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PubMed1975

The relationship between some psychological factors and the outcome of medical rehabilitation.

The purpose of the present study was to investigate the relationship between some psychological factors and the outcome or rehabilitation. The subjects were 70 patients at the Department of Rehabilitation Medicine, Central Hospital, Jönköping. The mean age was 45.8 years (range 20-66). They were subjected to an intelligence test, a personality inventory and a perceptual test. The outcome of the rehabilitation was measured with ratings by the staff members and by the patient himself. Positive factors for a sucessful rehabilitation was low age, good education, good intelligence and a high degree of dominance (i.e. self-confidence, ego-strength, a need to attract attention and no guilt feelings). A negative personality factor was passive dependence (i.e. lack of independence, application for assistance and dependence on other people). The most pronounced factor was field dependence-independence. The field independent subjects reached a more sucessful rehabilitation than the field dependent. This may be due to the fact that a field independent person makes his perceptual judgements according to inner frames of reference and directs and organizes his experiences more than does the field dependent. He also uses more complex and more specialized defences and experiences his own body in an analytical fashion which results in an articulated body concept and a well-developed sense of separate identity.

Adult↗
PubMedDate not supplied

Effects of low levels of cadmium and lead on cognitive functioning in children.

Hair cadmium and lead content were related to intelligence tests, motor impairment assessments, and school achievement scores from 149 children aged 5 to 16 yr enrolled in rural Maryland public school systems. Hair cadmium and lead were significantly correlated with both intelligence scores and school achievement scores, but not motor impairment scores. Significant relations with I.Q. were obtained after regressing out demographic factors and were observed, even in children within a normal I.Q. range. Evidence of different effects of cadmium and lead on cognitive development was obtained. Hierarchical regression analyses suggest that cadmium has a significantly stronger effect on verbal I.Q. than does lead and that lead has a stronger effect on performance I.Q. than does cadmium.

Adolescent↗
PubMed1997

The intellectual functioning of adolescents with anorexia nervosa and bulimia nervosa.

The aim of this study was to investigate the intellectual functioning of a large group of eating disordered adolescents in order to test two hypotheses, viz, that the intellectual functioning of eating disordered adolescents conforms to the normal distribution, and that eating disordered adolescents do not perform better in verbal abilities than in nonverbal abilities. Standard intelligence tests were applied to 190 consecutive out- and inpatients with eating disorder diagnoses. The results were compared with those of a group of patients with other disorders, similar in age, sex, SES, and year of admission. The IQ of the eating disordered patients was significantly higher than that of patients in the comparison group. Patients in the comparison group and bulimic patients, but not anorexic patients, showed better nonverbal than verbal intellectual performance.

Adolescent↗
PubMed1999

The human cerebral cortex: gender differences in structure and function.

Most people are aware of subtle differences in cognitive functions between men and women. Psychometric tests confirm specific gender differences in a number of areas, the most robust being in spatial orientation and mathematical tasks which are better performed by males. Nonetheless, normal males and females perform comparably on intelligence tests and human brains lack sexual dimorphism on routine neuropathological exams--other than mean differences in weight and size. Even so, human brains demonstrate: 1) a sexually dimorphic nucleus in the hypothalamus with twofold neuronal numbers in males than in females; 2) the planum temporale/anterior Sylvian fissure on the left side are larger in males; 3) some studies reveal the posterior corpus callosum to be more bulbous in females while others fail to show this difference; and 4) a cytoarchitectural study demonstrates definite sexual dimorphism of cerebral cortex with significantly higher neuronal densities and neuronal number estimates in males and a reciprocal increase in neuropil/neuronal processes in female cortex as implied by the 2 sexes' similar mean cortical thicknesses. Such morphologic differences may provide the structural underpinning for the gender differences exhibited by the normal and diseased brain. Males manifest a higher prevalence of mental retardation and of learning disabilities than females which may reflect the male fetus' smaller overproduction of nerve cells. Such an inference is supported by the demonstration of 1) better functional recovery following early brain injury than after later insults, 2) substantially overproduced and secondarily reduced nerve cells in human cerebral cortex during gestation, 3) the demonstration of a similar neuronal production and a testosterone-dependent neuronal involution of the sexually dimorphic hypothalamic nucleus in rats, and 4) more cortical neurons present in the adult human male than female. If an overproduced nerve cell population is capable of compensating for pathologic nerve cell losses taking place during the process of neuronal involution, the magnitude of overproduced nerve cells may define the extent of the protection conveyed. Because male fetuses appear to involute fewer overproduced cortical neurons than females, this gender difference could explain in part the boys' greater functional impairments from early brain damage. Women, on the other hand, exhibit a higher incidence and prevalence of dementia than do men. Given the females' overall larger extent of cortical neuropil (neuronal processes) and lower neuronal numbers compared with men, any disease that causes neuronal loss could be expected to lead to more severe functional deficits in women due to their loss of more dendritic connections per neuron lost. In conclusion, superimposed on a strong background of functional and structural equality, human male and female cerebral cortex display distinct, sexually dimorphic features, which can begin to be linked to a complex array of gender-specific advantages and limitations in cognitive functions.

Cerebral Cortex↗
PubMed1993

Study of Longeot's test of formal operational thinking in a group of Italian adolescents.

This paper describes a study of development of formal logical thought in 230 Italian adolescents by applying Longeot's Echelle de la Pensée Logique (Scale of Logical Thought). For age groups 11 to 13 and 14 to 18 years, change from preformal to formal thought and acquisition of such thought could be influenced by experience, sex, social-cultural level. The Echelle de la Pensée Logique should produce some special aspects to be compared with other classical intelligence tests.

Adolescent↗
PubMed1975

Tangible reinforcement and feedback effects on the IQ scores of college students.

College students who retook an intelligence test under conditions that informed the student of each correct answer made significantly higher gains than a control group that retook the test under standard conditions. A group that retook the test under feedback and reward conditions did not differ significantly from the control group.

Age Factors↗
PubMed1991

School performance and IQ-test scores at age 13 as related to birth weight and gestational age.

The cohort in the present longitudinal research program consisted of 873 children in an entire school grade, in a Swedish community. The present results showed a main effect of birth weight; low birth weight (LBW) children had lower school performance and intelligence-test (IQ) scores at age 13 than did normal birth weight (NBW) children irrespective of parental SES. Second, there was no significant main effect of gestational age (GA) on scholastic performance and IQ-test scores. Third, there was a significant main effect of the combination of birth weight and GA on scholastic performance and IQ-test scores. The LBW children born at term (38-40 pregnancy weeks; pw) had significantly lower scores and school grades as compared to the control group while the LBW children born with short gestational age (34-37 pw) and with very short gestational age (less than 34 pw) had significantly lower scores and marks in fewer areas of academic attainment.

Achievement↗
PubMed2000

[School maladjustment common among children with very low birth weight Special attention and support are required during school start].

Children of very low birth weight (VLBW), defined as less than 1500 g, and normal birth weight controls (NBW) were enrolled in a long-term follow-up study. Five of 86 surviving VLBW children had a neurological handicap. Seventy VLBW children and 72 NBW children were re-examined at the age of nine, which entailed a neurological examination, a non-verbal intelligence test and a test for reading ability, mathematical skills and vocabulary. Their behavior was rated regarding hyperactivity, social behavior and fine and motor skills. The two groups differed with regard to the neurological examination and the tests, with poorer results shown for the low birth weight group. The VLBW children were also more hyperactive and scored lower on fine motor skills. Considering only those who scored normally as regards non-verbal intelligence (54% of VLBW children and 88% of controls), practically all differences disappeared.

Attention Deficit Disorder with Hyperactivity↗
PubMed2006

[The intelligence characteristics of the head traumatic children].

OBJECTIVE: To explore characteristics of the head traumatic children's intelligence. METHODS: The authors investigated 43 head trauma children and 50 normal children, using Wechser Intelligence Test (C-WISC). Data were analyzed by SPSS10.0 on computer. RESULTS: Head trauma children had lower FIQ, VJQ, PIQ than normal children. Pervaded head trauma has more contribution to the damage of the children's intelligence.

Accidents, Traffic↗
PubMed1994

Psychosocial aspects and mental health in children after permanent pacemaker implantation.

The present study was designed to evaluate the psychosocial status and the mental health of children receiving a permanent pacemaker during childhood. Nineteen children under the age of 19 years had a permanent pacemaker implanted. Contact was established to 15 of these patients, 7 girls and 8 boys, and they were given a child-psychiatric evaluation consisting of a semi-structured and a child-psychiatric interview. The psychological interview used intelligence tests and the Draw-A-Person test as well as the Rorschach test. The patients had had their pacemakers during an average of 6.7 years (range 3-14). Generally the psychological condition was strained in 7 families, in which psychiatric and social therapy had been necessary. The children's intelligence was within normal ranges, average IQ being 110 (range 80-135). The children had abnormal body image related to the pacemaker. Adults virtually incorporate the pacemaker in their body image without disturbance, but children who are forming their body image and identity, are influenced by having a pacemaker. This may give psychosocial implication.

Adaptation, Psychological↗
PubMed1990

Comparison of the Test of Nonverbal Intelligence and Wechsler Intelligence Scale for children--revised in rural Native American and white children.

The Test of Nonverbal Intelligence (TONI) and Wechsler Intelligence Scale for Children--Revised (WISC--R) were administered to 46 Native American and white students who were suspected by their classroom teachers of having learning handicaps. Pearson correlations between these sets of IQs ranged from .42 (TONI and WISC--R Performance) to .89 (WISC--R Verbal and Full Scale).

Adolescent↗
PubMed1985

The role of motivation-related variables in assessment of intelligence in severely involved quadriplegic children.

This study investigates relationships between intellectual level and behaviors reflecting effectance (i.e., an interest in and efforts toward acting upon the environment to produce or sustain desired effects) in a group of severely quadraplegic children. Five measures of intellectual level (IQ, MA, teachers' estimates of intelligence, level of object permanence, and representation of causality) were correlated with effectance variables and with each other. The results reveal some relationship between intellectual level and effectance. However, cognitive ability was not consistently associated with an effectance orientation. Effectance variables correlated with teachers' estimates of mental development better than did scores on standard intelligence tests. However, the best predictor of the teachers' estimates was level of object permanence.

Child↗
PubMed2003

Maternal supplementation with very-long-chain n-3 fatty acids during pregnancy and lactation augments children's IQ at 4 years of age.

OBJECTIVES: Docosahexaenoic acid (DHA; 22:6 n-3) and arachidonic acid (AA; 20:4 n-6) are important for development of the central nervous system in mammals. There is a growth spurt in the human brain during the last trimester of pregnancy and the first postnatal months, with a large increase in the cerebral content of AA and DHA. The fetus and the newborn infant depend on maternal supply of DHA and AA. Our hypothesis was that maternal intake of DHA during pregnancy and lactation is marginal and that high intake of this fatty acid would benefit the child. We examined the effect of supplementing pregnant and lactating women with very-long-chain n-3 polyunsaturated fatty acids (PUFAs; cod liver oil) on mental development of the children, compared with maternal supplementation with long-chain n-6 PUFAs (corn oil). METHODS: The study was randomized and double-blinded. Pregnant women were recruited in week 18 of pregnancy to take 10 mL of cod liver oil or corn oil until 3 months after delivery. The cod liver oil contained 1183 mg/10 mL DHA, 803 mg/10 mL eicosapentaenoic acid (20:5 n-3), and a total of 2494 mg/10 mL summation operator n-3 PUFAs. The corn oil contained 4747 mg/10 mL linoleic acid (18:2 n-6) and 92 mg/10 mL alpha-linolenic acid (18:3 n-3). The amount of fat-soluble vitamins was identical in the 2 oils (117 micro g/mL vitamin A, 1 micro g/mL vitamin D, and 1.4 mg/mL dl-alpha-tocopherol). A total of 590 pregnant women were recruited to the study, and 341 mothers took part in the study until giving birth. All infants of these women were scheduled for assessment of cognitive function at 6 and 9 months of age, and 262 complied with the request. As part of the protocol, 135 subjects from this population were invited for intelligence testing with the Kaufman Assessment Battery for Children (K-ABC) at 4 years of age. Of the 135 invited children, 90 came for assessment. Six children did not complete the examination. The K-ABC is a measure of intelligence and achievement designed for children aged 2.5 years through 12.5 years. This multisubtest battery comprises 4 scales: Sequential Processing, Simultaneous Processing, Achievement (not used in the present study), and Nonverbal Abilities. The Sequential Processing and Simultaneous Processing scales are hypothesized to reflect the child's style of problem solving and information processing. Scores from these 2 scales are combined to form a Mental Processing Composite, which serves as the measure of intelligence in the K-ABC. RESULTS: We received dietary information from 76 infants (41 in the cod liver oil group and 35 in the corn oil group), documenting that all of them were breastfed at 3 months of age. Children who were born to mothers who had taken cod liver oil (n = 48) during pregnancy and lactation scored higher on the Mental Processing Composite of the K-ABC at 4 years of age as compared with children whose mothers had taken corn oil (n = 36; 106.4 [7.4] vs 102.3 [11.3]). The Mental Processing Composite score correlated significantly with head circumference at birth (r = 0.23), but no relation was found with birth weight or gestational length. The children's mental processing scores at 4 years of age correlated significantly with maternal intake of DHA and eicosapentaenoic acid during pregnancy. In a multiple regression model, maternal intake of DHA during pregnancy was the only variable of statistical significance for the children's mental processing scores at 4 years of age. CONCLUSION: Maternal intake of very-long-chain n-3 PUFAs during pregnancy and lactation may be favorable for later mental development of children.

Breast Feeding↗
PubMed1988

Comparison of group measures in identification of rural, culturally diverse gifted students.

The focus of this article is on the identification of rural, culturally diverse gifted children. The Culture-fair Intelligence Test and the Standard Progressive Matrices were administered to 652 students enrolled in Grades 3 to 8 of rural elementary schools. Scores from these two tests and the California Achievement Test are reported. Their usefulness in the identification of gifted children is discussed.

Achievement↗
PubMed2001

Intellectual outcome after reduced-dose radiation therapy plus adjuvant chemotherapy for medulloblastoma: a Children's Cancer Group study.

PURPOSE: To investigate the intellectual outcomes of children with medulloblastomas/primitive neuroectodermal tumors (MB/PNET) treated with reduced-dose craniospinal radiotherapy (RT) plus adjuvant chemotherapy. PATIENTS AND METHODS: Forty-three children with average-risk posterior fossa MB/PNETs underwent longitudinal intelligence testing. All had been treated with a reduced-dose craniospinal RT regimen (23.4 Gy to the neuraxis, 32.4-Gy boost to the posterior fossa) and adjuvant chemotherapy. RESULTS: The estimated rate of change from baseline was significant for Full Scale Intelligence Quotient (FSIQ), Verbal IQ (VIQ), and Nonverbal IQ (NVIQ) (P <.001 for all three outcomes). The rate of change was estimated to be -4.3 FSIQ points per year, -4.2 VIQ points per year, and -4.0 NVIQ points per year. Females were more subject to VIQ decline than were males (P =.008), and young children (< 7 years of age) were more negatively affected than were older children, with a significant decline in NVIQ (P =.016). Finally, patients with higher baseline evaluations suffered greater declines in IQ than did those with lower baseline scores. CONCLUSION: This study represents the largest series of patients with average-risk MB/PNETs treated with a combination of reduced-dose RT and adjuvant chemotherapy whose intellectual development has been followed prospectively. Intellectual loss was substantial but suggestive of some degree of intellectual preservation compared with effects associated with conventional RT doses. However, this conclusion remains provisional, pending further research.

Adolescent↗
PubMed1999

Comparison of the development of formal thought in adolescent cohorts aged 10 to 15 years (1967-1996 and 1972-1993).

Five standard Piagetian tests were administered to 180 adolescents between the ages of 10 and 15 years. The results were compared with those obtained in 1967 and in 1972 for similar participant samples. At equal ages, today's adolescents exhibited a higher level of cognitive development than the adolescents of 20 or 30 years ago. The amount of gain observed varied across tasks, being very large for combinatory thought but mixed for conservation. This acceleration of cognitive development can partially explain the continuous rise in intelligence test performance (Flynn effect).

Adolescent↗
PubMed1999

Early intervention promotes intellectual development of premature infants: a preliminary report. Early Intervention of Premature Infants Cooperative Research Group.

OBJECTIVE: To evaluate the effect of early intervention on the intellectual development of the premature infants. METHODS: Premature infants at gestational age of 28-36.9 weeks were randomly divided into two groups: intervention and conventional care groups. Normal newborn infants during the same period were included in the control group (routine care). Up to March 1996, 156 cases were over the age 1.5-2 years (corrected age), 52 in the intervention group, 51 in the conventional care group and 53 in the normal control group. Parents were taught to carry out the 0-2 year intervention program, which included motor, cognitive, speech development and social behavior. Every three months, height, weight and head circumference were measured. At the age of one and a half and two years, all infants in the three groups received infant development tests of Child Development Center of China (CDCC) scale. The examiner did not know which infant had received intervention. RESULTS: There was no significant difference in biological factors among the two premature groups and in cultural and social factors among the three groups. Intelligence tests at the age of one and a half and two years showed that the average mental development index (MDI) in the intervention group was 13.8 and 14.6 higher than those in the conventional care group and the differences were significant. The psychomotor development index (PDI) was 5.2 and 4.7 higher but the differences were not significant. The MDI and PDI in the intervention group and normal control were quite close, but at two years, the MDI and PDI in the intervention group were 5.7 and 7.3 higher than those in the normal control and the differences were significant (P < 0.05). Compared with the normal control, the MDI in conventional care group at one and a half and two years of age were 11.5 and 8.9 lower. The difference was very significant. There were four cases of mental retardation, whose mental development index (MDI) was less then 70 in the conventional care group, but none in the intervention group. CONCLUSIONS: Early intervention can promote intellectual development of the premature infants and may be beneficial to the prevention of mental retardation. Early and intensive intervention can produce better results. Bringing parent's initiative into full play through deepening their understanding of the importance of early intervention is the key to success.

Child Development↗