sunita M., David A. Waller, Ricardo Uauy, Walter S. Andrews, Cheryl Hiltebeitel, and Janice Nici. "Neuropsychological Outcome of Pediatric Liver Transplantation." Pediatrics 87, no. 3 (1991): 367–76. http://dx.doi.org/10.1542/peds.87.3.367.

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Children with end-stage liver disease who undergo liver transplantation may have unrecognized neuropsychological and academic deficits, for which remediation programs may be available. Intellectual, academic, and neuropsychological measures of 28 pediatric patients who had received successful liver transplantation at least 1 year previously were compared with those of 18 patients with cystic fibrosis (to control for effects of growth retardation and chronic illness) matched for age, age at diagnosis, physical growth, and parents' socioeconomic status. Liver transplant patients had significantl

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KIDD, EVAN. "Individual differences in syntactic priming in language acquisition." Applied Psycholinguistics 33, no. 2 (2011): 393–418. http://dx.doi.org/10.1017/s0142716411000415.

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ABSTRACTAlthough the syntactic priming methodology is a promising tool for language acquisition researchers, using the technique with children raises issues that are not problematic in adult research. The current paper reports on an individual differences study that addressed some of these outstanding issues. (a) Does priming purely reflect syntactic knowledge, or are other processes involved? (b) How can we explain individual differences, which are the norm rather than the exception? (c) Do priming effects in developmental populations reflect the same mechanisms thought to be responsible for

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Barros, Kathleen, Jonathan Lichtenstein, Christin Ealer, et al. "68 Factors Associated with Rapid Automatized Naming Performance in Tanzania." Journal of the International Neuropsychological Society 29, s1 (2023): 743–44. http://dx.doi.org/10.1017/s1355617723009268.

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Objective:Rapid automatized naming (RAN) assesses pre-literacy and could be useful for assessing the effects of HIV infection on the development of literacy. Many children with HIV live in sub-Saharan Africa, but the RAN has not been well-studied there. Cultural differences in when children learn color names and in how they prioritize between accuracy and speed can affect RAN results. Typically, RAN and other cognitive functions (e.g., general intelligence, processing speed, working memory, attention) are strongly related. Our goal is to examine how RAN performance relates to neurocognitive fu

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Ryan, Christopher, Arthur Vega, and Allan Drash. "Cognitive Deficits in Adolescents Who Developed Diabetes Early in Life." Pediatrics 75, no. 5 (1985): 921–27. http://dx.doi.org/10.1542/peds.75.5.921.

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A comprehensive battery of neuropsychological tests was administered to 125 adolescents with a history of insulin-dependent diabetes, and to 83 demographically similar nondiabetic control subjects. To test the hypothesis that developing this disease early in life greatly increases the risk of manifesting significant cognitive impairments, diabetic subjects were assigned to an "early-onset" (diagnosis before age 5 years) or a "lateronset" subgroup. Results showed that subjects with early onset of diabetes performed more poorly than either subjects with later onset of diabetes or nondiabetic con

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Marinelli, Chiara Valeria, Simona Spaccavento, Angela Craca, Paola Marangolo, and Paola Angelelli. "Different Cognitive Profiles of Patients with Severe Aphasia." Behavioural Neurology 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/3875954.

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Cognitive dysfunction frequently occurs in aphasic patients and primarily compromises linguistic skills. However, patients suffering from severe aphasia show heterogeneous performance in basic cognition. Our aim was to characterize the cognitive profiles of patients with severe aphasia and to determine whether they also differ as to residual linguistic abilities. We examined 189 patients with severe aphasia with standard language tests and with the CoBaGA (Cognitive Test Battery for Global Aphasia), a battery of nonverbal tests that assesses a wide range of cognitive domains such as attention,

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Valliant, Paul M., Derek Pottier, Tanya Gauthier, and Robert Kosmyna. "Moral Reasoning, Interpersonal Skills, and Cognition of Rapists, Child Molesters, and Incest Offenders." Psychological Reports 86, no. 1 (2000): 67–75. http://dx.doi.org/10.2466/pr0.2000.86.1.67.

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54 inmates were subdivided into four groups and classified according to their index offense. The groups included Rapists ( n = 14), Incest Offenders ( n = 9), Child Molesters ( n = 11), General Offenders ( n = 20). Nonoffenders ( n = 20) were included as a control group. Psychometric tests including the Test of Nonverbal Intelligence, the Defining Issues Test, Survey of Interpersonal Values, Porteus Maze, and Minnesota Multiphasic Personality Inventory were administered to all inmate and control groups. Analysis showed the rapists and child molesters scored higher on moral reasoning on the Def

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