The American and Canadian standardization samples for the fourth edition of the Wechsler Intelligence Scale for Children were
used to ascertain the prevalence of “seemingly anomalous” Full Scale IQ (FSIQ) scores for all possible sums of scaled scores
combinations of the Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index.
About 1% of FSIQ scores in both samples were anomalous (that is, fell outside the range of the four indices). Interestingly,
the prevalence of anomalous scores was higher at the extremes of the FSIQ distribution. Moreover, anomalous FSIQ scores occurring
above or below the mean of the FSIQ distribution (that is, 100) were larger or smaller, respectively, than any of the four
indices. Furthermore, if the range of the four indices did contain the FSIQ (the non-anomalous case), when the FSIQ was below
or above 100 it tended to be located distally in the half-segment of the range furthest below or above 100, respectively.
A non-technical intuitive analogy from Olympic sports and a statistical explanation for the findings are provided. Important
implications for practitioners are also presented.
Portions of this paper were presented March 17, 2006 at the 20th annual Joseph R. Royce Research Conference, Department of
Psychology, University of Alberta, Edmonton, Alberta. 相似文献
Within preterm-born children, being born male and at a lower gestational age (GA) have both been associated with a heightened risk for developmental difficulties. However, in this population little is known about the combined effect and the influence of these risk factors on cortical structures and executive control. In the present study, 58 preterm-born children (GA ranging from 24.0 to 35.1 weeks) were administered the computerized Child Attention Network Task at 6 years of age. Brain magnetic resonance imaging was performed and analyzed using Voxel-Based Morphometry (VBM) in all children. At a behavioral level, boys born <28 weeks of GA had significantly less executive control than preterm-born girls <28 weeks (p = .001) and preterm-born boys ≥28 (p = .003). The reduced executive control in preterm-born boys <28 weeks gestation was related to lower cortical densities in the inferior frontal gyrus (IFG) and dorsolateral prefrontal cortex (DLPFC). The current study links the higher incidence of reduced executive control in preterm-born boys to a higher degree of prematurity (low GA) and identifies brain structural abnormalities in the prefrontal cortex related to these deficits. The implications of these results are discussed. 相似文献
It is well established that smoking is associated with impaired mental health and sleep problems. However, the possible effects of passive smoking on cognitive and emotional characteristics have not previously been evaluated in adolescents. We investigated the association between passive smoking and cognitive and emotional function, and sleep patterns in 940 adolescent girls. The girls were divided into two groups [305 exposed subjects and 635 non-exposed subjects (the controls)]. The passive smokers had a significantly lower cognitive function and higher depression, aggression, and insomnia scores compared to the control group (P?<?0.05). No significant difference was detected with respect to day-time sleepiness and sleep apnea. Logistic regression analyses showed that the passive smokers were more likely than the controls to have cognitive impairments, depressive mood, aggressive behavior, and insomnia. Adolescent passive smokers had significant differences in their cognitive abilities and emotional function. 相似文献
The basic-systems approach (Rubin, 2005, 2006) states that autobiographical memory is supported by other cognitive systems and argues that autobiographical memories are constructed from interactions between cognitive systems, such as language, vision and emotion. Although deficiencies in one or more of the basic systems influence the properties of autobiographical memories, little is known about how these cognitive abilities and autobiographical memory are related. To assert whether participants with stronger cognitive abilities also perform better on autobiographical memory tests, participants who completed verbal and visuospatial memory tests also recorded one personal event, which they recalled after a certain interval. Participants who performed well on the verbal memory tests also had better retention for the personal event, providing support for the basic-systems approach to autobiographical memory and preliminary support for the view that people have more memories from adolescence and early adulthood because the memory system works optimally in these lifetime periods. 相似文献
This study examined mentalizing abilities, social behavior, and social impact of adolescents who expressed the willingness to become peer buddies for adolescents with Autism Spectrum Disorders, and adolescents selected by their teachers and peers. Twenty-seven teachers and 395 adolescents from public high schools completed mentalizing abilities, social status, behavioral, and peer buddy nomination measures. Findings suggest that social status and preference play a significant role in the selection of peer buddies by both teachers and classmates. Furthermore, more advanced Theory of Mind (ToM) abilities and the engagement in prosocial behaviors differentiated peers selected as buddies from other classmates. When compared with nonparticipating students, adolescents who expressed willingness to participate were more often girls, and were more prosocial. Agreement between teacher and peer nominations of best peer was moderate. 相似文献
Objective: To examine whether mental flexibility moderates the relationship between illness representations of control and coping behaviour in individuals suffering from rheumatoid arthritis (RA) and systemic lupus erythematosus (SLE).
Design: Recently, diagnosed RA (N = 80) and SLE (N = 75) patients completed questionnaires about illness representations of personal and treatment control and four coping behaviours: instrumental coping, adherence to medical advice, palliative coping and wishful thinking. Mental flexibility was assessed with the Trail Making Test Part B (TMT-B), while visuomotor processing speed, as a confounder, was assessed with the Trail Making Test Part A (TMT-A). Moderated mediation models were tested within a bootstrapped multiple regression framework.
Results: TMT-A scores had no statistically significant moderation effects on the relation between representations and coping behaviour. Conversely, in those participants with SLE, TMT-B scores moderated the relation of personal control to wishful thinking and palliative coping, as well as the relation of treatment control to both wishful thinking and palliative coping. All significant effects were restricted to the SLE group.
Conclusion: Interactions between neurocognitive factors and the process of illness adaptation may emerge early during the course of SLE. The present findings highlight the role of cognitive functioning as an integral part of the illness-related self-regulation mechanism. 相似文献
The most replicated result in the field of intelligence is the positive manifold, which refers to an all-positive pattern of correlations among diverse cognitive tests. The positive manifold is typically described by a general factor, or g. In turn, g is often identified as general intelligence, yet this explanation is contradicted by a number of results. Here we offer a new account of g: process overlap theory. According to the theory, cognitive tests tap domain-general executive processes, identified primarily in research on working memory, as well as more domain-specific processes. Executive processes are tapped in an overlapping manner across cognitive tests such that they are required more often than domain-specific ones. The theory provides an account of a number of findings on human intelligence. As well, it is formalized as a multidimensional item response model and as a structural model, and the neural mechanisms underlying the proposed overlapping processes are discussed. 相似文献
Some young children are able to create stunningly realistic drawings resembling those of adult artists. What perceptual abilities underlie this talent? This study examined two candidate skills on which adult artists excel: the ability to segment a complex form mentally (measured by the Block Design Task) and the ability to see hidden forms (measured by the Group Embedded Figures Test). Sixty‐seven 6‐ to 13‐year‐olds with a wide range of drawing abilities completed these tasks as well as an IQ test and an observational drawing task. While children who scored high on drawing realism outperformed those who scored low in drawing realism on both perceptual tasks, only detection of embedded figures predicted drawing realism. This occurred independently of age, gender, years of training, and verbal and non‐verbal IQ. There are certainly many contributors to this complex ability, but one component appears to be the tendency to see things more as they really are and thereby recognize the continuous contour of an object despite interference from other overlapping objects. 相似文献
AbstractTime reading skills are central for the management of personal and professional life. However, little is known about the differential influence of basic numerical abilities on analog and digital time reading in general and in middle and secondary school students in particular. The present study investigated the influence of basic numerical skills separately for analog and digital time reading in N?=?709 students from 5th to 8th grade. The present findings suggest that the development of time reading skills is not completed by the end of primary school. Results indicated that aspects of magnitude manipulation and arithmetic fact knowledge predicted analog time reading significantly over and above the influence of age. Furthermore, results showed that spatial representations of number magnitude, magnitude manipulation, arithmetic fact knowledge, and conceptual knowledge were significant predictors of digital time reading beyond general cognitive ability and sex. To the best of our knowledge, the present study is the first to show differential effects of basic numerical abilities on analog and digital time reading skills in middle and secondary school students. As time readings skills are crucial for everyday life, these results are highly relevant to better understand basic numerical processes underlying time reading. 相似文献