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Intellectual Ability (intellectual + ability)

Distribution by Scientific Domains

Medical Sciences	36%
Psychology	26%
Life Sciences	21%

Kinds of Intellectual Ability

general intellectual ability

Selected Abstracts

An examination of the CTONI utilizing Gc-Gf theory: A comparison of the CTONI and WJ-III

PSYCHOLOGY IN THE SCHOOLS, Issue 6 2007
Kerry 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]

Intellectual abilities and white matter microstructure in development: A diffusion tensor imaging study

HUMAN BRAIN MAPPING, Issue 10 2010
Christian K. Tamnes
Abstract Higher-order cognitive functions are supported by distributed networks of multiple interconnected cortical and subcortical regions. Efficient cognitive processing depends on fast communication between these regions, so the integrity of the connections between them is of great importance. It is known that white matter (WM) development is a slow process, continuing into adulthood. While the significance of cortical maturation for intellectual development is described, less is known about the relationships between cognitive functions and maturation of WM connectivity. In this cross-sectional study, we investigated the associations between intellectual abilities and development of diffusion tensor imaging (DTI) derived measures of WM microstructure in 168 right-handed participants aged 8,30 years. Independently of age and sex, both verbal and performance abilities were positively related to fractional anisotropy (FA) and negatively related to mean diffusivity (MD) and radial diffusivity (RD), predominantly in the left hemisphere. Further, verbal, but not performance abilities, were associated with developmental differences in DTI indices in widespread regions in both hemispheres. Regional analyses showed relations with both FA and RD bilaterally in the anterior thalamic radiation and the cortico-spinal tract and in the right superior longitudinal fasciculus. In these regions, our results suggest that participants with high verbal abilities may show accelerated WM development in late childhood and a subsequent earlier developmental plateau, in contrast to a steadier and prolonged development in participants with average verbal abilities. Longitudinal data are needed to validate these interpretations. The results provide insight into the neurobiological underpinnings of intellectual development. Hum Brain Mapp, 2010. © 2010 Wiley-Liss, Inc. [source]

Neuropsychological profile of children with subcortical band heterotopia

DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 11 2009
MEGAN SPENCER-SMITH BPSYCSC PHD
Aim, Subcortical band heterotopia (SBH) or ,double cortex' is a malformation of cortical development resulting from impaired neuronal migration. So far, research has focused on the neurological, neuroimaging, and genetic correlates of SBH. More recently, clinical reports and small sample studies have documented neuropsychological dysfunction in patients with this malformation. This study aimed to characterize further the phenotype of patients with SBH by describing the neuropsychological profiles of children. Method, Seven children (six females) aged 4 to 15 years were assessed for cognitive functioning (intellectual ability, processing speed, attention, working memory) and academic achievement (reading, spelling, arithmetic). Parents completed questionnaires examining their child's social skills and problem behaviours. Magnetic resonance images (MRI) conducted for routine clinical follow-up were coded by a paediatric neurologist. Genetic and seizure history were obtained from medical records. Results, There was variation in the neurological, neuroimaging, and genetic presentation of children in the sample. Impairments were observed in all areas of neuropsychological functioning examined. Intellectual ability was generally within the ,extremely low' range (full-scale IQ 44,74; performance IQ 45,72; verbal IQ 57,80). Generalized impairments in cognitive skills were typical, with severe impairments (scores greater than 2SD below the test mean) reported in processing speed, working memory, and arithmetic. Impairments in academic, social, and behavioural functioning were less generalized. No clear relationship between neuroimaging and neuropsychological impairments was found. Interpretation, Children with SBH demonstrate cognitive, academic, social, and behavioural problems, with the greatest difficulties in processing speed and complex cognitive skills. [source]

Intellectual abilities and white matter microstructure in development: A diffusion tensor imaging study

Cognitive profile in a large french cohort of adults with Prader,Willi syndrome: differences between genotypes

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 3 2010
P. Copet
Abstract Background Prader,Willi syndrome (PWS) is a rare genetic disorder characterised by developmental abnormalities leading to somatic and psychological symptoms. These include dysmorphic features, impaired growth and sexual maturation, hyperphagia, intellectual delay, learning disabilities and maladaptive behaviours. PWS is caused by a lack of expression of maternally imprinted genes situated in the 15q11-13 chromosome region. The origin is a ,de novo' deletion in the paternal chromosome in 70% of the cases and a maternal uniparental disomy in 25%. The two main genotypes show differences, notably regarding cognitive and behavioural features, but the mechanisms are not clear. This study assessed cognitive impairment in a cohort of adults with genetically confirmed PWS, analysed their profiles of cognitive strengths and weaknesses, and compared the profiles in terms of genotype. Methods Ninety-nine male and female adults participated, all inpatients on a specialised unit for the multidisciplinary care of PWS. The Wechsler Adult Intelligence Scale (WAIS-III) was administered to all patients in identical conditions by the same psychologist. Eighty-five patients were able to cope with the test situation. Their scores were analysed with non-parametric statistical tools. The correlations with sex, age and body mass index were explored. Two genotype groups were compared: deletion (n = 57) and non-deletion (n = 27). Results The distribution of intelligence quotients in the total cohort was non-normal, with the following values (medians): Full Scale Intelligence Quotient (FSIQ): 52.0 (Q1:46.0; Q3:60.0), Verbal Intellectual Quotient (VIQ): 53.0 (Q1:48; Q3:62) and Performance Intellectual Quotient (PIQ): 52.5 (Q1:48; Q3:61). No correlation was found with sex, age or body mass index. Comparison between groups showed no significant difference in FSIQ or VIQ. PIQ scores were significantly better in the deletion group. The total cohort and the deletion group showed the VIQ = PIQ profile, whereas VIQ > PIQ was observed in the non-deletion group. The subtest scores in the two groups showed significant differences, with the deletion group scoring better in three subtests: object assembly, picture arrangement and digit symbol coding. Some relative strengths and weaknesses concerned the total cohort, but others concerned only one genotype. Discussion We documented a global impairment in the intellectual abilities of a large sample of French PWS patients. The scores were slightly lower than those reported in most other studies. Our data confirmed the previously published differences in the cognitive profiles of the two main PWS genotypes and offer new evidence to support this hypothesis. These results could guide future neuropsychological studies to determine the cognitive processing in PWS. This knowledge is essential to improve our understanding of gene-brain-behaviour relationships and to open new perspectives on therapeutic and educational programmes. [source]

Training for innovation in India: Cultural considerations and strategic Implications

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2008
L. Roxanne Russell
Global organizations with personnel in India rank innovation as a primary workforce development objective to stay competitive in the global market (NASSCOM, 2007). This analysis reviews relevant literature for evidence of cultural factors that stand in the way of innovative performance in Indian personnel and discusses implications for the design of interventions. Findings in the literature indicate possible knowledge gaps resulting from higher education quality assurance problems and high turnover in the job market, underrecognition of creative and practical intellectual abilities owing to testing practices, and restrictions on creative tendencies stemming from hierarchical structures and external pressures. Instructional design implications include the use of diagnostics, transformational learning strategies, and systemic reinforcement initiatives. [source]

Children and Mothers in War: An Outcome Study of a Psychosocial Intervention Program

CHILD DEVELOPMENT, Issue 4 2001
Ragnhild Dybdahl
The present study was designed to evaluate the effects on children (age: M=5.5 years) in war-torn Bosnia and Herzegovina of a psychosocial intervention program consisting of weekly group meetings for mothers for 5 months. An additional aim was to investigate the children's psychosocial functioning and the mental health of their mothers. Internally displaced mother , child dyads were randomly assigned to an intervention group receiving psychosocial support and basic medical care (n=42) or to a control group receiving medical care only (n=45). Participants took part in interviews and tests to provide information about war exposure, mental health, psychosocial functioning, intellectual abilities, and physical health. Results showed that although all participants were exposed to severe trauma, their manifestations of distress varied considerably. The intervention program had a positive effect on mothers' mental health, children's weight gain, and several measures of children's psychosocial functioning and mental health, whereas there was no difference between the two groups on other measures. The findings have implications for policy. [source]

What do you think you're looking at?

CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 2 2007
Investigating 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]

Neuropsychological profile of children with subcortical band heterotopia

Deletion of 8p: a report of a child with normal intelligence

DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 12 2001
Linda Gilmore PhD
The case is presented of a female infant with a distal deletion of 8p (8p23.1,pter) whose development was monitored over a 5-year period from 12 months of age. Although previous literature has suggested that 8p deletion is associated with mild to moderate intellectual disability, the child reported here has normal intelligence. Despite initial delays in gross motor and language skills, cognitive development (assessed with the Bayley Scales of Infant Development) and intellectual ability (measured on the Stanford-Binet Intelligence Scale) were within average range. It is argued that the small number of previous case reports may have created a misleading impression of intellectual development in individuals with distal deletions of 8p. [source]

Cognitive functioning in substance abuse and dependence: a population-based study of young adults

ADDICTION, Issue 9 2009
Antti Latvala
ABSTRACT Aims To investigate whether substance use disorders (SUDs) are associated with verbal intellectual ability, psychomotor processing speed, verbal and visual working memory, executive function and verbal learning in young adults, and to study the associations of SUD characteristics with cognitive performance. Participants A population-based sample (n = 466) of young Finnish adults aged 21,35 years. Measurements Diagnostic assessment was based on all available information from a structured psychiatric interview (SCID-I) and in- and out-patient medical records. Established neuropsychological tests were used in the cognitive assessment. Confounding factors included in the analyses were comorbid psychiatric disorders and risk factors for SUDs, representing behavioural and affective factors, parental factors, early initiation of substance use and education-related factors. Findings Adjusted for age and gender, life-time DSM-IV SUD was associated with poorer verbal intellectual ability, as measured with the Wechsler Adult Intelligence Scale,Revised (WAIS-R) vocabulary subtest, and slower psychomotor processing, as measured with the WAIS-R digit symbol subtest. Poorer verbal intellectual ability was accounted for by parental and own low basic education, whereas the association with slower psychomotor processing remained after adjustment for SUD risk factors. Poorer verbal intellectual ability was related to substance abuse rather than dependence. Other SUD characteristics were not associated with cognition. Conclusions Poorer verbal intellectual ability and less efficient psychomotor processing are associated with life-time alcohol and other substance use disorders in young adulthood. Poorer verbal intellectual ability seems to be related to parental and own low basic education, whereas slower psychomotor processing is associated with SUD independently of risk factors. [source]

German lexical personality factors: relations with the HEXACO model

EUROPEAN JOURNAL OF PERSONALITY, Issue 1 2007
Michael C. Ashton
Abstract We correlated the scales of the HEXACO Personality Inventory (HEXACO-PI) with adjective scale markers of factors previously obtained in indigenous lexical studies of personality structure in the German language. Self-ratings obtained from a sample of 323 German participants showed a pattern of strong convergent and weak discriminant correlations, supporting the content-based interpretation of the German lexical factors in terms of the HEXACO dimensions. Notably, convergent correlations were strong for both the broader and the narrower variants of the Honesty-Humility factor as observed in German lexical studies. Also, convergent correlations for HEXACO Openness to Experience were, as expected, stronger for German adjectives describing a creative and intellectual orientation than for German adjectives describing intellectual ability. Copyright © 2006 John Wiley & Sons, Ltd. [source]

How specific is the relation between executive function and theory of mind?

INFANT AND CHILD DEVELOPMENT, Issue 2 2002
Contributions 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]

Age Recognition in Adults with Intellectual Disabilities: a Literature Review and an Exploratory Study

JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2000
Dorothy M. Bell
The ability of children to classify accurately their own ages and the ages of others has been the subject of very limited research. However, the literature is largely in agreement on there being progressive increases in skill with chronological age, although there is disagreement on the age at which this ability becomes well developed. The processes look similar in the field of intellectual disabilities, although this area is extremely under-researched. Key factors may include age, the amount of time spent in institutions (e.g. long-term hospitals for people with intellectual disabilities), developmental level and IQ. The present paper provides a review of the relevant literature and an exploratory study investigating the age recognition of self and colleagues in a group of 20 adults with intellectual disability, some from within what has been a major hospital for people with intellectual disabilities and some from the wider community. Measures of age recognition using photographs, as well as standardized measures of intellectual ability and social adaptive behaviour, were administered, and correlations were found between the ability to recognize age in others and developmental age, and also IQ. Success on the task of age discrimination appears to be more likely if the IQ of the individual is around 60,65 or above, and if the person shows social adaptive behaviour equivalent to 8 or 9 years of age and over. Also included in the study was a task in which only the discrimination of whether the photographs were of adults or children was required, and this proved to be a simpler process for the participants. The present study also demonstrates some of the discriminative stimuli used by adults with intellectual disabilities to ascertain the approximate age of a person. [source]

Cognitive and behavioral characteristics of children with Williams syndrome: Implications for intervention approaches,

AMERICAN JOURNAL OF MEDICAL GENETICS, Issue 2 2010
Carolyn 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 disabilities

PSYCHOLOGY IN THE SCHOOLS, Issue 5 2001
D. 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]

Cognitive strategy use by children with Asperger's syndrome during intervention for motor-based goals

AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2009
Sylvia Rodger
Background:,Cognitive Orientation for (daily) Occupational Performance (CO-OP) is a cognitive approach utilised by occupational therapists to help guide children in the discovery of appropriate strategies for effective task performance through a structured problem-solving process. There has been limited research into its utility for children with Asperger's syndrome (AS). These children often present with motor difficulties, although these are not required for diagnosis of the syndrome. A recent study found that children with AS were able to use the CO-OP framework to enhance their performance of motor-based goals. Methods:,This paper presents two case studies demonstrating the use of CO-OP with children with AS, and explores the global and domain-specific strategies and types of guidance utilised to improve their task performance. Two children with AS, aged 9 and 11, with above average intellectual ability, engaged in 10 sessions of CO-OP. All sessions were videotaped. One hundred minutes of randomly selected footage were coded per child using the Observer Software Package version 5.0. Results:,The mean interrater agreement for the two children was 94.06% and 89.30%. Both children (i) utilised the global strategies ,do', followed by ,plan' and ,check', (ii) used at least three domain-specific strategies in each session with ,task specification/modification' and ,body position' utilised most, and (iii) used limited verbal self-guidance. Conclusion:,These two children with AS were able to utilise cognitive strategies to effectively solve their motor performance problems. Children with AS and those with DCD used similar strategies to achieve motor goals. CO-OP appears to have potential as an effective intervention for children with AS. Study limitations, clinical implications and directions for future research are discussed. [source]