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General intelligence and the definition of phenotypes.

From Spearman's famous 1904 paper to Carroll's recent book on factor analytic results from a multitude of studies, there has been one consistent conclusion: 'g', or general intelligence, is the factor that defines the phenotype for intellectual functioning. It is no overstatement to say that g is undoubtedly the most important psychological construct discovered in this century. It predicts more and is implicated in a wider range of behaviour than any other psychological construct. The empirical support for g is extensive and overwhelming. It would seem that g is the perfect phenotypic definition of intelligence. I argue that it is not the perfect phenotype. If we are to understand intelligence, we need to define a new, more elaborate definition of intelligence taking g as the starting place. It must be remembered that g is a statistical abstraction. Current formulations of g are largely silent about the composition of g. I argue that g is actually made of further separable basic cognitive processes and does not represent a single underlying entity. These basic cognitive processes are integrated into a complex system in the brain that makes them difficult to identify. None the less, until these basic processes are identified and related to brain function there are a number of findings that cannot be explained and this will inhibit scientific progress.

Brain↗

[Diagnosis and differentiation of children with language development disorders. What role can be attributed to intelligence?].

BACKGROUND: Specific language impairment (SLI) is defined as a developmental disorder in which language comprehension and the child's ability to use expressive spoken language is markedly below the appropriate level for his or her mental age. The intelligence of SLI children is in the normal range, while their language abilities are impaired. "Normal intelligence", the defining feature of SLI is questioned in this study. PATIENTS AND METHODS: Using IDIS (an inventory of diagnostic information in language impairment), we examined 138 children aged 5 and 6 years with severe language impairment; 108 SLI and 30 LI children. Various indicators of speech and language such as articulation, the ability to discriminate sounds, lexicon, grammar and pragmatic abilities but also auditory and visual perception, auditory and visual memory, fine and gross motor function were assessed. RESULTS: The performance of the SLI children was significantly higher in most of the tests than that of the LI children. Factor analysis showed that the two groups also differed in the structure of performance. Auditory short-term memory was reduced in most children irrespective of intelligence. CONCLUSIONS: We propose the retention of the differentiation of subgroups of developmental speech and language disorders depending on the level of intelligence.

Child↗

Stephen Jay Gould on intelligence.

In The Mismeasure of Man (1981) Stephen Jay Gould provides a typically readable history of one of our most vexatious intellectual enterprises: the scientific study of intelligence. Gould is successful, as always, in rendering the relevant scientific debates accessible to general readers. What Gould does less well is to carry through his attack on prior attempts to understand natural intelligence scientifically: attempting to muster all possible arguments against such science, he conjures up a variety of impossible arguments as well. One such argument urges that Gould's predecessors are not to be taken seriously because they are racists and have let their racism influence their scientific practice. Gould has no difficulty in demonstrating the influence of racism; where he goes astray is in his dismissal of such prior work as simply unscientific because the racist conclusions preceded the collection of data. Advancing hypotheses prior to experimentation is how all of science proceeds, and is no mark of inferior work. And no science is immune to influences--racist or otherwise--from the culture in which it is embedded, as Gould elsewhere readily acknowledges. Another failed argument claims that all of the factor analysts studying intelligence have committed the intellectual sin of reifying the factors uncovered in IQ tests--concluding that the factors are real solely on the basis of how a factor analysis summarizes IQ data. Gould concludes that factor analysis is worthless for the study of intelligence. However: (1) contrary to what Gould suggests, the factor analysts themselves warned against concluding that the factors "discovered" are physiologically real merely on the basis of a factor analysis; and (2) factor analysis nevertheless remains a strong candidate technique for developing causal models worth investigating subsequently by other means.

Humans↗

Correlations between nonverbal intelligence and peripheral nerve conduction velocity in right-handed subjects: sex-related differences.

The speed hypothesis of intelligence was tested in relation to median nerve conduction velocity (NCV) in right-handed subjects. In total, NCV did not significantly correlate with IQ (Cattell's Culture Fair Intelligence test). The motor and sensory median NCVs correlated with IQ positively linearly in men and negatively linearly in women. These results supported the general, unqualified speed hypothesis of intelligence only for men. It was concluded that the conduction speed of the input-output channels of brain as an information processing unit may differentially contribute to nonverbal intelligence, depending upon sex. The male hormone, testosterone, was suggested to be the main factor responsible for sex-related differences in the IQ-NCV relationships.

Adolescent↗

Working memory, inhibition, and fluid intelligence as predictors of performance on Tower of Hanoi and London tasks.

The contributions of working memory, inhibition, and fluid intelligence to performance on the Tower of Hanoi (TOH) and Tower of London (TOL) were examined in 85 undergraduate participants. All three factors accounted for significant variance on the TOH, but only fluid intelligence accounted for significant variance on the TOL. When the contribution of fluid intelligence was accounted for, working memory and inhibition continued to account for significant variance on the TOH. These findings support argument that fluid intelligence contributes to executive functioning, but also show that the executive processes elicited by tasks vary according to task structure.

Adolescent↗

Intelligence and salivary testosterone levels in prepubertal children.

BACKGROUND: Hormones are one of the regulatory systems influencing brain-cognition interactions and subsequent emotions and behavior in humans and animals. Sex hormones have been found to influence brain structures prenatally, so as to prepare targeted neuronal circuits for activation during and after puberty. Testosterone is believed to affect cognition and thinking in humans as well as between-sex differences in cognitive abilities. AIM: The aim of this paper was to investigate associations between testosterone and different levels of intelligence in young prepubertal children of both sexes. METHODS: Two hundred and eighty four prepubertal children of both sexes between 6 and 9 years of age provided saliva samples. Of these, 107 were intellectually gifted (IQ above 130), 100 children of average intelligence--randomly chosen from general population (IQ between 70 and 130), and 77 children mentally challenged (IQ less than 70). RESULTS: Our results have revealed the differences in salivary testosterone levels in boys grouped according to IQ, intellectually gifted and mentally challenged boys having lower salivary testosterone levels than their peers characterized by average intelligence proposing the common biological characteristic of minority IQ groups on both ends of the Gauss curve. In girls, no differences in salivary testosterone levels were found among IQ groups. CONCLUSIONS: Our findings are the first that present the relationship between testosterone and the broad range of general IQ in childhood. The boys of average intelligence had significantly higher testosterone levels than both mentally challenged and intellectually gifted boys, with the latter two groups showing no significant difference between each other. The functional implications of the brain-cognition interactions remain to be fully explored with regard to the internal milieu influencing neural substrate.

Analysis of Variance↗

Intelligence and cognitive function in children and adolescents with spinal muscular atrophy.

Spinal muscular atrophy is a chronic disease characterised by loss of motor function. The aim of the study was to analyse cognitive functions in a large group of patients with spinal muscular atrophy. It was hypothesised that their intelligence is comparable to controls, but not above average as previously postulated. Ninety-six children and adolescents with spinal muscular atrophy I-III, aged 6.0-18.11 years, 45 non-affected siblings and 59 healthy, matched controls were examined with one- (CPM/SPM), as well as multi-dimensional intelligence tests (Kaufman-ABC; Wechsler tests). The mean IQ measured with the CPM/SPM tests was 109.6 for the spinal muscular atrophy group, 107.3 for the sibs and 104.1 for the healthy controls (no significant difference). In the older children and adolescents (SPM only) the mean IQ was significantly higher for the spinal muscular atrophy patients (109.6) than for the controls (95.4). The standard score in the 'mental processing composite' scale of the Kaufman-ABC was identical in the spinal muscular atrophy group and controls (103.8). The cognitive profile was relatively homogeneous. However, the older children and adolescents did have a significantly higher verbal IQ (113.8) than controls (104.6) in the Wechsler tests. There were no significant differences in any of the tests among different grades of severity (spinal muscular atrophy types I-III). It can be concluded that children and adolescents with spinal muscular atrophy have a general intelligence in the normal range. By adolescence, environmentally mediated aspects of intelligence are higher in patients with spinal muscular atrophy. It could be speculated that the development of cognitive skills and knowledge is a creative way to compensate the many restrictions due to their physical handicap.

Adolescent↗

[Psychological testing in theory and practice exemplified by intelligence testing].

OBJECTIVES: The U.S.-American standards of quality for psychological diagnostics tests were published in 1998 in German translation under the title "Standards für pädagogisches und psychologisches Testen". The relevance of these Standards for studies of psychological testing in child and adolescent psychiatry is discussed. Important intelligence tests will be assessed on the basis of these standards for studies of psychological testing in children and adolescents. METHODS: Relevant standards were presented and discussed. The intelligence tests HAWIK-R, HAWIK-III, K-ABC, AID, PSB, I-S-T 70, SPM, CFT 20, CMM-LB, SON-R 2 1/2-7, SON-R 5 1/2-17 were analyzed with regard to whether or not they fulfilled the Standards under inclusion of the test manuals, test reviews, and empirical studies from the literature. RESULTS: The intelligence tests listed differ widely in the extent to which they meet the Standards. CONCLUSIONS: The Standards appear, at least in part, to be relevant to studies of psychological testing in child and adolescent psychiatry. The intelligence tests used in such studies should be critically examined with regard to their quality and whether or not they are suitable for the issues to be resolved. Given their completely outdated standard, it is recommended to refrain from further use of PBS and I-S-T 70.

Adolescent↗

Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.

A study was conducted in which 133 participants performed 11 memory tasks (some thought to reflect working memory and some thought to reflect short-term memory), 2 tests of general fluid intelligence, and the Verbal and Quantitative Scholastic Aptitude Tests. Structural equation modeling suggested that short-term and working memories reflect separate but highly related constructs and that many of the tasks used in the literature as working memory tasks reflect a common construct. Working memory shows a strong connection to fluid intelligence, but short-term memory does not. A theory of working memory capacity and general fluid intelligence is proposed: The authors argue that working memory capacity and fluid intelligence reflect the ability to keep a representation active, particularly in the face of interference and distraction. The authors also discuss the relationship of this capability to controlled attention, and the functions of the prefrontal cortex.

Adult↗

Stability and change in adult intelligence: 1. Analysis of longitudinal covariance structures.

We address two questions of central interest in adult intellectual development: the equivalence of psychometric tests' measurement properties at different ages, and the stability of individual differences in intelligence over time. We performed a series of longitudinal factor analyses using the LISREL program to model longitudinal data from Schaie's Seattle Longitudinal Study. The results indicate complete invariance in the loadings of five subtests of Thurstone's Primary Mental Abilities battery on a general intelligence factor. Individual differences in general intelligence were highly stable over 14-year epochs, with standardized factor correlations averaging about .9 between adjacent 7-year testing intervals. These results indicate that most individuals in this relatively select longitudinal sample maintained their relative ordering in intelligence.

Adult↗

The locus of adult intelligence: knowledge, abilities, and nonability traits.

Some intelligence theorists (e.g., R. B. Cattell, 1943; D. O. Hebb, 1942) have suggested that knowledge is one aspect of human intelligence that is well preserved or increases during adult development. Very little is known about knowledge structures across different domains or about how individual differences in knowledge relate to other traits. Twenty academic and technology-oriented tests were administered to 135 middle-aged adults. In comparison with younger college students, the middle-aged adults knew more about nearly all of the various knowledge domains. Knowledge was partly predicted by general intelligence, by crystallized abilities, and by personality, interest, and self-concept. Implications of this work are discussed in the context of a developmental theory that focuses on the acquisition and maintenance of intelligence-as-knowledge, as well as the role of knowledge for predicting the vocational and avocational task performance of adults.

Adult↗

Estimated premorbid intelligence mediates neurobehavioral change in individuals infected with HIV across 12 months.

This study tested whether estimated premorbid intelligence moderates worsening neurobehavioral dysfunction in HIV infection. 155 homosexual men (54 controls, 49 HIV+ asymptomatic, 24 HIV+ symptomatic, 28 AIDS) with stable disease status were tested on measures of executive function at baseline and 12-month follow-up. Premorbid intelligence was estimated on the basis of a demographically-based regression equation (Hamsher, 1984), and participants were classified as average or above-average intelligence. Regardless of disease status, participants with above-average IQ showed no declines on measures of executive function across time. In contrast, among those with average IQ, symptomatic groups showed declines, whereas the asymptomatic group did not. The findings support the hypothesis that estimated premorbid intelligence mediates declines in neuropsychological function in patients with stable HIV status. These findings are consistent with theoretical models of cognitive reserve capacity.

Acquired Immunodeficiency Syndrome↗

Dietary intake and micronutrient status of adolescents: effect of vitamin and trace element supplementation on indices of status and performance in tests of verbal and non-verbal intelligence.

Relationships between micronutrient intake and status, and micronutrient status and performance in tests of intelligence were investigated in a group of adolescents (13-14 years old). Dietary intakes were assessed using a 7 d weighed dietary record method, coupled with the collection of duplicate diets. Vitamin and trace mineral intakes calculated using food composition tables were compared with those obtained by direct analysis of duplicate diets. Micronutrient status was judged via a range of biochemical indices measured in blood samples taken after a 12-15 h fast. Blood samples were taken both before and after a 16-week period of vitamin and trace mineral supplementation. Individual tests of verbal and nonverbal intelligence were also performed pre- and post-supplementation. The results of this study indicate that the use of food table data may lead to substantial over- or underestimation of the intake of several micronutrients. In general, the total calculated or analysed amount of a specific micronutrient consumed did not adequately predict status, as judged by a range of biochemical indices. There were significant changes in status measurements over the 16-week study period, irrespective of supplementation, and these changes were markedly influenced by the initial status of the subject. There was no effect of supplementation on performance in tests of intelligence. However, there was a significant association between plasma ascorbic acid and initial non-verbal intelligence quotient (IQ) in the boys, and between whole blood glutathione peroxidase (EC 1.11.1.9) activity and non-verbal and verbal IQ in both sexes. These findings are discussed in relation to other recent studies of the influence of micronutrient supplementation on the psychological performance of children.

Adolescent↗

Relation of auditory-visual integration to reading and intelligence.

The relation of auditory-visual integration to intelligence and reading achievement was studied in a sample of 165 fifth-grade boys and girls by means of (a) a test to match visual dot patterns to tape-recorded tones (b) a nonverbal intelligence test, and (c) a test of reading comprehension. Results showed that auditory-visual integrative ability was significantly related to intelligence and reading achievement. With the effects of intelligence controlled, intersensory transfer remained a significant predictor of reading achievement.

Achievement↗

Modifiability of fluid intelligence in aging: a short-term longitudinal training approach.

The aim of this study was to examine to what degree fluid intelligence can be modified in aged subjects. The effectiveness of a cognitive training program designed to enhance one primary component of fluid intelligence, Figural Relations, was assessed by comparing the posttraining performances of 15 experimental and 15 control subjects (mean age: 69; age range 59-85) using a transfer paradigm and three posttraining assessments conducted approximately 1 week, 1 mo, and 6 mo following training. The post-training performance of the two groups was compared on three near (fluid intelligence) and one far (crystallized intelligence) transfer measures. A hierarchical pattern was predicted with the magnitude of training effects ordering themselves in descending order from near to far transfer measures. The training program was successful in enhancing performance on the fluid-nearest measure on all three posttests and for the next fluid-near measure on the first posttest. In addition, significant retest effects resulted which, however, were neither task-specific nor hierarchically ordered, but general and therefore indicative of ability-extraneous factors, such as test sophistication. The findings contribute to a position implying that intellectual performance in old age is more modifiable through short-term behavioral intervention than traditionally assumed.

Aged↗

Measuring emotional intelligence of medical school applicants.

PURPOSE: To discuss the development, pilot testing, and analysis of a 34-item semantic differential instrument for measuring medical school applicants' emotional intelligence (the EI instrument). METHOD: The authors analyzed data from the admission interviews of 147 1997 applicants to a six-year BS/MD program that is composed of three consortium universities. They compared the applicants' scores on traditional admission criteria (e.g., GPA and traditional interview assessments) with their scores on the EI instrument (which comprised five dimensions of emotional intelligence), breaking the data out by consortium university (each of which has its own educational ethos) and gender. They assessed the EI instrument's reliability and validity for assessing noncognitive personal and interpersonal qualities of medical school applicants. RESULTS: The five dimensions of emotional intelligence (maturity, compassion, morality, sociability, and calm disposition) indicated fair to excellent internal consistency: reliability coefficients were .66 to .95. Emotional intelligence as measured by the instrument was related to both being female and matriculating at the consortium university that has an educational ethos that values the social sciences and humanities. CONCLUSION: Based on this pilot study, the 34-item EI instrument demonstrates the ability to measure attributes that indicate desirable personal and interpersonal skills in medical school applicants.

Emotions↗

A systematic approach to standardizing the visual appearance of endometriotic lesions for artificial intelligence recognition.

INTRODUCTION: Numerous studies have shown that the diagnostic performance and reproducibility of visual recognition of endometriosis during laparoscopy are poor. The use of artificial intelligence (AI) seems relevant for exhaustive lesion recognition. Standardization of the visual classification of lesions, in the form of an ontology, is an essential prerequisite to enable medical experts to annotate surgical data consistently and subsequently allow engineers to train and build an artificial intelligence tool for endometriosis recognition. MATERIAL AND METHODS: A systematic search was conducted in the MEDLINE (via PubMed), EMBASE, and the Cochrane Library databases up to May 2022, aiming to identify studies describing the laparoscopic visual appearance of superficial endometriosis, endometriomas, and deep infiltrating endometriosis. The accumulated data in the literature concerning the visual appearance of the different forms of endometriosis were used to create an ontology that could be used for artificial intelligence applications. RESULTS: Out of 932 articles screened, 35 studies were selected based on the inclusion criteria of human subjects with histologically confirmed endometriosis lesions visualized via laparoscopy. The selected studies were reviewed to develop a visual ontology of endometriosis lesions observed via laparoscopy. The lesions were categorized into 4 classes and further subdivided into 11 subclasses: superficial (black, red, white, or subtle), adhesions (dense or filmy), deep (obliteration, retraction, or deformation), and ovarian (endometrioma or chocolate fluid). The positive predictive value (PPV) varied across lesion types: black lesions (PPV 47%-97%), red lesions (PPV 33%-100%), white lesions (PPV 20%-81%), and ovarian endometriosis (PPV 42%-98%). Nonspecific lesions such as adhesions (PPV 16%-50%) and subtle superficial lesions (PPV 0%-67%) presented lower PPVs. Deep endometriosis lesions, often buried within organs, required indirect signs (obliteration, retraction, deformation) for identification. CONCLUSIONS: The visual ontology proposed in this systematic search could facilitate the detection and classification of endometriosis lesions using artificial intelligence. This study highlights the challenges of reaching a consensus on lesion recognition and classification in AI projects due to the diverse visual presentations of endometriosis.

Humans↗

Intelligence has three facets. There are numerous intellectual abilities, but they fall neatly into a rational system.

In this limited space I have attempted to convey information regarding progress in discovering the nature of human intelligence. By intensive factor-analytic investigation, mostly within the past 20 years, the multifactor picture of intelligence has grown far beyond the expectations of those who have been most concerned. A comprehensive, systematic theoretical model known as the "structure of intellect" has been developed to put rationality into the picture. The model is a cubical affair, its three dimensions representing ways in which the abilities differ from one another. Represented are: five basic kinds of operation, four substantive kinds of information or "contents," and six formal kinds of information or "products," respectively. Each intellectual ability involves a unique conjunction of one kind of operation, one kind of content, and one kind of product, all abilities being relatively independent in a population, but with common joint involvement in intellectual activity. This taxonomic model has led to the discovery of many abilities not suspected before. Although the number of abilities is large, the 15 category constructs provide much parsimony. They also provide a systematic basis for viewing mental operations in general, thus suggesting new general psychological theory. The implications for future intelligence testing and for education are numerous. Assessment of intellectual qualities should go much beyond present standard intelligence tests, which seriously neglect important abilities that contribute to problem-solving and creative performance in general. Educational philosophy, curriculum-building, teaching procedures, and examination methods should all be improved by giving attention to the structure of intellect as the basic frame of reference. There is much basis for expecting that various intellectual abilities can be improved in individuals, and the procedures needed for doing this should be clear.

Cognition↗