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PubMed2005

Working memory and intelligence: the same or different constructs?

Several investigators have claimed over the past decade that working memory (WM) and general intelligence (g) are identical, or nearly identical, constructs, from an individual-differences perspective. Although memory measures are commonly included in intelligence tests, and memory abilities are included in theories of intelligence, the identity between WM and intelligence has not been evaluated comprehensively. The authors conducted a meta-analysis of 86 samples that relate WM to intelligence. The average correlation between true-score estimates of WM and g is substantially less than unity (p=.479). The authors also focus on the distinction between short-term memory and WM with respect to intelligence with a supplemental meta-analysis. The authors discuss how consideration of psychometric and theoretical perspectives better informs the discussion of WM-intelligence relations.

Aged↗
PubMed2003

Intelligence test score and educational level in relation to BMI changes and obesity.

OBJECTIVE: To investigate whether intelligence and education are related to subsequent BMI changes and development and persistence of obesity in men from young adulthood through middle-age. RESEARCH METHODS AND PROCEDURES: Subjects were selected among men (median age, 19 years; examined between 1956 and 1977) appearing at Danish draft boards: a group with juvenile-onset obesity, including all men with a BMI of >/=31.0 kg/m(2); and a nonobese group randomly selected as a 1% sample of the study population. The obese group and 50% of the nonobese group were invited to participate in follow-up studies between 1982 and 1984 and between 1992 and 1994. Among 907 men with juvenile-onset obesity and 883 nonobese men, age, examination region, intelligence test score, education, and BMI from baseline to first follow-up were analyzed by multiple linear and logistic regressions analyses. RESULTS: Education and intelligence, analyzed separately, were inversely related to BMI changes in both groups and to the development of obesity in the nonobese group. When adjusted for education, the association between intelligence score and BMI changes and development of obesity vanished, whereas the inverse relationship for education persisted only for BMI changes. Intelligence score was not associated with the persistence of obesity in the obese group, whereas inverse relationships were found for education. DISCUSSION: Intelligence test score was inversely related to risk of BMI changes and the risk of development of obesity, perhaps with education acting as a mediator or indicator of cognitive ability. Education, but not intelligence, was inversely associated with risk of remaining obese.

Adult↗
PubMed2006

Childhood intelligence, educational attainment and adult body mass index: findings from a prospective cohort and within sibling-pairs analysis.

BACKGROUND: The mechanisms underlying the observed association of childhood intelligence with body mass index (BMI) are unclear and few studies of this association have been prospective in design. METHODS: Prospective study in a birth cohort of 5467 individuals who were born in Aberdeen, Scotland between 1950 and 1956 and who responded to a follow-up survey in 2001. Comparison of associations within sibling pairs of the same family to associations between different families in 643 sibling pairs (1286 individuals) who are participants in the main cohort. RESULTS: Childhood intelligence (age 7 years) and educational attainment were both inversely associated with adult BMI (mean age 48 years): the sex- and age-adjusted mean change in adult BMI per s.d. of intelligence was -0.35 kg/m(2) (95% CI: -0.49, -0.21 kg/m(2)) and per unit increase in educational category (seven categories) was -0.28 kg/m(2) (95% CI: -0.34, -0.22). On adjustment for education the association between childhood intelligence and adult BMI attenuated to the null (-0.03 kg/m(2) (-0.19, 0.13 kg/m(2))); other potential confounding or mediating factors had little or only modest effects on this association. The association between education and adult BMI was not affected by adjustment for childhood intelligence or other potential covariates. The within sibling-pair effect of education on adult BMI (-0.06 kg/m(2) (95% CI: -0.26, 0.14)) was weaker than the effect between different families (-0.37 kg/m(2) (95%CI: -0.58, -0.17)), P-value for difference of within sibling and between family effect=0.03. CONCLUSIONS: The association of childhood intelligence with adult BMI is attenuated to the null on adjustment for educational attainment, whereas the association of educational attainment with adult BMI appears to be independent of childhood intelligence and other measured covariates. However, our family analyses suggest that fixed family and neighbourhood factors, which are closely matched in siblings of a similar age, explain much of the association between greater educational attainment and lower adult BMI.

Body Mass Index↗
PubMed2003

Effects of presentation mode and repeated familiarization on intelligibility of dysarthric speech.

Clinical measures of speech intelligibility are widely used as one means of characterizing the speech of individuals with dysarthria. Many variables associated with both the speaker and the listener contribute to what is actually measured as intelligibility. The present study explored the effects of presentation modality (audiovisual vs. audio-only information) and the effects of speaker-specific familiarization across 4 trials on the intelligibility of speakers with mild and severe dysarthria associated with cerebral palsy. Results revealed that audiovisual information did not enhance intelligibility relative to audio-only information for 4 of the 5 speakers studied. The one speaker whose intelligibility increased when audiovisual information was presented had the most severe dysarthria and concomitant motor impairments. Results for speakerspecific repeated familiarization were relatively homogeneous across speakers, demonstrating significant intelligibility score improvements across 4 trials and, in particular, a significant improvement in intelligibility between the 1st and 4th trials.

Adult↗
PubMed2001

Effects of linguistic cues and stimulus cohesion on intelligibility of severely dysarthric speech.

This study examined the effects of supplemental cues on the intelligibility of unrelated sentences and related sentences (narratives) produced by 4 women with severe dysarthria secondary to cerebral palsy. Visual images containing alphabet, topic, combined (alphabet and topic together), and no cues were imposed in real time on audio speech samples and presented to 72 nondisabled listeners. Statistical results showed that cue conditions had similar effects on unrelated and on related sentence intelligibility. Combined cues resulted in higher intelligibility scores than any other cue condition, no cues resulted in lower intelligibility scores than any other cue condition, and alphabet cues yielded higher intelligibility scores than topic cues. Intelligibility of related and unrelated sentences differed only for alphabet cues where related sentences had greater intelligibility than unrelated sentences. Results are discussed relative to the quantity and type of cues.

Adult↗
PubMed2004

The effect of talker- and listener-related factors on intelligibility for a real-word, open-set perception test.

The aims of this study were to evaluate whether talker intelligibility is consistent across listeners differing in age and gender and to investigate the process of attunement to talker characteristics in children and adults. Word intelligibility rates were obtained from 135 listeners (adults, 11-12-year-olds, and 7-8-year-olds) for 45 talkers from a homogeneous accent group. There were 2 test conditions, each containing multiple talkers. Both test conditions contained multiple talkers. In the single-word condition, key words were presented in isolation, whereas in the triplet condition, triplets of key words were preceded by a precursor sentence by the same talker. For identical word materials, word intelligibility at a signal-to-noise ratio of +6 dB varied significantly across talkers from 81.2% to 96.4%. Overall, younger listeners made significantly more errors than older children or adults, and women talkers were more intelligible than other classes of talkers. The relative intelligibility of the 45 talkers was highly consistent across listener groups, suggesting that talker intelligibility is primarily determined by talker-related factors rather than by the interrelation of talker- and listener-related factors. The presence of a precursor sentence providing indexical information did improve word intelligibility for the bottom quartile of listeners in each of the listener groups.

Adolescent↗
PubMed2004

Speech intelligibility of pediatric cochlear implant recipients with 7 years of device experience.

Speech intelligibility of 24 prelingually deaf pediatric cochlear implant (CI) recipients with 84 months of device experience was investigated. Each CI participant's speech samples were judged by a panel of 3 listeners. Intelligibility scores were calculated as the average of the 3 listeners' responses. The average write-down intelligibility score was 71.54% (SD = 29.89), and the average rating-scale intelligibility score was 3.03 points (SD = 1.01). Write-down and rating-scale intelligibility scores were highly correlated (r = .91, p < .001). Linear regression analyses revealed that both age at implantation and different speech-coding strategies contribute to the variability of CI participants' speech intelligibility. Implantation at a younger age and the use of the spectral-peak speech-coding strategy yielded higher intelligibility scores than implantation at an older age and the use of the multipeak speech-coding strategy. These results serve as indices for clinical applications when long-term advancements in spoken-language development are considered for pediatric CI recipients.

Adolescent↗
PubMed1991

Comparison of objective and subjective measures of speech intelligibility in elderly hearing-impaired listeners.

Three experiments were performed to evaluate the use of subjective intelligibility estimations as a method for measuring hearing aid benefit. Subjective and objective speech intelligibility scores were compared for young normal-hearing and elderly hearing-impaired listeners. Objective intelligibility scores were obtained using the Connected Speech Test (CST). This test consists of conversationally produced passages of speech that the listener repeats sentence by sentence. To provide subjective intelligibility scores, listeners estimated the percentage that they understood of each CST passage. Comparison of the two types of scores revealed that they were closely related in both groups of subjects (r = .82-.92). Although the two types of scores were essentially equal for normal-hearing subjects, the hearing-impaired listeners tended to produce subjective estimations of intelligibility that were significantly lower than their objective scores. Manipulation of visual cues and amplification, in an attempt to influence the hearing-impaired listeners' expectation of understanding speech, had no effect on the subjective-objective score differential. The difference between subjective and objective scores in the hearing-impaired group was not related to audiometric variables such as speech reception threshold, audiogram, or duration of hearing loss. It was concluded that comparative hearing aid evaluations using subjective intelligibility estimates would usually produce the same relative outcome as evaluations using the objective intelligibility measurement procedure. However, scores obtained with the objective procedure had smaller critical differences. Thus, when both types of scores are based on the same number of passages, the objective measurement procedure would be the more sensitive to differences among hearing aids.

Adolescent↗
PubMed1992

Acoustic-phonetic contrasts and intelligibility in the dysarthria associated with mixed cerebral palsy.

This study evaluated the relationship between specific acoustic features of speech and perceptual judgments of word intelligibility of adults with cerebral palsy-dysarthria. Use of a contrasting word task allowed for intelligibility analysis and correlated acoustic analysis according to specified spectral and temporal features. Selected phonemic contrasts included syllable-initial voicing; syllable-final voicing; stop-nasal; fricative-affricate; front-back, high-low, and tense-lax vowels. Speech materials included a set of CVC stimulus words. Acoustic data are reported on vowel duration, formant frequency locations, voice onset times, amplitude rise times, and frication durations. Listeners' perceptual assessment of intelligibility of the 16 dysarthric adults by transcription and rating tasks is also presented. All but one acoustic contrast was successfully made as evidenced by measured acoustic differences between contrast pairs. However, the generally successful acoustic contrasts stood in marked contrast to the poorly rated intelligibility scores and high error percentages that were ascribed to the opposite pair members. A second analysis examined the contribution of these acoustic features towards estimates and prediction of intelligibility deficits in speakers with dysarthria. The scaled intelligibility was predicted by multiple regression analysis with 62.6% accuracy by acoustic measures related to one consonant contrast (fricative-affricate) and three vowel contrasts (front-back, high-low, and tense-lax). Other measured contrasts, such as those related to contrast voicing effects and stop-nasal distinctions, did not seem to contribute in a significant way to variability in the intelligibility estimates. These findings are discussed in relation to specific areas of production deficiency that are consistent across different types of dysarthria with cerebral palsy as the etiology.

Adult↗
PubMedDate not supplied

Long-term effect of increased lead absorption on intelligence of children.

The authors examined the reversibility of cognitive impairment caused by a mild increase in lead absorption among children. The results of our initial study revealed that air and soil outside a lead-recycling plant in Taiwan were seriously contaminated by lead, which was associated with lowered intelligence quotients of 32 children who attended a nearby kindergarten (i.e., kindergarten A). Thirty-five children-who were comparable with respect to age, sex, birth order, sibling number, and parental education level-from another kindergarten (i.e., kindergarten B) located 5 km from the plant were enrolled as the reference group. Following the initial study, kindergarten A school children moved 2 km from the lead-recycling plant. Twenty-eight children in each group were followed successfully 2.5 y later. Blood lead, intelligence quotient, and intelligence quotient-related factors were reassessed. The results showed that the average blood lead level of the exposed pupils dropped 6.9 microg/dl (standard deviation [SD] = 3.9 microg/dl) (p < .001), and the average intelligence quotient increased 11.7 points (SD = 13.2) (p < .01), compared with the results of the initial study. The average blood lead level of the reference group decreased by 1.7 microg/dl (SD = .1.3) (p < .001), whereas the average intelligence quotient increased by 4.2 points (SD = 13.8) (p = .115). There was a significant difference in intelligence quotients between the two groups during the initial study, but the difference subsequently disappeared during the follow up. The authors concluded that intelligence quotient impairment, caused by a mild subclinical elevation of blood lead (i.e., likely no more than 30 microg/dl) for a period of 1-3 y in 3- to 5-y-olds, is at least partially reversible.

Air Pollutants↗
PubMed2002

Parents think their sons are brighter than their daughters: sex differences in parental self-estimations and estimations of their children's multiple intelligences.

In this study, 156 participants, predominantly White British adults (M age = 44.3 years) rated themselves on overall IQ and on H. Gardner's (1983) 7 intelligence subtypes. Parents (n = 120) also estimated the intelligence of their children. Men's self-estimates were significantly higher than women's (110.15 vs. 104.84). Participants thought their verbal, mathematical, and spatial intelligence scores were the best indicators of their own overall intelligence. Parents estimated that their sons had significantly higher IQs than their daughters (115.21 vs. 107.49). Self-estimates and estimates of children's multiple intelligences were higher for men and sons, significantly so for logical-mathematical and spatial intelligence. Parents rated 2nd-born daughters as having significantly higher verbal and musical intelligence than their male counterparts. Higher parental IQ self-estimates corresponded with higher IQ estimates for children. Results for 1st-born children were clearest and showed the most significant differences. The findings are interpreted in terms of sociocultural and familial influences and the possibility of actual sex differences in particular abilities.

Adolescent↗
PubMed2001

Emotional intelligence and interpersonal relations.

In 7 studies, the authors examined the link between emotional intelligence and interpersonal relations. In Studies 1 and 2, the participants with higher scores for emotional intelligence had higher scores for empathic perspective taking and self-monitoring in social situations. In Study 3, the participants with higher scores for emotional intelligence had higher scores for social skills. In Study 4, the participants with higher scores for emotional intelligence displayed more cooperative responses toward partners. In Study 5, the participants with higher scores for emotional intelligence had higher scores for close and affectionate relationships. In Study 6, the participants' scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence. In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence.

Adult↗
PubMed2004

Speech intelligibility and quality of life in head and neck cancer survivors.

OBJECTIVE: Poor speech intelligibility adversely affects quality of life self-assessment in long term survivors of head and neck cancer treatment. STUDY DESIGN: Observational case series including both objective clinical speech testing and subjective quality of life questionnaire administration. METHODS: Five-year head and neck cancer survivors were recruited to study the association between speech intelligibility and quality of life. Survivors were analyzed as an entire group, and also subdivided into laryngectomees and non-laryngectomees. Objective testing included sentence and word intelligibility. Subjective testing included quality of life questionnaires (UWQOL, FACT, FACT-head and neck, and PSS-HN) and a locally prepared "cancer concern" question. Associations were sought between intelligibility, quality of life and demographics. RESULTS: Sixty-two survivors underwent testing. Lower sentence intelligibility and word intelligibility scores were associated with diminished self-perceived UWQOL Speech (P = .0001 and P = .0001, respectively) and PSS-HN Understandability of Speech (P = .009 and P = .005). Decreased word intelligibility was additionally associated with decreased UWQOL Chewing (P = .003), UWQOL Swallowing (P = .02), UWQOL Recreation (P = .05), PSS-HN Willingness to Eat in Public (P = .03), and PSS-HN Normalcy of Diet (P = .0001). The associations continued even after patients who had undergone laryngectomy were excluded. CONCLUSIONS: Long-term survivors of head and neck cancer continue to have both objective and subjective deficits in speech parameters five years after treatment. Objective deficits are associated with subjective concerns about speech, eating, and recreation. Understanding how communication deficits affect quality of life in long-term head and neck cancer survivors may allow more effective therapies to modulate these concerns in the recovery period.

Female↗
PubMed1999

Should we undertake genetic research on intelligence?

Although the concept of intelligence is difficult to define, research has provided evidence for a significant genetic component. Attempts are now being made to use molecular genetic approaches to identify genes contributing to intelligence, and to determine the ways in which they interact with environmental variables. This research is then likely to determine the developmental pathways of intelligence, in an effort to understand mental handicap and learning disorders and develop new treatment strategies. This paper reviews research on the genetic basis of intelligence, and discusses the ethical concerns, including the role of genetic information, the value we place on intelligence and the allocation of resources. It will be argued that the objections raised are problematic, and that because of the value of this knowledge and the prospect of improving lives, this research is morally required. We will then provide a brief analysis of the issues raised by enhancement of intelligence using genetic technology, and will argue that there is no intrinsic difference between this and other means of optimising intelligence.

Eugenics↗
PubMed2005

Sleep apnea-related cognitive deficits and intelligence: an implication of cognitive reserve theory.

Cognitive deficits in patients with obstructive sleep apnea syndrome (OSAS) are well demonstrated, but the pathophysiology of these deficits is still controversial, as the relationship between OSA severity and cognitive deficits is usually weak. Our study considers the possible relationship between OSA-related cognitive deficits and the overall intellectual function of OSA patients. Forty-seven OSA patients and 36 normal individuals underwent a neuropsychological battery test assessing attention and alertness. According to the resulting IQ score, patients and controls were divided into a high-intelligence group (IQ > or = 90th percentile) and a normal-intelligence group (50 < or = IQ < 90%ile). Between the two patient groups there were no significant differences noticed, regarding OSA severity or sleepiness. High-intelligence patients showed the same attention/alertness performance compared with the high-intelligence controls. On the contrary, patients with normal-intelligence showed attention/alertness decline compared with the normal-intelligence control group. The two patient groups were re-examined with the same battery test after at least 1 year of CPAP treatment. At re-examination neither patient group showed any differences regarding attention and alertness compared with the control groups. We assume that high-intelligence may have a protective effect against OSA-related cognitive decline, perhaps due to increased cognitive reserve.

Adolescent↗
PubMed2006

Early life predictors of childhood intelligence: findings from the Mater-University study of pregnancy and its outcomes.

Growing evidence linking childhood intelligence with adult health outcomes suggests a need to identify predictors of this psychological characteristic. In this study, we have examined the early life determinants of childhood intelligence in a population-based birth cohort of individuals born in Brisbane, Australia between 1981 and 1984. In univariable analyses, family income in the year of birth, maternal and paternal education, maternal age at birth, maternal ethnicity, maternal smoking during pregnancy, duration of labour, birthweight, breast feeding and childhood height, and body mass index were all associated with intelligence at age 14. In multivariable analyses, the strongest and most robust predictors of intelligence were family income, parental education and breast feeding, with these three variables explaining 7.5% of the variation in intelligence at age 14. Addition of other variables added little further explanatory power. Our results demonstrate the importance of indicators of socio-economic position as predictors of intelligence, and illustrate the need to consider the role of such factors in generating the association of childhood intelligence with adult disease risk.

Adolescent↗
PubMed2002

Quantifying the intelligibility of speech in noise for non-native listeners.

When listening to languages learned at a later age, speech intelligibility is generally lower than when listening to one's native language. The main purpose of this study is to quantify speech intelligibility in noise for specific populations of non-native listeners, only broadly addressing the underlying perceptual and linguistic processing. An easy method is sought to extend these quantitative findings to other listener populations. Dutch subjects listening to Germans and English speech, ranging from reasonable to excellent proficiency in these languages, were found to require a 1-7 dB better speech-to-noise ratio to obtain 50% sentence intelligibility than native listeners. Also, the psychometric function for sentence recognition in noise was found to be shallower for non-native than for native listeners (worst-case slope around the 50% point of 7.5%/dB, compared to 12.6%/dB for native listeners). Differences between native and non-native speech intelligibility are largely predicted by linguistic entropy estimates as derived from a letter guessing task. Less effective use of context effects (especially semantic redundancy) explains the reduced speech intelligibility for non-native listeners. While measuring speech intelligibility for many different populations of listeners (languages, linguistic experience) may be prohibitively time consuming, obtaining predictions of non-native intelligibility from linguistic entropy may help to extend the results of this study to other listener populations.

Adolescent↗
PubMed2002

Quantifying the intelligibility of speech in noise for non-native talkers.

The intelligibility of speech pronounced by non-native talkers is generally lower than speech pronounced by native talkers, especially under adverse conditions, such as high levels of background noise. The effect of foreign accent on speech intelligibility was investigated quantitatively through a series of experiments involving voices of 15 talkers, differing in language background, age of second-language (L2) acquisition and experience with the target language (Dutch). Overall speech intelligibility of L2 talkers in noise is predicted with a reasonable accuracy from accent ratings by native listeners, as well as from the self-ratings for proficiency of L2 talkers. For non-native speech, unlike native speech, the intelligibility of short messages (sentences) cannot be fully predicted by phoneme-based intelligibility tests. Although incorrect recognition of specific phonemes certainly occurs as a result of foreign accent, the effect of reduced phoneme recognition on the intelligibility of sentences may range from severe to virtually absent, depending on (for instance) the speech-to-noise ratio. Objective acoustic-phonetic analyses of accented speech were also carried out, but satisfactory overall predictions of speech intelligibility could not be obtained with relatively simple acoustic-phonetic measures.

Adult↗