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PubMed1992

Adults' conceptions of intelligence across the adult life span.

To examine whether young, middle-aged, and older adults view the concept of intelligent person as similar or different during adulthood, 140 adults of various ages rated how likely it would be for individuals of average and exceptional intelligence at 30, 50, and 70 years of age to be engaged in behaviors previously identified by adults as characterizing adult intelligence. Adults perceived more similarity between exceptionally intelligent prototypes of closer ages (i.e., 30 and 50 and 50 and 70). Intelligence was perceived to consist of interest and ability to deal with novelty, everyday competence, and verbal competence--dimensions that were perceived to be differentially important for different-aged prototypes and by individuals of different ages. Participants' conceptions also included the idea that intelligence is malleable and that abilities differentially increase or decrease across the life span.

Activities of Daily Living↗
PubMed2004

Intelligence: genetics, genes, and genomics.

More is known about the genetics of intelligence than about any other trait, behavioral or biological, which is selectively reviewed in this article. Two of the most interesting genetic findings are that heritability of intelligence increases throughout the life span and that the same genes affect diverse cognitive abilities. The most exciting direction for genetic research on intelligence is to harness the power of the Human Genome Project to identify some of the specific genes responsible for the heritability of intelligence. The next research direction will be functional genomics--for example, understanding the brain pathways between genes and intelligence. Deoxyribonucleic acid (DNA) will integrate life sciences research on intelligence; bottom-up molecular biological research will meet top-down psychological research in the brain.

Adolescent↗
PubMed2004

General intelligence as a domain-specific adaptation.

General intelligence (g) poses a problem for evolutionary psychology's modular view of the human brain. The author advances a new evolutionary psychological theory of the evolution of general intelligence and argues that general intelligence evolved as a domain-specific adaptation for the originally limited sphere of evolutionary novelty in the ancestral environment. It has accidentally become universally important merely because we now live in an evolutionarily novel world. The available data seem to support the author's contention that intelligent people can solve problems better than less intelligent people only if the problems are evolutionarily novel, and they have no advantage in solving evolutionarily familiar problems. This perspective can also solve some empirical anomalies, such as the "central theoretical problem of human sociobiology" (D. R. Vining, 1986, p. 167) and the geographic distribution of general intelligence throughout the world.

Adaptation, Psychological↗
PubMed2005

Synthesized speech intelligibility in sentences: a comparison of monolingual English-speaking and bilingual children.

PURPOSE: Research comparing the intelligibility of human and synthesized speech among both young children and adults has indicated that synthesized speech results in a degrading of intelligibility. The purpose of this study was to compare speech intelligibility of high-probability sentences produced using DECtalk Perfect Paul and live speech among monolingual English-speaking and bilingual children. METHOD: Twenty typically developing children between the ages of 4;5 (years;months) and 6;2 participated. Ten children (6 boys and 4 girls) were monolingual English speakers. The remaining ten children (4 boys and 6 girls) were bilingual. Their reproduction of modeled sentences produced in English via live speech and synthesized speech were analyzed to determine the intelligibility of each speech type. RESULTS: The results indicated that for both groups of children, performance was significantly better in the live speech condition. Results further revealed that the intelligibility decrement for synthesized speech was substantially greater for bilingual speakers. CLINICAL IMPLICATIONS: For bilingual children, even higher quality synthesized speech may present a greater challenge than it does for monolingual English-speaking children. Possible strategies to enhance intelligibility are discussed.

Child↗
PubMed2006

Measurement of intelligibility in disordered speech.

PURPOSE: To determine empirically which of three frequently observed rules in children with phonological disorders contributes most to difficulties in speaker intelligibility. METHOD: To evaluate the relative effects on intelligibility of deletion of final consonants (DFC), stopping of fricatives and affricates (SFA), and fronting of velars (FV), phonologically reduced sentences were read to groups of adult listeners at normal levels of occurrence for typical conversation and at equal levels of occurrence. RESULTS: DFC had a greater effect than SFA on intelligibility, which had a greater effect than FV on intelligibility, when these rules occurred at levels approximating those seen in typical conversational speech. Results differed, however, when opportunities for rule occurrence were equalized. At relatively low levels of occurrence, FV had less effect on intelligibility than did SFA and DFC, but no significant differences in intelligibility were found between the latter two rules. At relatively high levels of occurrence, no significant differences between the three rules were observed. IMPLICATIONS: These findings may be important clinically for clinicians who are trying to determine which rules should be targeted first in therapy.

Adult↗
PubMed2004

Speech intelligibility in severe adductor spasmodic dysphonia.

This study compared speech intelligibility in nondisabled speakers and speakers with adductor spasmodic dysphonia (ADSD) before and after botulinum toxin (Botox) injection. Standard speech samples were obtained from 10 speakers diagnosed with severe ADSD prior to and 1 month following Botox injection, as well as from 10 age- and gender-matched healthy adults. This yielded 3 speaking conditions: pre-Botox injection, post-Botox injection, and normal control. Thirty phrases were extracted from the speech samples and arranged in a counterbalanced listening experiment. Thirty students, reporting little experience with distorted speech, served as listeners. Each listener's response was scored for words correctly identified using a liberal scoring criterion yielding a percentage of words correctly identified for each speaker. The results indicated that the speakers with ADSD were significantly more intelligible in the post-Botox condition than in the pre-Botox condition. The results also indicated that healthy speakers were significantly more intelligible than the speakers in both the pre- and post-Botox conditions. In general, these results indicated that intelligibility is affected in severe ADSD and that the use of Botox injection in ADSD improves intelligibility scores. However, the results also indicated that the use of Botox injection does not result in speech intelligibility similar to that of normal, non-ADSD speakers.

Acoustic Stimulation↗
PubMed1981

Communication efficiency of dysarthric speakers as measured by sentence intelligibility and speaking rate.

In an effort to quantify communication efficiency, speaking rates and intelligibility scores were obtained from a normal speaking adult and 13 dysarthric speakers representing a wide range of severity. Speakers were audio recorded as they read words and sentences. A panel of judges transcribed all recordings and subjectively ranked a randomly selected sample from each speaker according to "communication efficiency." The following measures were obtained for each speaker: word and sentence intelligibility, speaking rate, rates of intelligible and unintelligible speech and a numerical ranking of communication efficiency. Results indicated that speaking rate and speech intelligibility are not closely correlated. By plotting measures that incorporate intelligibility and rate, one can rank speakers similarly to subjective rankings of communication efficiency, and distinguish mildly dysarthric from normal speakers. The addition of intelligibility and rate measures to supplement other assessment procedures in the evaluation of dysarthric speakers is discussed.

Adult↗
PubMed1989

Toward phonetic intelligibility testing in dysarthria.

The measurement of intelligibility in dysarthric individuals is a major concern in clinical assessment and management and in research on dysarthria. The measurement objective is complicated by the fact that intelligibility is not an absolute quantity but rather a relative quantity that depends on variables such as test material, personnel, training, test procedures, and state of the speaker. This paper reviews scaling procedures and item identification tests as they have been applied to dysarthric speech. Based in part on previous studies of speech of the hearing impaired, a profile has been designed to direct research on the acoustic or physiologic correlates of dysarthric intelligibility impairment. In addition, a word intelligibility test is proposed for use with dysarthric speakers. This test is designed to examine 19 acoustic-phonetic contrasts that are likely to (a) be sensitive to dysarthric impairment and (b) contribute significantly to speech intelligibility. Preliminary data from a sample of subjects with amyotrophic lateral sclerosis are presented to illustrate the use of this test in the phonetic interpretation of intelligibility impairment.

Adult↗
PubMed1994

Intelligibility and the acoustic characteristics of speech in amyotrophic lateral sclerosis (ALS).

The purpose of this study was to analyze the changes in specific speech parameters in 14 patients, 7 dysarthric and 7 non-dysarthric, with amyotrophic lateral sclerosis (ALS), over a 6-month period. Measurements of single word intelligibility, F2 formant trajectories (extent, duration and rate) and diadochokinetic rate showed decreased performance in dysarthric patients as compared to non-dysarthric patients at baseline. F2 transition rates of less than 4 Hz/msec were seen only in dysarthric ALS patients. A relationship between the F2 transition rate and single word intelligibility was noted for patients with moderate to high intelligibility, but at lower levels of intelligibility the F2 rate reached a plateau despite continued decline in intelligibility. Our results support the need for frequent evaluation of dysarthric ALS patients to better understand the relationship between intelligibility and the acoustic parameters of speech.

Adult↗
PubMed1994

Effects of phonetic context on audio-visual intelligibility of French.

Bimodal perception leads to better speech understanding than auditory perception alone. We evaluated the overall benefit of lip-reading on natural utterances of French produced by a single speaker. Eighteen French subjects with good audition and vision were administered a closed set identification test of VCVCV nonsense words consisting of three vowels [i, a, y] and six consonants [b, v, z, 3, R, l]. Stimuli were presented under both auditory and audio-visual conditions with white noise added at various signal-to-noise ratios. Identification scores were higher in the bimodal condition than in the auditory-alone condition, especially in situations where acoustic information was reduced. The auditory and audio-visual intelligibility of the three vowels [i, a, y] averaged over the six consonantal contexts was evaluated as well. Two different hierarchies of intelligibility were found. Auditorily, [a] was most intelligible, followed by [i] and then by [y]; whereas visually [y] was most intelligible, followed by [a] and [i]. We also quantified the contextual effects of the three vowels on the auditory and audio-visual intelligibility of the consonants. Both the auditory and the audio-visual intelligibility of surrounding consonants was highest in the [a] context, followed by the [i] context and lastly the [y] context.

Adult↗
PubMed2001

Emotional intelligence: a vital prerequisite for recruitment in nursing.

This paper explores Goleman's (1996) concept of 'emotional intelligence' in relation to recruitment to preregistration nurse education programmes. Current studies consistently demonstrate that emotional intelligence is the common factor which marks out individuals as leaders, innovators and effective managers. The role of the qualified nurse is evolving continually and 'portable' skills are the key qualities demanded by a health care system under pressure to compete. These include the ability to work effectively in teams, the ability to recognize and respond appropriately to one's own and others' feelings and the ability to motivate oneself and others. They are collectively termed 'emotional intelligence'. We believe we need selection processes that will determine levels of emotional intelligence in prospective candidates, as they could be a reliable predictor of success in both clinical nursing practice and academic study. Research indicates that emotional intelligence cannot be developed quickly enough through interpersonal skills training and therefore it is essential that nurse educators create assessment strategies that will identify emotional intelligence at recruitment.

Clinical Competence↗
PubMed1999

Chronological age and crystallized intelligence of people with intellectual disability.

The influence of chronological age (CA) and fluid intelligence on the crystallized intelligence level of people with intellectual disability was studied in a group of 102 participants aged between 6 and 20 years. The results, which were based on their performance in 12 fluid and crystallized intelligence markers, indicate that the fluid intelligence factor and CA explain an important fraction of crystallized intelligence factor variance (43% and 21%, respectively). This finding provides support for the hypothesis that CA-related experience exerts a significant effect on the crystallized component of intelligence in people with intellectual disability.

Adolescent↗
PubMed1985

Intelligence after early brain injury. I: Predicting IQ scores from medical variables.

To study how psychometric intelligence is related to early brain damage, the medical histories and Wechsler IQ scores of 407 subjects were analysed by multiple regression techniques. The study separated those medical variables that predicted IQ from those that did not, estimated the relative importance of the predictor variables as modifying influences on intelligence, and established the overall predictive power of significant variable sets. Intelligence varied with some aspects of brain damage but not with others. There was no single predictor of intelligence; instead, there were sets of predictors that operated in contexts of varying width and definition, each set having a different level of predictive power. Intelligence itself was diverse, with different predictive sets for Full Scale, Verbal, and Performance IQ. An analysis of the pattern and magnitude of the nonpredictive and predictive medical variables, and of the predictor variables vis-à-vis each other, reveals some of the principles by which verbal and nonverbal intelligence are represented in the young damaged brain.

Age Factors↗
PubMedDate not supplied

Single-word intelligibility in speakers with repaired cleft palate.

Many speakers with repaired cleft palate have reduced intelligibility, but there are limitations with current procedures for assessing intelligibility. The aim of this study was to construct a single-word intelligibility test for speakers with cleft palate. The test used a multiple-choice identification format, and was based on phonetic contrasts which are problematic for speakers with cleft palate. Fifteen Cantonese speakers with repaired cleft palate served as speakers. The intelligibility score of each speaker was calculated, based on the number of words correctly identified by eight naive listeners. The most problematic contrasts, based on mean error proportions, were place of articulation (stops and nasals), stop versus fricative, and stop versus affricate. The most robust contrasts were also determined, and physiological and language-specific interpretations offered. Single-word intelligibility could be predicted with 91% accuracy using three phonetic contrasts. The importance of an 'explanatory' intelligibility test, for focusing treatment and monitoring severity, is discussed.

Adolescent↗
PubMed2004

Speech intelligibility of the callsign acquisition test in a quiet environment.

This paper reports on preliminary experiments aimed at standardizing speech intelligibility of military Callsign Acquisition Test (CAT) using average power levels of callsign items measured by the Root Mean Square (RMS) and maximum power levels of callsign items (Peak). The results obtained indicate that at a minimum sound pressure level (SPL) of 10.57 dBHL, the CAT tests were more difficult than NU-6 (Northwestern University, Auditory Test No. 6) and CID-W22 (Central Institute for the Deaf, Test W-22). At the maximum SPL values, the CAT tests reveal more intelligibility than NU-6 and CID-W22. The CAT-Peak test attained 95% intelligibility as NU-6 at 27.5 dBHL, and with CID-W22, 92.4% intelligibility at 27 dBHL. The CAT-RMS achieved 90% intelligibility when compared with NU-6, and 87% intelligibility score when compared with CID-W22; all at 24 dBHL.

Adolescent↗
PubMed1990

Relationships between self-reported physical and mental health and intelligence performance across adulthood.

One hundred and twenty-seven adults between 20 and 90 years of age were tested on the Wechsler Adult Intelligence Scale for their digit span memory (forward and backward), fluid intelligence (block design and digit symbol), and crystallized intelligence (vocabulary and information), as well as assessed for self-reported health (Cornell Medical Index, Zung Depression Scale, health habits, and self-ratings of physical and mental health). As expected, across the entire age range there was no correlation between age and digit span memory (r = .03), a strong negative correlation between age and fluid intelligence (r = -.78), and a modest positive correlation between age and crystallized intelligence (r = .27). In addition, older adults reported more physical (r = .36) and mental (r = .32) health problems than did younger adults. Of special interest was the finding that both self-reported physical and mental health accounted for significant variance in intelligence performance, particularly in older adults. Moreover, self-reported health accounted for a considerable portion of observed variance, even when age differences in self-reported health were statistically controlled.

Adult↗
PubMed1992

Intelligent alarms reduce anesthesiologist's response time to critical faults.

The proliferation of monitors and alarms in the operating room may lead to increased confusion and misdiagnosis unless the information provided is better organized. Intelligent alarm systems are being developed to organize these alarms, on the assumption that they will shorten the time anesthesiologists need to detect and correct faults. This study compared the human response time (the time between the sounding of an alarm and the resolution of a fault) when anesthesiologists used a conventional alarm system and when they used an intelligent alarm system. In a simulated operating room environment, we asked 20 anesthesiologists to resolve seven breathing circuit faults as quickly as possible. Human response time was 62% faster, decreasing from 45 to 17 s, when the intelligent alarm system was used. The standard deviations in response time were only half as large for the intelligent alarm system. It appears that the computer-based neural network in the intelligent alarm system diagnosed faults more rapidly and consistently than did the anesthesiologists. This study indicates that breathing circuit faults may be more rapidly corrected when the anesthesiologist is guided by intelligent alarms.

Anesthesiology↗
PubMedDate not supplied

Clinical significance of the relative intelligibility of pictorially represented spondee words.

The relative intelligibility of 20 pictorially represented spondees were found for 40 normal hearing children between 3 1/2 and 5 1/2 years old. The range of the level of relative intelligibility was 5.3 dB. A spondee threshold (ST) was obtained for 60 different children between 3 1/2 and 5 1/2 years old in a 2 dB (N = 30) or a 5 dB step (N = 30) method for three sets of pictorially represented spondees (six pictures per set) having low, mid, and high levels of relative intelligibility. The ST's using a 2- or 5-dB step were not significantly different regardless of picture set level of relative intelligibility. ST's obtained with the picture sets having different levels of relative intelligibility were significantly different from each other. It was suggested that clinical consideration be given to the use of pictorially represented spondees which were identified at the lowest levels of relative intelligibility to increase the efficiency and precision of the ST measurement in children.

Child, Preschool↗