Validity of the Wechsler abbreviated scale of intelligence and other very short forms of estimating intellectual functioning

Performance on the Wechsler Adult Intelligence Scale-III (WAIS-III) was compared to performance on the Wechsler Abbreviated Scale of Intelligence (WASI), as well as short form estimations of intellectual functioning derived from WAIS-III performance, in a mixed clinical sample of 72 participants. The WASI verbal IQ (VIQ) score was significantly higher than the WAIS-III VIQ, whereas performance IQ (PIQ) estimates all differed from actual WAIS-III PIQ and full scale IQ (FSIQ). Correlations of WAIS-III scores with WASI scores were consistently lower than were correlations between the WASI-III and all other short forms. Although maintaining administration times of 15 minutesfor a two-subtest FSIQ and 30 minutes for a four-subtest FSIQ, the WASI did not consistently demonstrate desirable accuracy in predicting scores obtained from the WAIS-III. The results suggest that clinicians should use the WASI cautiously if at all, especially when accurate estimates of individuals' WAIS-III results are needed.     

Test Review: Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)

Objective: Evaluate neuropsychological functioning in children with non-syndromic cleft of the lip and/or palate (NSCL/P) through profile variance within type of cleft and comparisons to controls.

Methods: Children ages 7 to 17 years participated; 66 had a diagnosis of NSCL/P and 87 were healthy controls. Neuropsychological tests of language, visual-perceptual, executive functioning, and memory skills were administered. Between- and within-group differences were assessed.

Results: Within cleft types, children with NSCLP had an even profile with equal Verbal and Performance IQ (VIQ and PIQ, respectively). Children with non-syndromic cleft palate only (NSCP) had significantly lower VIQ than PIQ, while children with non-syndromic cleft lip only (NSCL) showed a nonsignificant trend for higher VIQ than PIQ. Overall, subjects with NSCL/P performed lower on measures of expressive language and verbal memory than controls.

Conclusions: While deficits in verbal and memory skills for children with NSCL/P remain apparent, there is still uncertainty around the possible influence of cleft type on the pattern of deficits.     

Meta-Analysis of Intelligence Quotient (IQ) in Obsessive-Compulsive Disorder

Obsessive compulsive disorder (OCD) is associated with a moderate degree of underperformance on cognitive tests, including deficient processing speed. However, despite little research focusing on Intelligence Quotient (IQ) in OCD, it has long been speculated that the disorder is associated with elevated intellectual capacity. The present meta-analytic study was, therefore, conducted to quantitatively summarize the literature on IQ in OCD systematically. We identified 98 studies containing IQ data among individuals with OCD and non-psychiatric comparison groups, and computed 108 effect sizes for Verbal IQ (VIQ, n = 55), Performance IQ (PIQ, n = 13), and Full Scale IQ (FSIQ, n = 40). Across studies, small effect sizes were found for FSIQ and VIQ, and a moderate effect size for PIQ, exemplifying reduced IQ in OCD. However, mean IQ scores across OCD samples were in the normative range. Moderator analyses revealed no significant moderating effect across clinical and demographic indices. We conclude that, although lower than controls, OCD is associated with normative FSIQ and VIQ, and relatively lowered PIQ. These results are discussed in light of neuropsychological research in OCD, and particularly the putative impact of reduced processing speed in this population. Recommendations for utilization of IQ tests in OCD, and directions for future studies are offered.     

The validity of the general ability measure for adults: comparison with WAIS-R IQ scores in a sample of college students with academic difficulties

The present study investigated the validity of the General Ability Measure for Adults (GAMA) by comparing it to the WAIS-R using a sample of 80 college students reporting learning difficulties. Results indicated that the mean GAMA IQ score did not deviate significantly from the mean WAIS-R IQ scores. The GAMA Full Scale IQ correlated significantly with the WAIS-R PIQ, VIQ, and FSIQ scores. However, the obtained correlation coefficient for the GAMA and WAIS-R PIQ significantly differed from the observed correlation coefficient between the GAMA and WAIS-R VIQ, suggesting that the GAMA was more clearly associated with perceptual skills than verbal abilities. When the correlation coefficients between the GAMA and WAIS-R scores were corrected for the effects of range restriction, the correlation coefficients increased, yet demonstrated the same pattern (e.g., GAMA/PIQ,.69; GAMA/VIQ,.36; GAMA/FSIQ,.60). The GAMA s accuracy in predicting individual student performance on the WAIS-R FSIQ also was examined.     

The neural bases of strategy and skill in sentence-picture verification

This experiment used functional Magnetic Resonance Imaging to examine the relation between individual differences in cognitive skill and the amount of cortical activation engendered by two strategies (linguistic vs. visual-spatial) in a sentence-picture verification task. The verbal strategy produced more activation in language-related cortical regions (e.g., Broca's area), whereas the visual-spatial strategy produced more activation in regions that have been implicated in visual-spatial reasoning (e.g., parietal cortex). These relations were also modulated by individual differences in cognitive skill: Individuals with better verbal skills (as measured by the reading span test) had less activation in Broca's area when they used the verbal strategy. Similarly, individuals with better visual-spatial skills (as measured by the Vandenberg, 1971, mental rotation test) had less activation in the left parietal cortex when they used the visual-spatial strategy. These results indicate that language and visual-spatial processing are supported by partially separable networks of cortical regions and suggests one basis for strategy selection: the minimization of cognitive workload.     

The Cartesian frame of reference: A structure unifying the description of dyslexia

It is shown that six phenomena often associated with dyslexia may be attributed to the lack of a visual, Cartesian frame of reference. These phenomena are (1) reading errors due to letter reversal, inversion, or rotation, (2) form recognition of all classes of mono-oriented objects which is independent of the figure's egocentric orientation, (3) defective visual sequential scanning, resulting in confused letter and word order (4) poor visual balance performance, (5) the failure to acquire nonspatial ordering relations, including temporal relations and tenses, and (6) the characteristics intellectual profile of severely retarded readers, namely, PIQ/VIQ greater than 1, where PIQ is the performance IQ score and VIQ the verbal IQ score on the Wechsler Intelligence Scale for Children (WISC). The latter phenomenon is dependent on (2) and (5) above. A strategy for further research is outlined.     

Scoring reliability on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III)

Nineteen psychologists and 19 graduate students scored two Wechsler Adult Intelligence Scale-Third Edition patient protocols. Mean IQs and indexes were similar across groups, but the ranges for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ) on one protocol were 25, 22, and 11 points, respectively. For both protocols taken together, percentages of agreement with the "actual" IQs for psychologists were only 26.3 for VIQ, 36.8 for PIQ, and 42.1 for FSIQ. For students, percentages were 15.8 for VIQ, 23.7 for PIQ, and 31.6 for FSIQ. The percentages of FSIQs that fell within +/- 1 standard error of measurement of the actual IQs were 89.5 for psychologists and 76.3 for students. Scoring error also had a negative impact on index scores. Both groups were confident about their scoring accuracy.     

Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5–18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills—visual-motor coordination and visual-spatial integration—and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.     

Revisiting the factor structure of the WAIS-R: insights through nested factor modeling

Past attempts to model via confirmatory factor analysis (CFA) the Wechsler Adult Intelligence Scale-Revised (WAIS-R) intersubtest covariation have used an oblique factor or a higher order modeling approach. The attempts have failed to yield adequate model fit, based on current CFA recommendations. Using the WAIS-R standardization data, it is demonstrated that the WAIS-R can be better conceptualized as measuring a first-order general factor and three orthogonal group-level factors. The results are discussed in relation to Verbal and Performance Intelligence scoring and failed attempts to find relationships between VIQ/PIQ difference scores and external criteria. Because Arithmetic and Digit Span did not share any variance with the other VIQ subtests, independent of General Intelligence, clinicians should reconsider interpreting a VIQ score that includes information from Arithmetic and Digit Span in nonclinical populations. Researchers are encouraged to model intelligence factors as nested factor models, considering their superior model fit, and the increased clarity in the interpretations of relationships between IQ indices and criteria.     

发展性协调障碍与书写困难个案研究

该研究对一个14岁书写困难儿童zl的动作和认知技能进行了系统的考察。zl的书写困难主要表现在以下几方面：书写速度慢,字与字之间的空间距离非常近,字迹难以辨认,笔画顺序混乱。该研究首先测查了zl的基本智能和一系列精细动作技能、视觉、视空以及序列加工能力。结果发现他的基本智能、视觉加工能力正常,动作技能和视空加工能力皆显著落后于控制组儿童。语言能力测试发现,他的识字量、阅读理解和听力理解均正常。他在汉字单字、双字词、数字和图片命名上的正确率与控制组没有显著差异,但命名速度明显慢于控制组。神经生理检查发现,他的脑电波轻度异常,核磁共振扫描(MRI)显示双侧脑室体后部和枕角周围白质和小脑发育异常。这些结果表明该儿童的书写困难是更广泛的动作协调障碍的一种体现,并可能以他的脑神经发育状况为基础。文章讨论了zl书写障碍的认知神经机制及对书写障碍早期鉴别和训练的意义。     

Validation of a component model of social skill with outpatient adults

Little social skills research has been generated from applied outpatient settings. The present study examined the relationship of behavioral social skill components to independent judges' social skill judgments. A secondary question was whether nonverbal components would demonstrate a curvilinear relationship to social skill ratings. Forty-two outpatient adults at a community mental health center were videotaped role-playing eight scenes (four commendatory and four refusal). Videotapes were viewed in random order by community members who rated the subject's social skill in the situation. Trained raters scored the videotapes on standard behavioral components. While both nonverbal and verbal components accounted for significant portions of unique variance, the percentage of eye contact was an overwhelmingly large contributor to skill judgments. No curvilinear trend was evidenced for the nonverbal components. The study extended prior findings with psychiatric inpatients into applied outpatient settings and indicated that a component social skills model is equally applicable with outpatient adults. The findings replicated with a second sample of outpatient adults.     

Are there pre-existing neural, cognitive, or motoric markers for musical ability?

Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in children who choose to study a musical instrument nor is it known whether there are pre-existing associations between music and any of these outcome measures that could help explain the training effects. To answer these questions, we compared 5- to 7-year-olds beginning piano or string lessons (n=39) with 5- to 7-year-olds not beginning instrumental training (n=31). All children received a series of tests (visual-spatial, non-verbal reasoning, verbal, motor, and musical) and underwent magnetic resonance imaging. We found no pre-existing neural, cognitive, motor, or musical differences between groups and no correlations (after correction for multiple analyses) between music perceptual skills and any brain or visual-spatial measures. However, correlations were found between music perceptual skills and both non-verbal reasoning and phonemic awareness. Such pre-existing correlations suggest similarities in auditory and visual pattern recognition as well a sharing of the neural substrates for language and music processing, most likely due to innate abilities or implicit learning during early development. This baseline study lays the groundwork for an ongoing longitudinal study addressing the effects of intensive musical training on brain and cognitive development, and making it possible to look retroactively at the brain and cognitive development of those children who emerge showing exceptional musical talent.     

Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities

The purpose of this study was to demonstrate derived manding skills in 2 adults with severe developmental disabilities and language deficits by contriving transitive conditioned establishing operations. Specifically, we evaluated whether a history of reinforced conditional discrimination learning would ultimately result in a derived mand repertoire, in which participants manded for items that were needed to complete chained tasks. After mastering the first three phases of the picture exchange communication system (PECS), participants were taught to mand for the needed items by exchanging pictures of the items for the items themselves. They were then taught to conditionally relate the dictated names of the items to the corresponding pictures of the items and to relate the dictated names to the corresponding printed words. We then tested, in the absence of reinforcement, whether participants would mand for the items needed to complete the chained tasks using text rather than pictures. Both participants showed the emergence of derived mands and some derived stimulus relations as a result of this instruction. Some of the derived relations were shown to be intact at 1-month follow-up, and scores on derived mand probes were higher at follow-up than before training. In addition, the 2 participants vocally requested the needed items on maintenance test probes, a skill that was never trained and was not previously in their repertoires. These results suggest that a history of reinforced relational responding may facilitate the expansion of a number of verbal skills and emphasize the possibility of a synthesis of Skinner's (1957) analysis of verbal behavior and derived stimulus relations into language-training efforts for persons with significant disabilities.     

Plasticity for recovery, plasticity for development: cognitive outcome in twins discordant for mid-childhood ischemic stroke.

Cognitive and language profiles in a set of likely monozygotic 13-year-old twins raised together and discordant for an extensive left hemisphere stroke are described 6 years post-stroke. Recovery differed across four skill profiles, created based on a model of plasticity. Full recovery of lost skills and full or partial development of new skills typically involved either semantic memory or right hemisphere lateralized functions such as visual perception skills. Limited development of new skills and full or partial recovery of lost skills took place in either active verbal memory or oral language skills that are left hemisphere lateralized. Language skills concerned with real-time lexical retrieval, or the use and understanding of morphology and grammar, phonological processing skills, and auditory working memory were least likely to recover and continue to develop.     

Girls who use "masculine" problem-solving strategies on a spatial task: proposed genetic and environmental factors.

This study investigated strategy and performance differences between right-handed boys and girls on a mental rotation task. Based on predictions from Casey and Brabeck's (1990) theory of sex differences, the study was also designed to identify a target group of right-handed girls with the optimal combination of genetic and environmental factors (high math/science achievers with nonright-handed immediate relatives). They were predicted to show strategies and performance more similar to those of the boys than to those of both the low math/science achieving girls and the high math/science girls with all right-handed immediate relatives (predicted to have the nonoptimal genotype). Strategy preference was measured using selective interference, whereby subjects solved mental rotation items concurrently with either verbal or visual-spatial interference tasks. Group comparisons were made on the amount of decrement in mental rotation performance as a result of the two types of interference tasks. This provided a basis for comparing the groups on the use of visual-spatial or verbal strategies on the mental rotation task. The boys: (1) did not show a significant advantage over the girls on the mental rotation items, but (2) did depend more on visual-spatial strategies than the girls, and (3) depended less on verbal strategies than the girls. The target girls: (1) outperformed the low math/science achieving girls on the mental rotation items and did not show a significant advantage over the other high math/science group, (2) depended more on visual-spatial strategies than both the other two groups of girls, and (3) depended less on verbal strategies than the low math/science girls, while showing no significant difference compared to the nonoptimal high math/science girls. Examining within-group differences, the boys preferred visual-spatial strategies, while the girls in both the nontarget groups preferred verbal ones. However, for the target girls, no within-subject strategy differences were found. The present findings support the theory that, like the boys, the target girls depend more on visual-spatial strategies than do other girls. It is possible that the target girls use a combination of visual-spatial and verbal strategies when solving mental rotation tasks.     

Neuropsychological, learning and psychosocial profile of primary school aged children with the velo-cardio-facial syndrome (22q11 deletion): evidence for a nonverbal learning disability?

In this exploratory study, the neuropsychological and learning profile of nine primary school age children with velo-cardio-facial syndrome (VCFS) was studied by systematic neuropsychological testing. In five out of nine children, the following profile was found: a VIQ-PIQ discrepancy (in favor of the VIQ), significantly better scores (.05 level) for reading (decoding) and spelling compared to arithmetic, deficient tactile-perceptual skills (difficulties mainly on the left side of the body), weak but not deficient visual-perceptual abilities, deficient visual-spatial skills, extremely poor psychomotor skills (gross motor skills more deficient than fine motor skills), problems with processing of new and complex material, poor visual attention, good auditory memory and relatively good language skills. These findings correspond to the pattern of neuropsychological assets and deficits that has been described for the syndrome of nonverbal learning disabilities (NLD) (Rourke, 1987, 1988, 1989, 1995). The psychosocial profile of all nine children with VCFS also correspond to that of children with NLD. Further studies on the relationship between cognitive function, behavior, psychiatric disorder and abnormalities in brain anatomy in young people with VCFS will be needed. In clinical practice, it is worthwhile exploring in greater depth the neuropsychological functions of children with VCFS to rule out NLD, since they may benefit from specific remediation following the learning principles of the NLD-treatment.     

Long-term retention of a motor skill: Implicit sequence knowledge is not retained after a one-year delay

Experimental work shows that some motor skills are retained well over a long delay and others are not. It is possible that motor tasks that are primarily implicit are retained over long intervals, whereas those with an explicit component are subject to more rapid forgetting. To test whether implicit motor skills are retained, 24 (experienced) participants were retested after a one-year delay for their retention of an implicit motor sequence. They had been trained on the sequence in a button-pushing task. Although the experienced participants responded faster than they had a year earlier, they showed no retention of the sequence compared to 24 participants who had received no training a year earlier, and no savings in relearning the sequence. The overall speed effect may indicate that the amount of training is crucial to the degree of retention of a skill. The results indicate that it is not the case that implicit motor skills are well retained whereas those with an explicit component are not.     

Working Memory Interference Control Deficit in Children Referred by Teachers for ADHD Symptoms

In this exploratory study, the neuropsychological and learning profile of nine primary school age children with velo-cardio-facial syndrome (VCFS) was studied by systematic neuropsychological testing. In five out of nine children, the following profile was found: a VIQ-PIQ discrepancy (in favor of the VIQ), significantly better scores (.05 level) for reading (decoding) and spelling compared to arithmetic, deficient tactile-perceptual skills (difficulties mainly on the left side of the body), weak but not deficient visual-perceptual abilities, deficient visual-spatial skills, extremely poor psychomotor skills (gross motor skills more deficient than fine motor skills), problems with processing of new and complex material, poor visual attention, good auditory memory and relatively good language skills. These findings correspond to the pattern of neuropsychological assets and deficits that has been described for the syndrome of nonverbal learning disabilities (NLD) (Rourke, 1987, 1988, 1989, 1995). The psychosocial profile of all nine children with VCFS also correspond to that of children with NLD. Further studies on the relationship between cognitive function, behavior, psychiatric disorder and abnormalities in brain anatomy in young people with VCFS will be needed. In clinical practice, it is worthwhile exploring in greater depth the neuropsychological functions of children with VCFS to rule out NLD, since they may benefit from specific remediation following the learning principles of the NLD-treatment.     

Lateralized interference in finger tapping: comparisons of rate and variability measures under speed and consistency tapping instructions

Forty right-handed college subjects tapped with and without a verbal task under two instructional conditions (tap as quickly as possible vs. tap as consistently as possible) and two levels of verbal production (silent vs. aloud). The tapping task consisted of the alternate tapping of two keys with the index finger of the left vs. right hands, while the verbal task was anagram solution. Three rate and four variability measures of tapping performance were evaluated in the identification of lateralized interference. The results indicate that reliable lateralized interference, more right-hand than left-hand tapping disruption, was observed only for variability measures under instructions to tap as consistently as possible. Furthermore, only one of these variability measures was sensitive to an increase in lateralized interference produced by verbal production. Because of the limited demonstration of verbal laterality effects with the two-key tapping procedure in this study, conclusions suggest that the simpler manual task of repetitive tapping of one key should be viewed as the method of choice in future dual-task studies.     

The structure of cognitive abilities in youths with manic symptoms: a factorial invariance study

This study compared the structure of cognitive ability (specifically, verbal/crystallized [Gc] and visual-spatial ability [Gv]), as measured in the Wechsler Intelligence Scale for Children, in youth with manic symptoms with a nationally representative group of similarly aged youth. Multigroup confirmatory factor analysis found the majority of the estimated parameters were invariant between the groups, although there was a difference in the intercepts for the Similarities subtest and difference in unique variances for the Picture Completion, Comprehension, and Picture Arrangement subtests. Thus, although there are many neurological changes associated with manic symptoms, the structure of verbal/crystallized and visual-spatial abilities appear relatively robust and invariant. As Gc and Gv are the primary domains on all the Wechsler Intelligence Scales for Children, results also indicate that clinical interpretation of the Wechsler scales may be appropriate to measure cognitive performance in youths with manic symptoms.