Long-term stability of the French WISC-IV: Standard and CHC index scores

Introduction

The assumption of the stability of intelligence is the source of the predictive value of the Intelligence Quotient (e.g., Full Scale IQ). However, few studies have investigated the long-term stability of one of the most frequently used tests in the field of cognitive assessment: the Wechsler Intelligence Scale for Children – 4th edition (WISC-IV).

A computational analysis of general intelligence tests for evaluating cognitive development

The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In particular, can we assess whether the ‘fluid’ or ‘crystallised’ intelligence of an artificial cognitive system is changing during its cognitive development as a result of acquiring more concepts? In this paper, we address several IQ tests problems (odd-one-out problems, Raven’s Progressive Matrices and Thurstone’s letter series) with a general learning system that is not particularly designed on purpose to solve intelligence tests. The goal is to better understand the role of the basic cognitive operational constructs (such as identity, difference, order, counting, logic, etc.) that are needed to solve these intelligence test problems and serve as a proof-of-concept for evaluation in other developmental problems. From here, we gain some insights into the characteristics and usefulness of these tests and how careful we need to be when applying human test problems to assess the abilities and cognitive development of robots and other artificial cognitive systems.     

阅读障碍儿童的形音捆绑缺陷及其脑神经机制

形音捆绑缺陷研究是国内外阅读障碍研究领域的一个新方向。本文阐述了形音捆绑加工的理论与定义,综述了国内外研究者经常采用的三种形音捆绑的研究范式:配对联想学习、变化检测范式和线索回忆任务,介绍并分析了各研究范式的优缺点、适用范围及主要研究发现。同时,综述与评价了国内外有关阅读障碍形音捆绑缺陷的脑机制研究的主要结论及不足。最后,本文讨论了现有研究在实验设计和理论上的贡献与不足,提出了今后的研究方向和改进建议。     

Preparing the Field for Feasibility Testing of a Parenting Intervention for War‐Affected Mothers in Northern Uganda

In this article, we discuss the successful implementation of an adapted evidence‐based parenting intervention for families affected by two decades of war in Northern Uganda. The adaptation and adoption of such interventions to support mental health and family functioning is widely endorsed by prevention scientists and considered a priority in global mental health. The preparation and early adoption phases of engaging with a highly vulnerable community affected by war trauma are documented in this paper along with a discussion of the steps taken to adapt a parenting intervention for cultural and contextual fit. This study is a component of an overall program of research aimed at reducing the long‐term negative effects of war on parenting practices and childhood outcomes, which have considerable implications for preventing mental, neurological, and substance‐use disorders. The processes described here cover a 4‐year period culminating in the implementation of the nine‐session Enhancing Family Connection intervention piloted with a group of 14 mothers. The lessons in cultural adaptation have been valuable and the feasibility results promising for further testing the intervention.     

Mind,brain and body. Healing trauma: the way forward

The paper explores an interdisciplinary whole person approach to healing from trauma that conserves our rich inheritance from Jung but also takes on board insights from research in the areas of attachment, trauma and the neurobiology of emotion. It is now over 20 years since insights from neurobiology began to be used to inform clinical practice. The paper reviews key insights which have emerged, along with the ways they enable therapists to help mind, brain and body to heal and the ways in which they clarify why, in clinical practice, we do what we do. Traditionally the emphasis has been on words, interpretations, and meaning‐making. Currently there is greater appreciation of the affective, relational, embodied aspects of therapeutic work and the way in which these relate to traumatic early interactive experience that is held outside of human awareness. The ways in which knowledge of particular systems of connectivity inform understanding of the whole mind‐brain‐body relationship are examined. The way forward for clinical practice to become more focused in order to help clients to heal in mind and body is reviewed.     

The influence of motor function on processing speed in preterm and term-born children

This study investigates the relationship between motor function and processing speed in preterm children. Processing speed was compared in 145 adolescents, born 25–41 weeks gestational age, utilizing tasks including differing motor demands. The influence of motor cortex excitability and functional motor skills on task performance was assessed. For tasks with motoric demands, differences in performance between preterm and term-born children were mediated by the relationship between gestational age, corticomotor excitability, and motor function. There were no differences in non-motor processing speed task performance between preterm and term-born children. Measures of processing speed may be confounded by a timed motor component.     

A structural equation modeling of executive functions,IQ and mathematical skills in primary students: Differential effects on number production,mental calculus and arithmetical problems

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.     

The spiritual well-being questionnaire: Testing for model applicability, measurement and structural equivalencies, and latent mean differences across gender

Fisher (1998) proposed a spiritual well-being model, comprising primary factors for the domains of personal, communal, environmental and transcendental well-being, that cohere to form a single higher order or global spiritual well-being dimension. In line with this model, Gomez and Fisher (2003) published the Spiritual Well-Being Questionnaire (SWBQ), with scales for measuring personal, communal, environmental and transcendental spiritual well-being. This study used multi-group confirmatory factor analysis (CFA) to examine gender equivalencies of the measurement and structural models of the SWBQ, and the latent mean in the four SWBQ factors. A total of 3101 females and 1361 males, with age ranging from 15 to 32 years, completed the SWBQ. The statistical fit results supported the invariance of the measurement model, and some aspects of the structural model. The practical fit indices results provided support for the invariance of both the measurement and structural models. The results also showed little gender differences. Together, these findings support gender equivalencies for the SWBQ.