Log in

Relevant bibliographies by topics / Raven's Coloured Progressive Matrices / Journal articles

To see the other types of publications on this topic, follow the link: Raven's Coloured Progressive Matrices.

Journal articles on the topic 'Raven's Coloured Progressive Matrices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Raven's Coloured Progressive Matrices.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Muniz, Monalisa, Cristiano Mauro Assis Gomes, and Sonia Regina Pasian. "Factor structure of Raven's Coloured Progressive Matrices." Psico-USF 21, no. 2 (August 2016): 259–72. http://dx.doi.org/10.1590/1413-82712016210204.

Full text

Abstract:

Abstract This study's objective was to verify the factor structure of Raven's Coloured Progressive Matrices (CPM). The database used included the responses of 1,279 children, 50.2% of which were males with an average age of 8.48 years old and a standard deviation of 1.49 yrs. Confirmatory factor analyses were run to test seven models based on CPM theory and on a Brazilian study addressing the test's structure. The results did not confirm the CPM theoretical proposition concerning the scales but indicated that the test can be interpreted by one general factor and one specific factor or one general factor and three specific factors; both are bi-dimensional models. The three-factor model is, however, more interpretable, suggesting that the factors can be used as a means of screening children's cognitive developmental stage.

APA, Harvard, Vancouver, ISO, and other styles

2

Costenbader, Virginia, and Stephen Mbugua Ngari. "A Kenya Standardization of the Raven's Coloured Progressive Matrices." School Psychology International 22, no. 3 (August 2001): 258–68. http://dx.doi.org/10.1177/0143034301223003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Khaleefa, Omar, and Richard Lynn. "Normative Data for Raven's Coloured Progressive Matrices Scale in Yemen." Psychological Reports 103, no. 1 (August 2008): 170–72. http://dx.doi.org/10.2466/pr0.103.1.170-172.

Full text

Abstract:

Results are reported for a standardization sample of 986 6- to 11-yr.-olds for the Coloured Progressive Matrices in Yemen. Younger children performed better than older children relative to British norms, and there was no significant sex difference in means or variability. In relation to a British IQ of 100 ( SD=15), the sample obtained an average IQ of approximately 81.

APA, Harvard, Vancouver, ISO, and other styles

4

KHALEEFA, OMAR. "NORMATIVE DATA FOR RAVEN'S COLOURED PROGRESSIVE MATRICES SCALE IN YEMEN." Psychological Reports 103, no. 5 (2008): 170. http://dx.doi.org/10.2466/pr0.103.5.170-172.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Pickering, D. M., and Judith A. Bowey. "Psycholinguistic Performance of Children Varying in Socioeconomic Status and Home-Language Background." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1143–46. http://dx.doi.org/10.2466/pms.1985.61.3f.1143.

Full text

Abstract:

60 second-grade children varying in socioeconomic status and home-language background (30 Greek, 30 English) were administered Raven's Coloured Progressive Matrices, the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and the Neale Analysis of Reading Ability. English verbal deficits were associated with delayed reading achievement only for native English speakers.

APA, Harvard, Vancouver, ISO, and other styles

6

Van Herwegen, Jo, Emily Farran, and Dagmara Annaz. "Item and error analysis on Raven's Coloured Progressive Matrices in Williams Syndrome." Research in Developmental Disabilities 32, no. 1 (January 2011): 93–99. http://dx.doi.org/10.1016/j.ridd.2010.09.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Smits, Carolien H. M., Johannes H. Smit, Nelleke van den Heuvel, and Cees Jonker. "Norms for an abbreviated Raven's Coloured Progressive Matrices in an older sample." Journal of Clinical Psychology 53, no. 7 (November 1997): 687–97. http://dx.doi.org/10.1002/(sici)1097-4679(199711)53:7<687::aid-jclp6>3.0.co;2-f.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Green, Kathy E., and Raymond C. Kluever. "Structural Properties of Raven's Coloured Progressive Matrices for a Sample of Gifted Children." Perceptual and Motor Skills 72, no. 1 (February 1991): 59–64. http://dx.doi.org/10.2466/pms.1991.72.1.59.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Pueyo, R., C. Junqué, P. Vendrell, A. Narberhaus, and D. Segarra. "Raven's Coloured Progressive Matrices as a measure of cognitive functioning in Cerebral Palsy." Journal of Intellectual Disability Research 52, no. 5 (May 2008): 437–45. http://dx.doi.org/10.1111/j.1365-2788.2008.01045.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lai, T. J., Y. L. Guo, N. W. Guo, and C. C. Hsu. "Effect of prenatal exposure to polychlorinated biphenyls on cognitive development in children: A longitudinal study in Taiwan." British Journal of Psychiatry 178, S40 (April 2001): s49—s52. http://dx.doi.org/10.1192/bjp.178.40.s49.

Full text

Abstract:

BackgroundFrom 1978 to 1979, a group of people in Taiwan were exposed to high levels of heat-degraded polychlorinated biphenyls (PCBs) owing to accidental ingestion of contaminated rice oil. Children born to mothers following the exposure (‘Yucheng’ children) were known to have hyperpigmented skin and other dysmorphology after birth.AimsTo determine the effect of prenatal exposure to PCBs on cognitive development in Yucheng children.MethodOne hundred and eighteen Yucheng children prenatally exposed to PCBs and degradation products, and community-matched control children who were exposed to background levels only, were followed from 1985 to 1998. The Bayley Scale for Infant Development, Chinese version of the Stanford – Binet IQTest, Raven's Coloured Progressive Matrices and Raven's Standardised Progressive Matrices were used to assess the cognitive development of these children.ResultsThe Yucheng children scored lower than control children on each of these methods of measurement between the ages of 2 and 12 years.ConclusionsPrenatal exposure to PCBs and their derivatives has long-term adverse effects on cognitive development in humans.

APA, Harvard, Vancouver, ISO, and other styles

11

Rushton, J. Philippe. "Jensen Effects and African/Coloured/Indian/White differences on Raven's Standard Progressive Matrices in South Africa." Personality and Individual Differences 33, no. 8 (December 2002): 1279–84. http://dx.doi.org/10.1016/s0191-8869(02)00012-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Luszcz, Mary A. "Predictors of Memory in Young-old and Old-old Adults." International Journal of Behavioral Development 15, no. 1 (March 1992): 147–66. http://dx.doi.org/10.1177/016502549201500108.

Full text

Abstract:

A contextualist approach was adopted to assess cognitive functioning and psychological well-being in a representative sample of young-old (60-74 years, n = 107) and old-old (75-92 years, n = 58) women and men in an effort to: (1) delineate age and gender similarities and differences within this elderly cohort; and (2) identify individual differences predictive of remembering. Measures of subjective well-being included morale, depression, and perceived control. Cognitive measures included intentional story recall and incidental symbol memory, rate of information processing, and cognitive flexibility. Health status, gender, and education were also investigated. Decrements were observed in intentional and incidental memory, rate of information processing, solution of Raven's Coloured Progressive Matrices, and Mini-Mental Status Examination, but not on accuracy of information processing, estimates of intelligence, well-being measures, education, or health status. The intentional story memory of women was more accurate than that of men. Education and gender, along with processing speed and mental ability, as indexed by the Raven coloured matrices, predicted story memory. These results of a representative sample validate recurrent trends seen in previous convenience samples. They extend the understanding of the relationship between ageing and cognition by identifying the role of processing resource, psychosocial, and demographic factors in modulating memory performance and highlighting methodological factors which must temper interpretation of these relationships.

APA, Harvard, Vancouver, ISO, and other styles

13

Troncone, Alda, Antonietta Chianese, Angela Zanfardino, Crescenzo Cascella, Santino Confetto, Laura Perrone, and Dario Iafusco. "Nonverbal intelligence and scholastic performance in children with type 1 diabetes." Journal of Health Psychology 24, no. 2 (June 27, 2017): 229–39. http://dx.doi.org/10.1177/1359105317715093.

Full text

Abstract:

This study examined nonverbal intelligence and scholastic achievement in children with type 1 diabetes. In a retrospective case–control study, 69 children (35 males) ages 5–10 years with type 1 diabetes and 69 healthy controls matched to patients by age, gender and socioeconomic status were compared according to their performance on Raven’s Coloured Progressive Matrices and their scholastic grades. No differences in nonverbal intelligence and grades were observed between children with type 1 diabetes and healthy control subjects. Raven’s Coloured Progressive Matrices scores inversely correlated with duration of illness both in children with early onset of type 1 diabetes and poor metabolic control. Possible explanations of the results and implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

14

Knoetze, Jan, Natalie Bass, and Gary Steele. "The Raven's Coloured Progressive Matrices: Pilot Norms for IsiXhosa-Speaking Primary School Learners in Peri-Urban Eastern Cape." South African Journal of Psychology 35, no. 2 (June 2005): 175–94. http://dx.doi.org/10.1177/008124630503500202.

Full text

Abstract:

The Raven's Coloured Progressive Matrices (CPM) test is internationally recognised as a culture-fair test of non-verbal intelligence, designed for use with children between the ages of 51/4 and 111/2 years. The Raven's CPM is used extensively across a wide variety of settings in South Africa. However, more appropriate local normative data has yet to be established. This pilot study seeks to establish normative data for this instrument for a population of isiXhosa-speaking primary school children in a peri-urban area of the Eastern Cape, South Africa. The booklet version of the test was used in group format and according to an alternative method of test administration (using isiXhosa instructions) developed by Vass (1992). The final normative sample consisted of 197 male and 182 female isiXhosa-speaking children in Grades 2 to 7 (n = 379). This study presents a set of local norms for the age group, 6 to 11 years. In addition, it was found that older children (>11 years of age) who have not yet reached certain educational levels, have also not reached the plateau, as anticipated, in their performance on this test. In addition, therefore, is a set of 'older norms' also presented and the issues related to grade versus age norms are debated. The tendency for this normative sample to perform lower than their Western counterparts on this test was also noted and debated. The tendency for males to outperform females was also recorded and it was found that this is in line with previous research on similar populations. The study concludes that there is an urgent need for more appropriate South African normative data for this test; and that, when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal analogical reasoning tasks (and performance on this test in particular) is required.

APA, Harvard, Vancouver, ISO, and other styles

15

Soukup, V. M., E. H. Harrell, and T. Clark. "Right hemispace presentation and left cueing on Raven's Coloured Progressive Matrices among right brain-damaged neglect patients." Brain Injury 8, no. 5 (January 1994): 449–55. http://dx.doi.org/10.3109/02699059409150996.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Viticchi, Giovanna, Lorenzo Falsetti, Marco Bartolini, Laura Buratti, Lara Pistelli, Leandro Provinciali, and Mauro Silvestrini. "Raven coloured progressive matrices in migraine without aura patients." Neurological Sciences 38, S1 (May 2017): 177–79. http://dx.doi.org/10.1007/s10072-017-2898-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Haapala, Eero A., Aino-Maija Eloranta, Taisa Venäläinen, Ursula Schwab, Virpi Lindi, and Timo A. Lakka. "Associations of diet quality with cognition in children – the Physical Activity and Nutrition in Children Study." British Journal of Nutrition 114, no. 7 (August 14, 2015): 1080–87. http://dx.doi.org/10.1017/s0007114515001634.

Full text

Abstract:

Evidence on the associations of dietary patterns with cognition in children is limited. Therefore, we investigated the associations of the Baltic Sea Diet Score (BSDS) and the Dietary Approaches to Stop Hypertension (DASH) score with cognition in children. The present cross-sectional study sample included 428 children aged 6–8 years (216 boys and 212 girls). The BSDS and the DASH score were calculated using data from 4 d food records, higher scores indicating better diet quality. Cognition was assessed by the Raven's Coloured Progressive Matrices (CPM) score, a higher score indicating better cognition. Among all children, the BSDS (standardised regression coefficient β = 0·122,P =0·012) and the DASH score (β = 0·121,P =0·015) were directly associated with the Raven's CPM score. Among boys, a lower BSDS (β = 0·244,P< 0·001) and a lower DASH score (β = 0·202,P= 0·003) were related to a lower Raven's CPM score. Boys in the lowest quartile of the BSDS (22·5v. 25·3,P= 0·029) and the DASH score (22·4v. 25·7,P= 0·008) had a lower Raven's CPM score than those in the highest quartile of the corresponding score. Among girls, the BSDS or the DASH score were not associated with cognition. In conclusion, a poorer diet quality was associated with worse cognition in children, and the relationship was stronger in boys than in girls.

APA, Harvard, Vancouver, ISO, and other styles

18

Gintilienė, Gražina, and Dovilė Butkienė. "RAVENO SPALVOTŲ PROGRESUOJANČIŲ MATRICŲ STANDARTIZACIJA LIETUVOJE." Psichologija 32 (January 1, 2005): 22–34. http://dx.doi.org/10.15388/psichol.2005..4330.

Full text

Abstract:

J. C. Raveno 1947 metais sukurtos Spalvotos progresuojančios matricos (Coloured Progressive Matrices, toliau CPM) plačiai taikomos pasaulyje 5–11 metų vaikų neverbaliniams arba produktyviesiems gebėjimams vertinti. Šiame straipsnyje, remdamosi 2004 metais atlikto reprezentacinės 6–11 metų Lietuvos vaikų imties (n = 1067) tyrimo rezultatais, pirmą kartą pristatome lietuviškąsias CPM normas, kurios skiriasi nuo britiškų bei amerikietiškų. Atliekant CPM standartizaciją dalijimo pusiau ir vidinio suderinamumo metodu buvo patvirtintas CPM patikimumas ir turinio validumas. Įvertindamos veiksnius, galėjusius turėti įtakos CPM rezultatams, nustatėme, kad aplinkos veiksniai (vaiko gyvenamoji vieta ir tėvų išsilavinimas) yra kur kas reikšmingesni vaiko neverbalinių gebėjimų raidai nei biologinis lyties veiksnys. Straipsnyje pristatomi rezultatai leidžia teigti, kad sudarytas CPM normas galima naudoti vaiko neverbaliniams gebėjimams vertinti formalizuotos atrankos tikslais.Pagrindiniai žodžiai: spalvotos progresuojančios matricos, neverbaliniai gebėjimai, Lietuvos vaikai, aplinkos veiksniai, lytis. A LITHUANIAN STANDARTIZATION OF THE RAVEN’S COLOURED PROGRESSIVE MATRICESGražina Gintilienė, Dovilė Butkienė SummaryThis study established for the first time a Lithuanian standardisation of the Raven’s Coloured Progressive Matrices (CPM) a nonverbal instrument widely used in the world to assess productive abilities of young children. A representative sample of 1067 Lithuanian children between ages six and eleventh was tested after selecting a stratified sample of schools/kindergartens by place of residence and language of instruction in year 2004. Within schools, sampling was carried out randomly within age and gender groups including special needs children receiving education services within mainstream schools. The sample for age 6 included children who were not attending school as well as those who were at school or in kindergartens. Social demographic and academic information on children was gathered using parents questionnaire. Means and Standard deviations were generated at half a year intervals between age 5 years and 9 months to 11 years 2 months. Based on these calculations, smoothed percentile scores by age were derived. Data analysis based on methods of internal consistency, item analysis and comparison of data between different groups of children showed adequate psychometric properties of the Raven’s CPM. The variables of gender, age and SES were used for the data analysis. The gender differences in CPM scores were minimal and not significant. The significant correlation between age and CPM means confirmed expectation that raw scores of children should increase with age. Factors affecting CPM results were place of residence and level of parent’s education. The means of CPM scores of children groups living in different areas showed that rural children were lower than the group living in the big towns. A progressive increase in CPM score means according to parents educational level was obtained. These data suggest looking at SES variables in home and school environment that may affect the opportunity to develop child’s cognitive abilities. Using current data the CPM appears to be reliable and valid instrument for use in screening Lithuanian children.Keywords: Coloured, Progressive Matrices, nonverbal abilities, Lithuanian children, environmental factors, gender.

APA, Harvard, Vancouver, ISO, and other styles

19

Smirni, Daniela. "The Raven’s Coloured Progressive Matrices in Healthy Children: A Qualitative Approach." Brain Sciences 10, no. 11 (November 20, 2020): 877. http://dx.doi.org/10.3390/brainsci10110877.

Full text

Abstract:

Studies on the structure of intelligence refer to two main theoretical models: the first one considers intelligence as a unitary construct, the second one assumes the involvement of a plurality of factors. Studies using Raven’s Coloured Progressive Matrices (RCPM) tasks have often highlighted the involvement of different cognitive abilities and brain structures, but in the clinical setting, RCPM measurement continues to be used as a single score. The current study aimed to analyse the RCPM performance following qualitative clustering, in order to provide an interpretation of the intelligence assessment through a factorial criterion. The RCPM have been administered to a large group of typically developing children between 6 and 11 years of age. The sample was divided into twelve age groups, and the performance of each age group was shown. Three qualitative item clusters were identified through a factorial criterion. Data showed that performance on RCPM may arise from different cognitive abilities, starting from basic attentional skills up to the more complex ones that require perceptual or analogical reasoning. The qualitative parameters could provide more effective diagnostic and treatment suggestions than a single total score in the clinical setting, and may be crucial for focusing on strength and weakness in the intellectual functionality evaluation of children.

APA, Harvard, Vancouver, ISO, and other styles

20

Weichbold, Viktor, and Hermann Herka. "Performance of hearing impaired children on Raven’s Coloured Progressive Matrices Test." International Journal of Pediatric Otorhinolaryngology 67, no. 11 (November 2003): 1213–17. http://dx.doi.org/10.1016/j.ijporl.2003.07.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Rushton, J. Philippe, Trudy Ann Bons, Philip A. Vernon, and Jelena Čvorović. "Genetic and environmental contributions to population group differences on the Raven's Progressive Matrices estimated from twins reared together and apart." Proceedings of the Royal Society B: Biological Sciences 274, no. 1619 (May 11, 2007): 1773–77. http://dx.doi.org/10.1098/rspb.2007.0461.

Full text

Abstract:

We carried out two studies to test the hypothesis that genetic and environmental influences explain population group differences in general mental ability just as they do individual differences within a group. We estimated the heritability and environmentality of scores on the diagrammatic puzzles of the Raven's Coloured and/or Standard Progressive Matrices (CPM/SPM) from two independent twin samples and correlated these estimates with group differences on the same items. In Study 1, 199 pairs of 5- to 7-year-old monozygotic (MZ) and dizygotic (DZ) twins reared together provided estimates of heritability and environmentality for 36 puzzles from the CPM. These estimates correlated with the differences between the twins and 94 Serbian Roma (both r s=0.32; N s=36; p s<0.05). In Study 2, 152 pairs of adult MZ and DZ twins reared apart provided estimates of heritability and environmentality for 58 puzzles from the SPM. These estimates correlated with the differences among 11 diverse samples including (i) the reared-apart twins, (ii) another sample of Serbian Roma, and (iii) East Asian, White, South Asian, Coloured and Black high school and university students in South Africa. In 55 comparisons, group differences were more pronounced on the more heritable and on the more environmental items (mean r s=0.40 and 0.47, respectively; N s=58; p s<0.05). After controlling for measurement reliability and variance in item pass rates, the heritabilities still correlated with the group differences, although the environmentalities did not. Puzzles found relatively difficult (or easy) by the twins were those found relatively difficult (or easy) by the others (mean r =0.87). These results suggest that population group differences are part of the normal variation expected within a universal human cognition.

APA, Harvard, Vancouver, ISO, and other styles

22

Ziada, Khaled Elsayed, Hanaa Abdelazim Mohamed Metwaly, Salaheldin Farah Bakhiet, Helen Cheng, and Richard Lynn. "GENDER DIFFERENCES IN INTELLIGENCE OF 5- TO 11-YEAR-OLDS ON THE COLOURED PROGRESSIVE MATRICES IN EGYPT." Journal of Biosocial Science 51, no. 1 (March 5, 2018): 154–56. http://dx.doi.org/10.1017/s0021932018000020.

Full text

Abstract:

SummaryThis study was based on data for a sample of 1756 Egyptian primary school children (863 boys and 893 girls) aged 5–11 years assessed for intelligence with Raven’s Coloured Progressive Matrices (CPM). The results showed that boys obtained a slightly higher IQ than girls and had greater variance.

APA, Harvard, Vancouver, ISO, and other styles

23

Carvalho, Irene P., Ana Costa, Sofia Silva, Bárbara Moreira, Agostinho Almeida, André Moreira-Rosário, António Guerra, et al. "Children’s performance on Raven’s Coloured progressive matrices in Portugal: The Flynn effect." Intelligence 82 (September 2020): 101485. http://dx.doi.org/10.1016/j.intell.2020.101485.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Troncone, Alda. "Problems of “Draw-a-Person: A Quantitative Scoring System” (DAP:QSS) as a Measure of Intelligence." Psychological Reports 115, no. 2 (October 2014): 485–98. http://dx.doi.org/10.2466/03.04.pr0.115c25z8.

Full text

Abstract:

There has been some ongoing debate on whether the DAP:QSS can be used to measure intelligence. The purpose of this study was to evaluate the concurrent validity of the DAP:QSS with Raven's Coloured Progressive Matrices (RCPM) and the DAP:QSS's accuracy as a predictor of RCPM scores and academic achievement. 184 children from two elementary schools in a region of Southern Italy was evaluated by the DAP:QSS, the RCPM, the Goodenough-Harris Drawing Test (GH), and school marks. Drawings' scores, school marks, and RCPM scores were subjected to a Pearson's correlation. Stepwise regression analyses were carried out to identify significant predictors of RCPM scores and school marks. After controlling for socioeconomic status, the DAP:QSS showed a significant correlation with the RCPM and GH tests and academic achievement. However, the modest correlations with the RCPM, the small amount of variance in RCPM scores accounted for by the DAP:QSS ( R2 = .24), and the errors of the DAP:QSS in correctly classifying participants with borderline/deficient intellectual functioning advise against the use of the DAP:QSS as a measure of intelligence.

APA, Harvard, Vancouver, ISO, and other styles

25

Dhanu, G., Raghavendra Havale, SP Shrutha, Nafiya Quazi, TP Shafna, and Awaiz Ahemd. "Assessment of Intelligence Quotient using Raven's Coloured Progressive Matrices among school children of Hyderabad Karnataka region and its correlation with prevalence of dental caries." Journal of Indian Society of Pedodontics and Preventive Dentistry 37, no. 1 (2019): 25. http://dx.doi.org/10.4103/jisppd.jisppd_236_18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Tanaka, Fumiaki, Teruhiko Kachi, Takako Yamada, and Gen Sobue. "Auditory and visual event-related potentials and flash visual evoked potentials in Alzheimer's disease: correlations with Mini-Mental State Examination and Raven's Coloured Progressive Matrices." Journal of the Neurological Sciences 156, no. 1 (March 1998): 83–88. http://dx.doi.org/10.1016/s0022-510x(98)00004-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Orylska, Anna, Aneta Brzezicka, Ewa Racicka-Pawlukiewicz, Rafał Albinski, and Grzegorz Sedek. "Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence." Polish Psychological Bulletin 47, no. 1 (April 1, 2016): 81–91. http://dx.doi.org/10.1515/ppb-2016-0009.

Full text

Abstract:

Abstract Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence. Method: Scales: Conners Early Childhood Behaviour Scale (CEC BEH [S]) and Behaviour Rating Inventory of Executive Function-Preschool (BRIEF-P) were filled out by parents and teachers of preschool children. Raven’s Coloured Progressive Matrices (CPM) was used to measure fluid intelligence among preschool children. Results: Parent-teacher concordance was low to moderate. Working memory in BRIEF-P estimated by teachers and parents mediated the relationship between inattention/hyperactivity in CEC BEH [S] and fluid intelligence among preschoolers. The difficulties with working memory assessed by teachers and parents were significant predictors of Raven scores; however, predictions based on teachers’ assessments were stronger. Conclusion: Clinicians should collect reports from various observers in order to implement prevention programs and optimize clinical diagnoses for children. Information from both parents and teachers give significant and complementary contribution to understanding difficulties with cognitive and behavioural functioning of preschoolers.

APA, Harvard, Vancouver, ISO, and other styles

28

Kauliņa, Anda. "Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 16–22. http://dx.doi.org/10.1515/sigtem-2017-0006.

Full text

Abstract:

Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS) were used: CPM/S2 (Raven's Coloured Progressive Matrices), B19 (Double Labyrinth Test) and WAFF (Perception and Attention Functions: Focused Attention). VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.

APA, Harvard, Vancouver, ISO, and other styles

29

Nakano, Hayashi, Murakami, Sasaki, Hayashi, Okumura, and Saito. "Visual searching impairment in patients with major depressive disorder: performance in the Raven coloured progressive matrices test." Biogenic Amines 18, no. 3 (June 1, 2004): 349–59. http://dx.doi.org/10.1163/1569391041501852.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Paine, Patricia, José Garrofe Dorea, Luiz Pasquali, and André Mauricio Monteiro. "Growth and Cognition in Brazilian Schoolchildren: A Spontaneously Occurring Intervention Study." International Journal of Behavioral Development 15, no. 2 (June 1992): 169–83. http://dx.doi.org/10.1177/016502549201500201.

Full text

Abstract:

This study examines the effects of dietary, cultural, and educational intervention on physical growth and cognition in Brazilian children aged from 7 to 10 years. A group of 38 domestic servants' children who had resided and studied for an average of three years in upper-middle class environments were compared with 88 upper-middle class children and 100 slum-dwelling (favela) children using the following measures: weight-for-height, height-for-age, Goodenough-Harris Drawing Test, the Brazilian Non-verbal Intelligence Test (INV), Raven Coloured Progressive Matrices (CPM), WISC-R Coding and Block Design subtest. Although domestic servants' children were significantly taller and heavier than their group of origin (slum-dwelling children) they continued to be significantly shorter than the middle class. Domestic servants' daughters scored significantly better than their slum-dwelling counterparts on cognitive tests measuring speed and accuracy (WISC-R Coding) and analogical reasoning (Raven Coloured Progressive Matrices), however, girls from both lower socioeconomic groups were similar in their performances on the Goodenough-Harris Drawing Test, Non-verbal Intelligence Test (INV), and WISC-R Block Design subtest. Domestic servants' sons were similar to slum-dwelling boys in performance on all cognitive measures. The length of time domestic servants' children had resided in middle class homes was positively and significantly correlated with their weight-for-height and two of the five cognitive tests. Among domestic servants, mothers' egalitarian sex role and less orthodox religious attitudes were positively correlated with children's cognitive performance. The experience of living and studying in a middle class environment resulted in greater gains in physical than in cognitive development.

APA, Harvard, Vancouver, ISO, and other styles

31

Cotton, Sue M., Patricia M. Kiely, David P. Crewther, Brenda Thomson, Robin Laycock, and Sheila G. Crewther. "A normative and reliability study for the Raven’s Coloured Progressive Matrices for primary school aged children from Victoria, Australia." Personality and Individual Differences 39, no. 3 (August 2005): 647–59. http://dx.doi.org/10.1016/j.paid.2005.02.015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cardoso, Lucila Moraes, Gabriel Vitor Acioly Gomes, and Thalita Sena Vieira. "Validity Evidence of the Zulliger-SC Test to children’s assessment." Psico-USF 23, no. 3 (July 2018): 451–60. http://dx.doi.org/10.1590/1413-82712018230305.

Full text

Abstract:

Abstract Due to the demand for instruments to assess aspects of the personality of children, we aimed find evidence for the validity of the Zulliger test in the Comprehensive System (ZSC). 173 children participated in this study of Fortaleza-CE with ages between 6 years and 11 years and 6 months, 48.5% were from public schools and 53.1% female. The children were divided into three age groups, 6 and 7 years, 8 and 9 years and 10 and 11 years. The instruments used were the Zulliger test and the test of Raven’s Coloured Progressive Matrices - Special Scale. We made the analysis of descriptive statistics and compared the variables of Zulliger test through the One Way ANOVA test. The significant variables were FQu (p<0.005) and R, ma, D, Xu%, Na, Ls, Fd, (T), GHR and (2) (p<0.05), which contributed with validity evidences of ZSC with children.

APA, Harvard, Vancouver, ISO, and other styles

33

Anuar Zaini, M. Z., C. T. Lim, W. Y. Low, and F. Harun. "Effects of Nutritional Status on Academic Performance of Malaysian Primary School Children." Asia Pacific Journal of Public Health 17, no. 2 (July 2005): 81–87. http://dx.doi.org/10.1177/101053950501700204.

Full text

Abstract:

Numerous factors are known to affect the academic performance of students. These include prenatal conditions, birth conditions, postnatal events, nutritional, socio-economic factors and environmental factors. This paper examines the nutritional status and its relationship with academic performance of 9-10 years old primary school children recruited randomly in Selangor, Malaysia. A standard self-administered questionnaire was utilized to obtain pertinent information and a face-to-face interview was also conducted with the parents. Results of the academic performances were extracted from the students' report cards. The intellectual performance was assessed using Raven's Coloured Progressive Matrices. Physical examination was also conducted on these students by doctors. Overall 1,405 students and 1,317 parents responded to the survey. Of these 83.6% were Malays, 11.6% Indians, and 4.2% Chinese. The majority of them (82.9%) were from urban areas. The female: male ratio was 51:49; mean age was 9.71 years. The mean height and weight were 32.3 kg and 135.2 cm respectively. Their mean BMI was 17.42 kg/cm 2, with 0.9% underweight, 76.3% normal BMI, 16.3% overweight, and 6.3% obese. Academic performance was significantly correlated with breast feeding, income and educational level of their parents, BMI, and whether they have been taking breakfast. There was a weak correlation between presence of anaemia and intellectual performance. Improving the socio-economic status of the parents will lend a helping hand in the academic performance of the students. Since breast feeding is associated with better academic and intellectual performance it must be emphasized, particularly to expectant mothers in the antenatal clinics. Asia Pac J Public Health 2005; 17(2): 81-87.

APA, Harvard, Vancouver, ISO, and other styles

34

Mäntyselkä, Aino, Eero A. Haapala, Virpi Lindi, Merja R. Häkkinen, Seppo Auriola, Jarmo Jääskeläinen, and Timo A. Lakka. "Associations of IGF-1 and Adrenal Androgens with Cognition in Childhood." Hormone Research in Paediatrics 91, no. 5 (2019): 329–35. http://dx.doi.org/10.1159/000501719.

Full text

Abstract:

Background: Little is known about the association between adrenarche and cognition in general populations of children. We therefore studied the associations of dehydroepiandrosterone sulfate (DHEAS), androstenedione (A4), testosterone, insulin-like growth factor-1 (IGF-1), and adrenarche with cognition among prepubertal children. Methods: These cross-sectional analyses are based on baseline data of the Physical Activity and Nutrition in Children Study. A total of 387 children (183 girls, 204 boys) were included in the analyses. Raven’s Coloured Progressive Matrices (CPM) score was used to assess nonverbal reasoning. Serum adrenal androgens and IGF-1 concentrations were measured and clinical signs of androgen action were evaluated. Results: Higher IGF-1 among boys (β = 0.149, p =0.033) was related to a better Raven’s CPM score after adjustment for age and parental education. Adrenal androgens in girls or boys or IGF-1 in girls were not associated with the score. There were no differences in Raven’s CPM score between children with biochemical adrenarche (DHEAS ≥1.08 µmol/L; ≥40 µg/dL) or with clinical signs of androgen action and children without them. Conclusion: The results suggest that higher serum IGF-1 among boys is related to better cognition in prepubertal children. We could not provide evidence for the associations of adrenal maturation with cognition in prepubertal children.

APA, Harvard, Vancouver, ISO, and other styles

35

Bigler, E. D., F. Schultz, S. Hall, L. Rosa, and J. Harris. "Performance on the Raven Coloured Progressive Matrices in patients with closed head injury and dementia of the Alzheimer's type: Clinical considerations." Archives of Clinical Neuropsychology 4, no. 2 (January 1, 1989): 111–12. http://dx.doi.org/10.1093/arclin/4.2.111a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Bigler, E. "Performance on the Raven Coloured Progressive Matrices in patients with closed head injury and dementia of the Alzheimer's type: Clinical considerations." Archives of Clinical Neuropsychology 4, no. 2 (1989): 111–12. http://dx.doi.org/10.1016/0887-6177(89)90057-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

North, Alvin J., Hanna K. Ulatowska, Sara Macaluso-Haynes, and Hanna Bell. "Discourse Performance in Older Adults." International Journal of Aging and Human Development 23, no. 4 (December 1986): 267–83. http://dx.doi.org/10.2190/bpf0-2bwd-bgnq-hwcw.

Full text

Abstract:

Thirty-three elderly women, whose mean age was 76.2 years, and eighteen middle-aged women, whose mean age was 45.6 years, were assessed on a number of linguistic discourse tasks. The women were well educated, and most of them were or had been engaged in the teaching profession. Each woman was given 1) narrative discourse tasks involving recall of stories, summarizing stories, giving the morals of the stories, 2) procedural discourse tasks, 3) interview to assess cognitive functioning and communicative abilities, and 4) the following cognitive tests: Block Design, Symbol-Digit, Raven Coloured Progressive Matrices, and Word Fluency. The findings were that the older group generally performed more poorly than did the middle-aged group on most of the discourse tasks and cognitive tests. Within the older group, measures of quality of discourse were generally negatively related to age and positively related to scores on cognitive tests.

APA, Harvard, Vancouver, ISO, and other styles

38

Al-Shabibi, Amal. "Mathematical problem-solving and metacognitive skills of 5th grade students as a function of gender and level of academic achievement." Cypriot Journal of Educational Sciences 13, no. 2 (June 26, 2018): 149–59. http://dx.doi.org/10.18844/cjes.v13i2.3306.

Full text

Abstract:

This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills. Keywords: Problem-solving, metacognition, learning disability, academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

39

Arseni, Nada, and Iacob Hanţiu. "Laterality and general intelligence in children aged 6 – 8 years." Timisoara Physical Education and Rehabilitation Journal 13, no. 24 (September 1, 2020): 35–44. http://dx.doi.org/10.2478/tperj-2020-0006.

Full text

Abstract:

AbstractAim: The aim of this study was to identify and analyze the types of laterality and level of general intelligence in primary school children, aged six to eight years.Methods: The sample consisted of 120 students, both boys and girls. General intelligence was measured using Raven’s Coloured Progressive Matrices (CPM), while laterality was assessed using the Harris Test for lateral dominance.Results: The results obtained highlight that the dominant type of laterality is RRR - completely right-handed with stably accomplished laterality (81 subjects), followed by RLR - crossed ocular-manual and stably accomplished laterality (29 subjects). The proportion of those with LLL laterality - completely left-handed with stably accomplished laterality is small (4 subjects). In terms of general intelligence, most participants had IQs that can be classified in the category of those with a higher level of intelligence (65 subjects), succeeded by those with a superior medium level (27 subjects).Conclusion: Identifying the type of laterality and level of intelligence of children participating in physical education and sports classes is needed in order to leverage the intervention on the psychomotor components and to facilitate the process of adaptation of the child to the school environment.

APA, Harvard, Vancouver, ISO, and other styles

40

Bekhechi, Amina Kheira, and Belkacem Khiat. "Impact of regular physical activity and sports on school performance among girls and boys aged between 6 and 10 years (Impacto de la actividad física regular y los deportes en el rendimiento escolar entre niñas y niños de entre 6 y 10 años)." Retos, no. 36 (May 3, 2019): 398–402. http://dx.doi.org/10.47197/retos.v36i36.67113.

Full text

Abstract:

Abstract. This longitudinal study seeks to show if sport has an impact on the school results and also on cognitive functioning, and if this causal link is significantly important. An experimental group of 55 students that practice out-of-school sports, at a rate of 3 times a week and a reference group of 55 students that don’t practice out of school sports, their age is between 6 and 10 years old, both male and female from an elementary schools of the town of Oran (Algeria), they were followed during 15 month (five quarters). The socio-demographic data were collected by a questionnaire intended for the students of the two groups, and the administrative school results at the end of each quarter. An intelligence test of the CPM (Raven's Coloured Progressive Matrices) was administered at the end of the fifth trimester to assess the main cognitive abilities in both groups. Students that practice out-of-school sports have general school averages and a significantly higher level of intelligence than students that don’t (p < 0.05) where sport girls have overall academic averages significantly higher than sport boys (p = 0.025). As noted by many similar studies, the practice of a physical-activity and sport regular seem to have a very positive impact on the academic performance and also on cognitive functioning.Resumen. Este estudio longitudinal busca mostrar si el deporte tiene un impacto en los resultados escolares y también en el funcionamiento cognitivo, y si este vínculo causal es significativamente importante. Un grupo experimental de 55 estudiantes que practican deportes fuera de la escuela, a una tasa de 3 veces por semana y un grupo de referencia de 55 estudiantes que no practican deportes fuera de la escuela, su edad es entre 6 y 10 años, Tanto hombres como mujeres de una escuela primaria de la ciudad de Orán (Argelia), fueron seguidos durante 15 meses (cinco cuartos). Los datos socio demográfico se recopilaron mediante un cuestionario destinado a los estudiantes de los dos grupos y los resultados de la escuela administrativa al final de cada trimestre. Se administró una prueba de inteligencia de CPM (Matrices progresivas de color de Raven) al final del quinto trimestre para evaluar las principales habilidades cognitivas en ambos grupos. Los estudiantes que practican deportes fuera de la escuela tienen promedios escolares generales y un nivel de inteligencia significativamente más alto que los estudiantes que no lo hacen (p < 0.05) donde las chicas deportistas tienen promedios académicos generales significativamente más altos que los varones deportivos (p = 0.025). Como lo observaron muchos estudios similares, la práctica de una actividad física y un deporte regular parecen tener un impacto muy positivo en el rendimiento académico y también en el funcionamiento cognitivo.

APA, Harvard, Vancouver, ISO, and other styles

41

Lubovsky, D. V. "School Readiness in Children: Types and Correlation with Duration of School Preparation Activities." Психологическая наука и образование 24, no. 3 (2019): 43–51. http://dx.doi.org/10.17759/pse.2019240304.

Full text

Abstract:

The article presents results of a study on personal readiness for school in children aged 6—6,5 years who engaged in school preparation activities for different periods of time either at kindergarten only or at any additional classes as well. It was assumed that longer periods of school preparation would be associated with lower levels of school motivation in children entering school. The study involved 80 preschoolers aged 6 to 6,5.The following techniques were used: the conversation "Internal position of the student" (by N.I. Gootkina), the technique for academic motivation research in first-graders (by M.R. Ginzburg), Raven’s Coloured Progressive Matrices, the first subtest of the Kern—Jirasek School Maturity Test (drawing of male figure), and the author's questionnaire about the forms and duration of school preparation activities (for parents).The outcomes of the study showed that those children who began preparing to school early and continued attending school preparation activities for much longer than a year had lower levels of school motivation and, therefore, lower levels of personal readiness for school. Interestingly, there were no significant differences in intellectual readiness between them and the children with shorter school preparation experiences. The paper concludes with discussing the practical applications of the present study.

APA, Harvard, Vancouver, ISO, and other styles

42

Yoshizawa, Kentarou, Nao Yasuda, Michinari Fukuda, Yumi Yukimoto, Mieko Ogino, Wakana Hata, Ikuyo Ishizaka, and Mari Higashikawa. "Syntactic Comprehension in Patients with Amyotrophic Lateral Sclerosis." Behavioural Neurology 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/230578.

Full text

Abstract:

Recent neuropsychological studies of patients with amyotrophic lateral sclerosis (ALS) have demonstrated that some patients have aphasic symptoms, including impaired syntactic comprehension. However, it is not known if syntactic comprehension disorder is related to executive and visuospatial dysfunction. In this study, we evaluated syntactic comprehension using the Syntax Test for Aphasia (STA) auditory comprehension task, frontal executive function using the Frontal Assessment Battery (FAB), visuospatial function using Raven’s Coloured Progressive Matrices (RCPM), and dementia using the Hasegawa Dementia Scale-Revised (HDS-R) in 25 patients with ALS. Of the 25 patients, 18 (72%) had syntactic comprehension disorder (STA score < IV), nine (36%) had frontal executive dysfunction (FAB score < 14), six (24%) had visuospatial dysfunction (RCPM score < 24), and none had dementia (HDS-R score < 20). Nine of the 18 patients with syntactic comprehension disorder (50%) passed the FAB and RCPM. Although sample size was small, these patients had a low STA score but normal FAB and RCPM score. All patients with bulbar onset ALS had syntactic comprehension disorder. These results indicate that it might be necessary to assess syntactic comprehension in patients with bulbar onset ALS. The implications of these findings are discussed in relation to the pathological continuum of ALS.

APA, Harvard, Vancouver, ISO, and other styles

43

Gale, S. D., M. A. Norman, and E. D. Bigler. "A comparison of performance on the raven coloured progressive matrices in patients with closed head injury (CHI) and dementia of the Alzheimer's type (DAT)." Archives of Clinical Neuropsychology 7, no. 4 (January 1, 1992): 327–28. http://dx.doi.org/10.1093/arclin/7.4.327a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Kaimal, Ganga G., Varghese P. Punnoose, and Saibunnisa Beevi K. "Influence of Family Environment on Childhood Emotional and Behavioural Disorders." Journal of Evidence Based Medicine and Healthcare 7, no. 44 (November 2, 2020): 2544–49. http://dx.doi.org/10.18410/jebmh/2020/526.

Full text

Abstract:

BACKGROUND India has a large proportion of child and adolescent population. Psychiatric disorders are common among children and adolescents, but they are often underdiagnosed. Family environment influences psychopathology in young children. Identification of risk factors for child psychiatric disorders can lead to early identification of children at risk and facilitation of preventive interventions. METHODS The study was conducted among 103 children attending the Child Guidance Clinic (CGC) in a tertiary care institute in Kerala. A specially prepared proforma was used to obtain the sociodemographic profile and clinical variables. Global Family Environment Scale was used to assess the quality of family environment. ICD 10 classification of mental and behavioural disorders was used for making diagnosis, and Ravens Coloured Progressive Matrices was used for assessing intelligence. RESULTS Emotional disorders were seen more commonly in girls, and in older age group. Children with behavioural disorders were below average in academics and the difference between the groups was statistically significant. No statistically significant difference was found between the groups in socioeconomic status, locality, family type, family history of psychiatric illness, and in family environment. CONCLUSIONS Though there was no statistically significant difference, family history of psychiatric illness and poor and moderately unsatisfactory family environment was observed in a large proportion of children. This finding may have implication in management of childhood psychiatric disorders. KEYWORDS Family Environment, Children, Emotional Disorders, Behavioural Disorders

APA, Harvard, Vancouver, ISO, and other styles

45

Norman, M. A., S. D. Gale, and E. D. Bigler. "A comparison of performance on the Raven coloured progressive matrices in patients with closed head injury (CHI), left cerebrovascular accidents (LCVA), and right cerebrovascular accidents (RCVA)." Archives of Clinical Neuropsychology 7, no. 4 (January 1, 1992): 352. http://dx.doi.org/10.1093/arclin/7.4.352a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Fiorentino, Marion, Marlène Perignon, Khuov Kuong, Richard de Groot, Megan Parker, Kurt Burja, Marjoleine A. Dijkhuizen, et al. "Effect of multi-micronutrient-fortified rice on cognitive performance depends on premix composition and cognitive function tested: results of an effectiveness study in Cambodian schoolchildren." Public Health Nutrition 21, no. 4 (November 16, 2017): 816–27. http://dx.doi.org/10.1017/s1368980017002774.

Full text

Abstract:

AbstractObjectiveEven though current policy is strongly focused on the crucial first ‘1000 days’, it might be still possible to enhance cognitive function during the pre-adolescent and adolescent years by improving micronutrient status. In Cambodia, nutritional status is poor. Provision of rice fortified with micronutrients through a school meal programme (SMP) could be a cost-effective strategy to help improve health and school performance. The present study aimed to evaluate the effect of three different micronutrient-fortified rice formulations on cognitive function in Cambodian children.SettingSixteen Cambodian schools receiving SMP.DesignThe FORISCA-UltraRice®+NutriRice®study was a randomized, double-blind, placebo-controlled trial. Four groups of four schools were randomly allocated to receive normal rice, UltraRice®Original, UltraRice®New or NutriRice®. Within each school, 132 children were randomly selected. Data on cognitive performance (picture completion, block design and Raven’s coloured progressive matrices (RCPM)), anthropometry, parasite infestation and micronutrient status were collected before the intervention and after 6 months.SubjectsCognitive data were available for 1796 children aged 6–16 years.ResultsAll cognitive scores improved after 6 months (P<0·001). Block design score improvement was significantly higher in children consuming UltraRice®Original (P=0·03) compared with the other fortified rice groups and placebo. No difference among groups was found on RCPM or picture completion scores. Stunting, parasite infestation and inflammation negatively affected the impact of the intervention.ConclusionsCombined with other interventions, using SMP to distribute fortified rice to schoolchildren may be a cost-effective way to increase cognitive performance and thereby improve school performance and educational achievements.

APA, Harvard, Vancouver, ISO, and other styles

47

Naveed, Sehrish, Taisa Venäläinen, Aino-Maija Eloranta, Arja T. Erkkilä, Henna Jalkanen, Virpi Lindi, Timo A. Lakka, and Eero A. Haapala. "Associations of dietary carbohydrate and fatty acid intakes with cognition among children." Public Health Nutrition 23, no. 9 (February 21, 2020): 1657–63. http://dx.doi.org/10.1017/s1368980019003860.

Full text

Abstract:

AbstractObjective:To investigate the cross-sectional associations of dietary carbohydrate and fatty acid intakes with cognition in mid-childhood.Design:Dietary carbohydrate and fatty acid intakes were assessed using 4-d food records, and cognition was evaluated using the Raven’s Coloured Progressive Matrices (RCPM) score. The cross-sectional associations of dietary carbohydrate and fatty acid intakes with cognition were investigated using linear regression analyses adjusted for age, sex, body fat percentage, household income, parental education and daily energy intake.Setting:The baseline examinations of the Physical Activity and Nutrition in Children study.Participants:A population-based sample of 487 children (250 boys, 237 girls) aged 6–8 years living in the city of Kuopio, Finland.Results:A higher dietary intake of fructose (standardised regression coefficient, β = 0·24, P < 0·001), total fibre (β = 0·16, P = 0·02) and soluble fibre (β = 0·15, P = 0·02) was associated with a higher RCPM score in boys. Other dietary carbohydrates and fatty acids, including total carbohydrates, glucose, sucrose, starch, insoluble fibre, total fat, SFAs, MUFAs, PUFAs, palmitic acid (C16), stearic acid (C18), linoleic acid (C18:2), α-linoleic acid (C18:3), arachidonic acid (C20:4), EPA (C20:5n-3) and DHA (C22:6n-6), were not associated with the RCPM score in boys. Dietary carbohydrates or fatty acids were not associated with the RCPM score in girls.Conclusions:Higher dietary fructose and fibre intakes were associated with better cognition in boys, but not in girls. Dietary fatty acids were not related to cognition in boys or in girls.

APA, Harvard, Vancouver, ISO, and other styles

48

Templer, Donald I. "Prison Norms for Raven's Standard Progressive Matrices." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1193–94. http://dx.doi.org/10.2466/pms.1992.74.3c.1193.

Full text

Abstract:

Prison norms for the Raven's Standard Progressive Matrices were developed using 1126 male inmates in a prison in Nevada. 556 of the men were white, 480 black, 55 Mexican, 19 Cuban, 9 Asian, and 7 Native-American. Norms were provided for three age categories—under 35 years, ages 36 to 54, and all ages combined. Normative information was presented for white inmates, black inmates, and all ethnicities combined. There was substantial overlap in distribution of scores by black and white inmates.

APA, Harvard, Vancouver, ISO, and other styles

49

Verguts, Tom, Paul De Boeck, and Eric Maris. "Generation speed in Raven's progressive matrices test." Intelligence 27, no. 4 (December 1999): 329–45. http://dx.doi.org/10.1016/s0160-2896(99)00023-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Alderton, David L., and Gerald E. Larson. "Dimensionality of Raven's Advanced Progressive Matrices Items." Educational and Psychological Measurement 50, no. 4 (December 1990): 887–900. http://dx.doi.org/10.1177/0013164490504019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!