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PubMed2001

Memory and executive function impairments in deficit syndrome schizophrenia.

The relationship between deficit syndrome schizophrenia, as determined by the Schedule for the Deficit Syndrome, and impairments in memory and executive function was investigated by administering the Wisconsin Card Sorting Test, the Wechsler Adult Intelligence Test, and the Wechsler Memory Scales to outpatients with deficit (n=33) and non-deficit (n=57) syndrome. A factor analysis of test variables revealed three factors: executive functioning; simple verbal memory; and semantic verbal memory. Results indicated that the deficit group performed significantly worse on the executive functioning factor, but not on either of the verbal memory factors. These findings support the hypothesis that deficit syndrome schizophrenia represents a specific cognitive impairment in executive processing and not necessarily graver global cognitive impairment.

Adult↗
PubMed1996

A survey of theory and methods of invariant item ordering.

In many testing situations, ordering the items by difficulty is helpful in analysing the testing data; examples include intelligence testing, analysis of differential item functioning, person-fit analysis, and exploring hypotheses about the order in which cognitive operations are acquired by children. In each situation, interpretation and analysis are made easier if the items are ordered by difficulty in the same way for every individual taking the test, i.e. the item response functions do not cross. This is an invariant item ordering. In this paper we review a class of non-parametric unidimensional item response models in which the ordinal properties of items (and persons) can be studied, and survey both old and new methods for the investigation of invariant item ordering in empirical data sets. Our model formulation derives in particular from the work of Holland & Rosenbaum (1986), Junker (1993) and Mokken (1971). We survey methods based on the work of Mokken (1971), Rosenbaum (1987a, b), and Sijtsma & Meijer (1992), and we also discuss some new proposals for checking invariant item ordering. When violations are detected, these methods allow a rough assessment of where on the latent scale the item response functions cross. We also study similarities and differences between these various methods and provide guidelines for their use. Finally, the methods are illustrated with data from a developmental psychology experiment in which the ability to draw inferences about transitive relations is explored.

Child Development↗
PubMed1996

["Specific" versus "audiogenic" speech development disorder. Quantitative speech development index in a controlled group comparison].

The language development of hearing-impaired children is disordered, especially in children with impairment before starting linguistic development. Binaural sensorineural-impaired children are likely to acquire a deficient oral vocabulary. Two population samples between the ages of 2 and 5 years (n = 110 specific language-impaired children vs. n = 34 bilateral sensorineural-impaired children with individual hearing aids) were compared with 66 normal children of similar age with respect to their expressive vocabulary. All groups were tested with a nonverbal intelligence test and reached average or better scores. The two clinical samples showed no significant difference in their lexical performance, but there was a difference in comparison with the normal children. The results are discussed on the background of degree, onset of hearing impairment and attending kindergarten. It is suggested that specific language impairment is a more serve development disorder than audiogenic language impairment because it seems to be neurobiologically founded. Early diagnosis by a phoniatrician is important.

Child, Preschool↗
PubMed1975

Developmental perception and cognitive styles: from young children to master artists.

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.

Adolescent↗
PubMedDate not supplied

Psychological impact of continuous subcutaneous insulin infusion pump therapy in non-selected newly diagnosed insulin dependent (type 1) diabetic children: evaluation after two years of therapy.

Thirty type 1 (insulin dependent) diabetic children were treated from diagnosis onwards in a random order (using a table of random permutations) with either continuous subcutaneous insulin infusion pump therapy (CSII), or with conventional injection therapy (CT). After two years of therapy psychosocial measurements were obtained of fifteen CSII children (8 boys, 7 girls; mean age: 12+/-4 years) and thirteen CT children (6 boys, 7 girls; mean age: 10+/-4 years) and their parents. Two families of the CT group refused to participate. The examination consisted of six tests (for the children: junior dutch personality test, WISC-R intelligence test, family relation test, diabetes questionnaire; for the parents: family interaction scale and assessment of acceptance scale). Parents (and pediatricians) rated CSII children higher on compliance and better on metabolic control. Acceptance of diabetes, physical and psychological condition was rated equally by parents and doctors. Except for the diabetes questionnaire, the children of the two groups scored not significantly different. The CSII group expressed significantly less physical complaints and physical restrictions. CSII children showed a tendency to score higher on recalcitrance compared with CT children. How adequate this coping of CSII children may be, is discussed.

Adolescent↗
PubMed1987

Personality factors in intermittent claudication related to the outcome of self-care program.

The relationship between personality factors in intermittent claudication and the patient's compliance with the therapeutic regimen was studied. Fifty-three patients with intermittent claudication were clinically examined, interviewed and tested with the Wechsler Intelligence Test, the Rorschach Test and the Ceasarec-Marke Inventory. The patients were given self-care program with four recommendations. After half a year, the clinical examinations and interviews were repeated. The results showed that the compliance with self-care program was relatively poor. Hostility, aggressiveness and affect-lability were obstacles to compliance. Obsessive-compulsive and dependent patients as well as those with strong guilt feelings followed the regimen best.

Adult↗
PubMed2002

A dynamic test to assess learning capacity in people with severe impairments.

Because traditional intelligence tests do not allow a reliable and valid estimate of the general cognitive abilities of individuals with IQs lower than 55, a dynamic test of analogical reasoning (Analogical Reasoning Learning Test-ARLT) was constructed for use with this population. The aim of the test is to distinguish individuals who could undergo more ambitious schooling and cognitive training from those who would profit little or none from such an intervention. Internal consistency and test-retest reliability of this measure are high. Discriminant and predictive validity, assessed with another learning test and with a one-month training on inductive reasoning, respectively, are satisfactory. The test is seen as a useful tool for diagnostic differentiation among low performers.

Adolescent↗
PubMed2001

Concurrent validity of the Test of Nonverbal Intelligence in Parkinson's disease patients.

The Test of Nonverbal Intelligence (TONI-2; L. Brown, R. J. Sherbenou, & S. Johnsen, 1990) and Raven's Colored Progressive Matrices (RCPM; J. C. Raven, 1965) are defined as language-free measures of cognitive ability. The purpose of the present study was to investigate the relation between the RCPM and the TONI-2 for samples of patients with Parkinson's disease (n = 75) and controls (n = 47). A regression equation was computed to evaluate the relation of the RCPM scores to the TONI-2 quotient. Regression equation results indicate that there is a significant overlapping linear variance between the two measures in both patients and controls.

Aged↗
PubMed2000

K-FAST and WRAT-3: are they really different?

The Kaufman Functional Academic Skills Test (K-FAST) was introduced as an alternative to the Wide Range Achievement Test - Revision 3 (WRAT-3). The goal was to provide a measure that would help determine whether individuals have the adequate reading and mathematical skills to function appropriately in society. Fifty-one individuals from neuropsychologically diverse populations were tested using the K-FAST, WRAT-3, and Kaufman Brief Intelligence Test (K-BIT). Strong correlations were found between the various raw and standard scores of the K-FAST and WRAT-3, indicating that the administration of both tests is redundant; and scores on both tests also correlate well with performance on the K-BIT.

Adolescent↗
PubMed1976

Comparative levels of creative ability among elementary school children.

Eighty-six black fourth-grade children and 111 white fourth-grade children randomly selected from normal classrooms in a rural country school system in Tennessee were compared on Torrance's Unusual Uses and Ask and Guess activities. No differences were found on the frequency or flexibility measures of either activity. No attempt was made to examine the results on any variable except race. Pearson Product Moment Correlations were computed on the Torrance Test results and Stanford-Binet intelligence test scores for both groups. The correlations were quite different with r = +.51 for the white students and r = +.22 for the black students.

Black or African American↗
PubMed2004

The effects of test anxiety, age, intelligence level, and arithmetic ability on Paced Auditory Serial Addition Test performance.

This study investigated the effects of test anxiety, intelligence, arithmetic ability, and age on the Paced Auditory Serial Addition Test (PASAT) performance of 45 participants ages 16 to 54. Level of anxiety as measured by a short form measure of state anxiety and retrospective report during the PASAT appeared to have no significant effect on performance. Intelligence and arithmetic ability, however, together accounted for 46% of the variance on PASAT scores. Although no significant correlation was found between PASAT performance and age, those over 26 years of age performed significantly better on the 2.0 second paced presentation.

Acoustic Stimulation↗
PubMed2005

Assessment issues in the testing of children at school entry.

The authors introduce readers to the research documenting racial and ethnic gaps in school readiness. They describe the key tests, including the Peabody Picture Vocabulary Test (PPVT), the Early Childhood Longitudinal Study (ECLS), and several intelligence tests, and describe how they have been administered to several important national samples of children. Next, the authors review the different estimates of the gaps and discuss how to interpret these differences. In interpreting test results, researchers use the statistical term "standard deviation" to compare scores across the tests. On average, the tests find a gap of about 1 standard deviation. The ECLS-K estimate is the lowest, about half a standard deviation. The PPVT estimate is the highest, sometimes more than 1 standard deviation. When researchers adjust those gaps statistically to take into account different outside factors that might affect children's test scores, such as family income or home environment, the gap narrows but does not disappear. Why such different estimates of the gap? The authors consider explanations such as differences in the samples, racial or ethnic bias in the tests, and whether the tests reflect different aspects of school "readiness," and conclude that none is likely to explain the varying estimates. Another possible explanation is the Spearman Hypothesis-that all tests are imperfect measures of a general ability construct, g; the more highly a given test correlates with g, the larger the gap will be. But the Spearman Hypothesis, too, leaves questions to be investigated. A gap of 1 standard deviation may not seem large, but the authors show clearly how it results in striking disparities in the performance of black and white students and why it should be of serious concern to policymakers.

Bias↗
PubMed2004

[Memory functions in children with attention deficit/hyperactivity disorder--the effects of methylphenidate on them].

The memory functions or capacities in attention-deficit/hyperactivity disorder (AD/HD) are still not clear, though it has been pointed that the working memory in AD/HD could be impaired due to difficulties of motor inhibition or self-regulation. We examined the Auditory Verbal Learning Test (AVLT) and the Rey-Osterrieth Complex Figure Test (RCFT) in addition to the memory tasks of ordinary intelligence tests (WISC-III and K-ABC) in children with AD/HD. Whether these results could be improved by methylphenidate administration or not was also evaluated. Over the half cases had normal results without medication. Some cases in whom methylphenidate were clinically effective showed improved memory functions, especially in the auditory long-term memory, after methylphenidate administration. In conclusion, memory capacities seem normal in AD/HD. Methylphenidate does not have an effect on the memory capacities, but may improve the strategies in which the short-term memory can be effectively transferred to the long-term memory.

Attention Deficit Disorder with Hyperactivity↗
PubMed1994

Cognitive and sensori-motor functioning in the absence of the corpus callosum: neuropsychological studies in callosal agenesis and callosotomized patients.

The aim of the present study was to investigate the role of the corpus callosum in cognitive and sensori-motor functioning as measured by a neuropsychological test battery. After a brief review and analysis of the literature, we report our own studies in acallosal subjects (n = 9) and callosotomized patients (n = 25). The main instrument of evaluation was the Michigan Neuropsychological Test Battery. This battery was supplemented by age-appropriate intelligence tests. The performance of the acallosal group was compared to that of two matched control groups: one group consisting of children and adolescents that attended the same school as the acallosals and a second group of subjects recruited from regular schools. The callosotomized patients, tested pre- and post-operatively, served as their own controls. Taken together, the results of the reviewed and personal studies suggest that absence of the corpus callosum does not necessarily impede cognitive functioning. However, samples drawn from clinical populations tend to show a larger variability as to their mental abilities. In keeping with previous findings, our results indicate that the corpus callosum does play a role in bimanual motor coordination although other pathways (probably ipsilateral and/or subcortical) may provide adequate compensation in many cases. The data further suggest that the corpus callosum may be important for interhemispheric transfer of tactuo-motor learning when a spatial component is involved. Finally, our results are consistent with a facilitatory role of the corpus callosum in cognitive and sensori-motor functioning which allows for interhemispheric compensation as part of cerebral reorganization in the case of unilateral brain damage.

Adolescent↗