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General Intellectual Ability (general + intellectual_ability)
Selected AbstractsAn examination of the CTONI utilizing Gc-Gf theory: A comparison of the CTONI and WJ-IIIPSYCHOLOGY IN THE SCHOOLS, Issue 6 2007Kerry S. Lassiter The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ-III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ-III COG Verbal Ability, Thinking Ability, Comprehension-Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ-III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. [source] What do you think you're looking at?CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 2 2007Investigating social cognition in young offenders Aim,This small study was designed to assess the nature and severity of social-cognitive deficits in antisocial adolescents. Method,Thirty-seven boys aged 15,18 from a Young Offenders Institute and Community College participated. They were asked to complete a test of general intellectual ability and self-rating of social competence as well as tasks from the Skuse Schedules for the Assessment of Social Intelligence. Results,Young offenders were poor at recognizing the facial expression of anger, regardless of intellectual ability. They could not accurately identify the direction of another's eye gaze. Their performance on theory of mind tasks, however, was unimpaired. Conclusion,These preliminary findings imply selective impairment in the cognitive appraisal of threat, which may contribute to social maladjustment. Further such study of social cognition among young offenders is indicated. Copyright © 2007 John Wiley & Sons, Ltd. [source] How specific is the relation between executive function and theory of mind?INFANT AND CHILD DEVELOPMENT, Issue 2 2002Contributions of inhibitory control, working memory Abstract The relation between executive function (EF) and theory of mind (ToM) may involve specific processes of inhibition and/or working memory capacity contributing to ToM, or it might be a reflection of general intellectual ability. To differentiate these alternatives, we administered task batteries measuring inhibitory control (IC), working memory, and ToM, as well as measures of verbal and performance intelligence, to 47 typically developing preschool children. Inhibitory control tasks in which a dominant response needed to be suppressed while a subdominant response was activated (Conflict IC) significantly predicted performance on false belief tasks over and above working memory, the intelligence measures, a simple delay task (Delay IC), and age. In contrast, working memory, Delay IC, and intelligence were not significant in this analysis. Conflict IC, but not Delay IC, was related to working memory. Together, these findings suggest that the combination of inhibition and working memory (as reflected in Conflict IC tasks) may be central to the relation between EF and false belief understanding. Copyright © 2002 John Wiley & Sons, Ltd. [source] Cognitive and behavioral characteristics of children with Williams syndrome: Implications for intervention approaches,AMERICAN JOURNAL OF MEDICAL GENETICS, Issue 2 2010Carolyn B. Mervis Abstract Portrayals of individuals with Williams syndrome (WS), a genetic disorder caused by a microdeletion of ,25 genes on chromosome 7q11.23, have reached the general public through a variety of media formats. These descriptions are often paradoxical in nature with individuals with WS repeatedly described as demonstrating near-normal language despite the presence of significant intellectual disability and as being extremely sociable and friendly in spite of their seemingly limited understanding of basic social norms. While this depiction of WS served to attract the interest of basic-science researchers, the results of subsequent studies have provided a more nuanced view. For example, rather than across-the-board "near-normal" language, children with WS demonstrate relative strengths in concrete vocabulary and verbal short-term memory, grammatical abilities at the level expected for general intellectual ability, and considerable weakness in relational/conceptual language and pragmatics (social use of language). To provide a more thorough characterization of the WS behavioral phenotype, we summarize recent findings related to intellectual ability, language development, memory development, executive function development, adaptive behavior skills, and behavior as it relates to learning by children with WS. Finally, we briefly discuss intervention approaches that may help children with WS to achieve their full potential. © 2010 Wiley-Liss, Inc. [source] Best practices in the identification of gifted students with learning disabilitiesPSYCHOLOGY IN THE SCHOOLS, Issue 5 2001D. Betsy McCoach In recent years, researchers and practitioners have become increasingly interested in students who have both learning disabilities and intellectual gifts. Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with complexity, or superior academic potential. The definition of learning disability states that the level of performance in a particular academic area is substantially below what would be expected based on one's general intellectual ability and that this incongruity cannot be explained by lack of educational opportunity in that academic area. This article explores several controversial issues surrounding the identification of students as both gifted and learning disabled. How does a discrepancy manifest itself in a student who is intellectually gifted? Do gifted students with learning disabilities experience masking effects? How can we effectively identify intellectually gifted students with learning disabilities? In addition, we argue against the use of profile analysis to identify gifted students with learning disabilities. Finally, we propose guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and we provide suggestions for how to best serve this unique population of students within the school environment. © 2001 John Wiley & Sons, Inc. [source] | ||||||||||