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PubMed1976

Measured intelligence in offspring of oral and nonoral contraceptive users.

A study has been made of measures of intelligence of 210 children (5 to 8 years of age) born to mothers who used oral and nonoral contraceptives pregestationally. Ninety-six of these children were born to mothers who used oral contraceptives, and one hundred and fourteen were born to mothers who used vaginal contraceptive methods. The intelligence of the children was measured in the form of the full-scale I.Q. score by the Wechsler Intelligence Scale for Children (WISC) adapted and normalized for Puerto Rico by the Puerto Rico Department of Education. A three-factor analysis of variance was performed on the data collected for comparison of the two groups. It was observed that there was no significant difference between the average I.Q. scores of children born to mothers using oral contraceptives and those born to the mothers using nonoral contraceptives. The average I.Q. in children of the oral contraceptive group was 85.04 and that in children of the nonoral contraceptive group was 85.54. Distributions for both groups were also found to be similar. No significant differences between means were observed for sex, age, and interacitons with the exception of the age and sex interaction, where, again, no specific, meaningful trend could be established. The average I.Q. in the sample fell very close to the center of the "normal" range of the WISC, Puerto Rican adaptation. The results of the study do not offer any evidence as to the effect of the use of oral contraceptives on the intelligence measure (by the WISC) of the offspring born to mothers using them pregestationally. The children under study, on an average, are of "normal" intelligence as measured by the Puerto Rican intelligence standards.

Adult↗
PubMed1980

The effects of feedback filtering on speaker intelligibility.

Subjects read intelligibility tests while hearing their voices low- or high-pass filtered. The tests were presented to listeners to assess speaker intelligibility. Feedback filtering had a variable effect on intelligibility. When speakers were permitted to increase their intensities in low-pass filtering conditions, their intelligibility also increased. Intelligibility did not increase when intensity was controlled. These results do not support the hypothesis that speakers modulate their voices in order to maintain intelligible communication with a presumed listener. IT is suggested instead that speakers alter their intensities in order to regulate the loudness of their voices in their own ears.

Adult↗
PubMed2006

Superior performance and neural efficiency: the impact of intelligence and expertise.

Superior cognitive performance can be viewed from an intelligence perspective, emphasising general properties of the human information processing system (such as mental speed and working memory), and from an expertise perspective, highlighting the indispensable role of elaborated domain-specific knowledge and acquired skills. In exploring its neurophysiological basis, recent research has provided considerable evidence of the neural efficiency hypothesis of intelligence, indicating lower and more focussed brain activation in brighter individuals. The present EEG study investigates the impacts of intelligence and expertise on cognitive performance and the accompanying cortical activation patterns in the domain of tournament chess. Forty-seven tournament chess players of varying intelligence and expertise level worked on tasks drawing on mental speed, memory, and reasoning. Half of the tasks were representative for chess, while the other half was not. The cortical activation was quantified by means of event-related desynchronisation (ERD) in the upper alpha band. Independent effects of expertise and intelligence emerged at both, the performance and the neurophysiological level. Brighter participants performed better than less intelligent ones which was associated with more efficient brain functioning (lower ERD) across all tasks. Additionally, a high expertise level was beneficial for good task performance but exerted a topographically differentiated influence on the cortical activation patterns. The findings suggest that superior cognitive performance and the underlying cortical activation are not only a function of knowledge and domain-specific competences but also of the general efficiency of the information processing system.

Adolescent↗
PubMed2005

EEG and intelligence: relations between EEG coherence, EEG phase delay and power.

OBJECTIVE: There are two inter-related categories of EEG measurement: 1, EEG currents or power and; 2, EEG network properties such as coherence and phase delays. The purpose of this study was to compare the ability of these two different categories of EEG measurement to predict performance on the Weschler Intelligence test (WISC-R). METHODS: Resting eyes closed EEG was recorded from 19 scalp locations with a linked ears reference from 442 subjects aged 5-52 years. The Weschler Intelligence test was administered to the same subjects but not while the EEG was recorded. Subjects were divided into high IQ (> or = 120) and low IQ (< or = 90) groups. EEG variables at P<.05 were entered into a factor analysis and then the single highest loading variable on each factor was entered into a discriminant analysis where groups were high IQ vs. low.Q. RESULTS: Discriminant analysis of high vs. low IQ was 92.81-97.14% accurate. Discriminant scores of intermediate IQ subjects (i.e. 90 < IQ < 120) were intermediate between the high and low IQ groups. Linear regression predictions of IQ significantly correlated with the discriminant scores (r = 0.818-0.825, P < 10(-6)). The ranking of effect size was EEG phase > EEG coherence > EEG amplitude asymmetry > absolute power > relative power and power ratios. The strongest correlations to IQ were short EEG phase delays in the frontal lobes and long phase delays in the posterior cortical regions, reduced coherence and increased absolute power. CONCLUSIONS: The findings are consistent with increased neural efficiency and increased brain complexity as positively related to intelligence, and with frontal lobe synchronization of neural resources as a significant contributing factor to EEG and intelligence correlations. SIGNIFICANCE: Quantitative EEG predictions of intelligence provide medium to strong effect size estimates of cognitive functioning while simultaneously revealing a deeper understanding of the neurophysiological substrates of intelligence.

Adolescent↗
PubMed2005

Intelligibility of bone-conducted ultrasonic speech.

Ultrasound can be perceived through bone conduction by the profoundly deaf as well as by normal-hearing subjects. Moreover, speech signals modulated onto ultrasound can be detected through bone conduction. This study explored how well listeners can understand ultrasonic speech and the confusion patterns to evaluate and improve bone-conducted ultrasonic hearing. The intelligibility of Japanese words classified by familiarity and Japanese monosyllables with bone-conducted ultrasound was investigated. Results showed that the intelligibility of familiar words was higher than that of unfamiliar words. Further, the results of a monosyllable intelligibility test with bone-conducted ultrasound and those of a test with air-conducted sound showed a similar pattern of speech recognition with regard to the errors made. The relationship between speech intelligibility and sound level showed that the increase in the intelligibility of bone-conducted ultrasonic speech did not exceed the increase in the intelligibility of air-conducted speech as the sound level rose.

Adult↗
PubMed2004

Speech perception and speech intelligibility in children after cochlear implantation.

OBJECTIVE: This study aimed to evaluate the long-term speech perception and speech intelligibility of congenitally and prelingually deaf children after cochlear implantation. It was a longitudinal study following 63 congenitally or prelingually deaf children up to 5 years after implantation. They each received a nucleus multichannel cochlear implant before they were 10 years old. METHODS: Perception is evaluated using the Test for the Evaluation of Voice Perception and Production (TEPP) and concerns closed- and open-set word and sentence perception without lip-reading. The intelligibility is classified according to the Speech Intelligibility Rating (SIR). The evaluations have been made every 3 months for 1 year, then at 18 months, 2 years, 3 years and 5 years after the cochlear implantation. RESULTS: After 5 years of implantation, the median percentage of closed-words speech perception (CSW) is 95.5%-93.67% for closed-sentence speech perception (CSS) and 76.3% for open-sentence speech perception (OSS); the median Speech Intelligibility Rating is 3.83. CONCLUSIONS: Congenitally and prelingually deaf children who receive cochlear implant before the age of 10 years develop speech perception and speech intelligibility abilities. The closed-set perception progresses quickly and seems to reaching a plateau at 5 years post implantation. The improvement of open-sentence perception is not significant until the first year post implantation. The speech intelligibility improves regularly the five first year post implantation.

Audiometry, Speech↗
PubMed2005

Differences in induced gamma and upper alpha oscillations in the human brain related to verbal/performance and emotional intelligence.

Participating in the study were 30 respondents, who could be clustered as high-average verbal/performance intelligent (HIQ/AIQ), or emotionally intelligent (HEIQ/AEIQ). The EEG was recorded while students were performing two tasks: the Raven's advanced progressive matrices (RAPM), and identifying emotions in pictures (IDEM). Significant differences in event-related desynchronization/synchronization (ERD/ERS) related to verbal/performance intelligence were only observed while respondents solved the RAPM. The HIQ and AIQ groups displayed temporal and spatial differently induced gamma band activity. Significant differences in ERD/ERS related to emotional intelligence were only observed for the IDEM task. HEIQ individuals displayed more gamma band ERS and less upper alpha band ERD than did AEIQ individuals. It can be concluded that HIQ and HEIQ individuals employed more adequate strategies for solving the problems at hand. The results further suggest that emotional intelligence and verbal/performance intelligence represent distinct components of the cognitive architecture.

Adult↗
PubMed2006

Direct and indirect relationships between emotional intelligence and subjective fatigue in university students.

OBJECTIVE: The aim of this study was to examine the direct and indirect relationships between emotional intelligence and subjective fatigue. METHODS: One hundred sixty seven university students completed questionnaires assessing subjective fatigue, emotional intelligence, and a range of other psychosocial factors. A series of regression analyses were used to examine the direct and indirect relationships between subjective fatigue and psychosocial factors. RESULTS: Higher emotional intelligence was associated with less fatigue. The psychosocial variables depression, anxiety, optimism, internal health locus of control, amount of social support, and satisfaction with social support each partially mediated between emotional intelligence and fatigue. Additionally, sleep quality partially mediated between emotional intelligence and fatigue. CONCLUSION: These findings regarding the association between subjective fatigue, emotional intelligence, and other psychosocial factors may facilitate an understanding of the aetiology of fatigue and contribute to future research examining interventions aimed at helping individuals cope with fatigue.

Adolescent↗
PubMed2005

Neural correlates of intelligence as revealed by fMRI of fluid analogies.

It has been conjectured that the cognitive basis of intelligence is the ability to make fluid or creative analogical relationships between distantly related concepts or pieces of information (Hofstadter, D.R. 1995. Fluid Concepts and Creative Analogies. Basic Books, New York., Hofstadter, D.R. 2001. Analogy as the Core of Cognition. In The Analogical Mind: Perspectives from Cognitive Science (D. Gentner, K. J. Holyoak and B. N. Kokinov, Ed.). pp. 504-537. MIT Press, Cambridge, Mass.). We hypothesised that fluid analogy-making tasks would activate specific regions of frontal cortex that were common to those of previous inferential reasoning tasks. We report here a novel self-paced event-related fMRI study employed to investigate the neural correlates of intelligence associated with undertaking fluid letter string analogy tasks. Stimuli were adapted from items of the AI program Copycat (Mitchell, M. 1993. Analogy-making as Perception: A computer model. The MIT Press, Cambridge MA.). Twelve right-handed adults chose their own "best" completions from four plausible response choices to 55 fluid letter string analogies across a range of analogical depths. An analysis using covariates determined per subject by analogical depth revealed significant bilateral neural activations in the superior, inferior, and middle frontal gyri and in the anterior cingulate/paracingulate cortex. These frontal areas have been previously associated with reasoning tasks involving inductive syllogisms, syntactic hierarchies, and linguistic creativity. A higher-order analysis covarying participants' verbal intelligence measures found correlations with individual BOLD activation strengths in two ROIs within BA 9 and BA 45/46. This is a provocative result given that verbal intelligence is conceptualised as being a measure of crystallised intelligence, while analogy making is conceptualised as requiring fluid intelligence. The results therefore support the conjecture that fluid analogising could underpin general intellectual performance.

Adolescent↗
PubMed2006

Functional MRI evidence for disparate developmental processes underlying intelligence in boys and girls.

Previous research has shown evidence for sex differences in the neuroanatomical bases for intelligence in adults. Possible differences in the neuroanatomical correlates of intelligence and their developmental trajectories between boys and girls were investigated using functional MRI (fMRI). A large cohort of over 300 children, ages 5-18, performed the semantic processing task of silent verb generation. Regions were found in the left hemisphere exhibiting positive correlations of blood-oxygenation-level-dependent (BOLD) activation with IQ, including the middle temporal gyrus, prefrontal cortex (Broca's area), medial frontal gyrus, precuneus, and cingulate gyrus, while the superior temporal gyrus in the right hemisphere displayed a negative correlation of BOLD activation with IQ. Significant sex-X-IQ and sex-X-IQ-X-age interaction effects were also seen in the left middle temporal gyrus and left inferior frontal gyrus. Using a data-driven analysis procedure, a sex-X-IQ-X-age interaction was also demonstrated in the functional connectivity between regions in the left hemisphere, parameterized as a weighted sum of pairwise covariances between fMRI time courses. While young girls (<13 years) exhibited no correlation of connectivity with intelligence, older girls (>13 years) demonstrated a positive association of functional connectivity with intelligence. Boys, however, demonstrated the opposite developmental trajectory, from a positive association of connectivity with intelligence in young boys (ages <9 years), to a negative association in older boys (ages >13 years). Our results provide evidence for disparate neuroanatomical trajectories underlying intelligence in boys and girls.

Adolescent↗
PubMed2000

Why are some patients with severe neglect able to copy a cube? The significance of verbal intelligence.

Cube-copying is often used to assess constructional ability of brain-damaged patients and the influence of unilateral spatial neglect is often pointed out in patients with right hemisphere lesions. However, some patients with severe neglect perform cube-copying satisfactorily. The aim of the present study is to identify the factors that affect the performance of cube-copying in patients with left unilateral spatial neglect. Constructional performance was investigated in 100 patients with unilateral spatial neglect using a task to copy the Necker cube. The relationship of the patients' cube-copying performance to the severity of their neglect, as well as other factors (verbal intelligence, age, duration after onset of the disease, educational level, lesion site, piecemeal approach, and side of starting to copy) was analyzed. Twenty-two normal subjects also participated in this study as controls. Among many factors adopted for analysis, neglect severity and verbal intelligence were found to be primary factors affecting the cube-copying performance of the patients with unilateral spatial neglect. The effect of neglect severity on cube-copying performance was apparent in the patients whose verbal intelligence was deteriorated, but was not observed in the patients with preserved verbal intelligence. Similarly, the effect of verbal intelligence on cube-copying performance was apparent in the patients with severe neglect, but not in the patients with mild neglect. We conclude that constructional ability in the copying of a cube is determined by verbal intelligence, as well as by the severity of unilateral spatial neglect.

Aged↗
PubMed2000

Correlations between ERP parameters and intelligence: a reconsideration.

The present study investigated differences in ERP parameters related to intelligence. For that purpose 74 individuals (Intelligence: M=107; S.D.=12; range 73-135), of average creativity passively listened to two tones and performed two auditory, and two visual oddball tasks while their EEG was recorded. The approximate entropy parameters, peak latencies and amplitudes were determined. The correlation coefficients indicated that in the attended conditions, the more intelligent individuals showed more regular ERP waveforms than less intelligent individuals. It was further found that less intelligent individuals showed increased P300 latencies and reduced amplitudes. The differences were explained with a more specific engagement of neural networks in more intelligent individuals.

Adolescent↗
PubMed1996

Pros and cons in the search for extraterrestrial intelligence.

I propose a new term, 'galactic organism with distinct intelligence', for the extraterrestrial forms, with which humans can make contact. This is because, among the three existing terms: (a) 'the search for extraterrestrial intelligence' 'excludes biology and is inelegant'; (b) 'extraterrestrial' does not distinguish between the micro-organisms and highly-evolved intelligent life-forms; and (c) 'unidentified flying object' projects a sense of mysticism. On the presence of galactic organisms with distinct intelligence, scientists belong to three camps. Astronomers, physicists and some biochemists belong to the believers group. Evolutionists are in the doubters category. The third camp is represented by the 'uncommitted'. Approaches for contacting galactic organisms with distinct intelligence would take three steps. These are: (a) radioastronomical observations in the galaxy and interstellar space for the presence of organic matter; (b) initiating radio contact and listening to any transmitted message, as set out by the search for extraterrestrial intelligence program, and (c) landing instruments and humans in the galaxy.

Astronomical Phenomena↗
PubMedDate not supplied

The Yugoslavia Prospective Lead Study: contributions of prenatal and postnatal lead exposure to early intelligence.

To investigate associations between the timing of lead (Pb) exposure on early intelligence, we examined the results of psychometric evaluations at ages 3, 4, 5, and 7 years, from 442 children whose mothers were recruited during pregnancy from a smelter town and a non-lead-exposed town in Yugoslavia. We compared the relative contribution of prenatal blood lead (BPb) with that of relative increases in BPb in either the early (0-2 years) or the later (from 2 years on) postnatal period to child intelligence measured longitudinally at ages 3 and 4 (McCarthy GCI), 5 (Wechsler Preschool and Primary Scale of Intelligence-Revised, WPPSI-R IQ), and 7 (Wechsler Intelligence Scale for Children-version III, WISC-III IQ), controlling for: Home Observation for Measurement of the Environment (HOME) quality; maternal age, intelligence, education, and ethnicity; and birthweight and gender. Elevations in both prenatal and postnatal BPb were associated with small decrements in young children's intelligence.

Analysis of Variance↗
PubMed2001

Differences in EEG current density related to intelligence.

Differences in current density between high intelligent (IQ=127), and low intelligent individuals (IQ=87), while solving two oddball tasks (auditive and visual) were analyzed with low resolution brain electromagnetic tomography (LORETA). In highly intelligent individuals a decrease in the volume of activated cortical gray matter between the P300 onset and the P300 peak amplitude was observed. The EEG of low intelligent individuals showed a reverse pattern of cortical activity. In the auditive oddball task the decrease in the activated cortical volume in high intelligent individuals was accompanied by an increase in current density, and a more left hemispheric source location at maximum current density. The results suggest that high intelligent individuals more efficiently distributed their cognitive resources needed to cope with the oddball tasks.

Acoustic Stimulation↗
PubMed2003

Spatiotemporal brain activity related to intelligence: a low resolution brain electromagnetic tomography study.

Differences in current density between high intelligent (IQ=124), and average intelligent individuals (IQ=110), while solving two complex cognitive tasks (analytical-figural, and identification of emotions) were analyzed with low resolution brain electromagnetic tomography (LORETA). High intelligent individuals, as compared with average ones in both tasks displayed a lesser full width at half maximum (FWHM) volume-indicating the amount of spatial dispersion of the source. High and average intelligent individuals also differed in their source location. The source location of high intelligent individuals was in the inferior right hemispheric brain areas, whereas the source location of average intelligent individuals was in the superior left hemispheric brain areas. The findings were explained in the light of the neural efficiency model.

Adult↗
PubMed2001

Defining learning disability: what place does intelligence testing have now?

In summary, therefore, when we endeavour to make any statements on the presence and/or degree of learning disability in children, we need to consider carefully how we define our population. Intelligence testing, or some similar psychometric procedures should be available, but with two substantial caveats. First, the results of the tests must be taken in the context of the respective test situations, and any relevant wider child/environmental factors. In practice, where testing is carried out by a chartered psychologist according to standard protocols, these considerations are dealt with, and will be cited in the commentary on the test results. Second, intelligence testing, while helpful, is not sufficient of itself for definition. There must be evidence for early onset in the developmental period. Here, it is surprising in clinical practice how often the evidence is far from clear; population migration and resultant variations in practice and documentation are contributory factors here. However, all indications are that evidence of early onset may become even more important in the near future, in the face of these latter secular trends. In addition to intelligence testing, therefore, some measure of social functioning should be made, such as a Vineland assessment. It should be noted, however, that many of the same provisos that apply to intelligence testing apply here. While the combination of the two is quite robust, just as intelligence assessment alone is insufficient, the same applies to assessment of social functioning. Furthermore, the complexities of definition by service received, for example by school attended, must be considered carefully. To ignore a child's reception into special education is to miss important information, whether in terms of the preceding background factors or the resultant impact of experience at the school. But to identify or classify a child according to type of special education received, and to then go on to make prognostic statements on that basis, is far from satisfactory. Finally, there is a need to be clear about what is meant by defining learning disability. Social context and obstacles to integration may in a sense 'define' the individual's situation. But an operationalized definition of learning disabity, including the consideration of intelligence, remains vital.

Age Factors↗
PubMed2006

How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability.

This target article considers the relation of fluid cognitive functioning to general intelligence. A neurobiological model differentiating working memory/executive function cognitive processes of the prefrontal cortex from aspects of psychometrically defined general intelligence is presented. Work examining the rise in mean intelligence-test performance between normative cohorts, the neuropsychology and neuroscience of cognitive function in typically and atypically developing human populations, and stress, brain development, and corticolimbic connectivity in human and nonhuman animal models is reviewed and found to provide evidence of mechanisms through which early experience affects the development of an aspect of cognition closely related to, but distinct from, general intelligence. Particular emphasis is placed on the role of emotion in fluid cognition and on research indicating fluid cognitive deficits associated with early hippocampal pathology and with dysregulation of the hypothalamic-pituitary-adrenal axis stress-response system. Findings are seen to be consistent with the idea of an independent fluid cognitive construct and to assist with the interpretation of findings from the study of early compensatory education for children facing psychosocial adversity and from behavior genetic research on intelligence. It is concluded that ongoing development of neurobiologically grounded measures of fluid cognitive skills appropriate for young children will play a key role in understanding early mental development and the adaptive success to which it is related, particularly for young children facing social and economic disadvantage. Specifically, in the evaluation of the efficacy of compensatory education efforts such as Head Start and the readiness for school of children from diverse backgrounds, it is important to distinguish fluid cognition from psychometrically defined general intelligence.

Adolescent↗