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At least 1,009 records · Page 56Linked to original sources
PubMed1998

Long-term outcome of children with fetal alcohol syndrome: psychopathology, behavior, and intelligence.

Within an interdisciplinary research project, the long-term outcome of children with fetal alcohol syndrome was studied. Methods for the assessment of psychopathology, behavior, and intelligence included psychiatric interviews, behavior checklists for parents and teachers, and intelligence tests. The children were assessed during preschool age, early school age (6 to 12 years), and late school age (> or =13 years). An excess of psychopathology, (including hyperkinetic disorders, emotional disorders, sleep disorders, and abnormal habits and stereotypes) with a strong persistence over time was found. Cognitive functioning was marked by a large proportion of mentally retarded children and also did not change considerably over time. This long-term outcome study reflects the handicapping effects of fetal alcohol syndrome.

Adolescent↗
PubMed2000

A neural basis for general intelligence.

Universal positive correlations between different cognitive tests motivate the concept of "general intelligence" or Spearman's g. Here the neural basis for g is investigated by means of positron emission tomography. Spatial, verbal, and perceptuo-motor tasks with high-g involvement are compared with matched low-g control tasks. In contrast to the common view that g reflects a broad sample of major cognitive functions, high-g tasks do not show diffuse recruitment of multiple brain regions. Instead they are associated with selective recruitment of lateral frontal cortex in one or both hemispheres. Despite very different task content in the three high-g-low-g contrasts, lateral frontal recruitment is markedly similar in each case. Many previous experiments have shown these same frontal regions to be recruited by a broad range of different cognitive demands. The results suggest that "general intelligence" derives from a specific frontal system important in the control of diverse forms of behavior.

Adult↗
PubMed1983

On the nature of intelligence.

Our concept of intelligence has been heavily influenced by the development of intelligence tests as screening devices in education and personnel selection. An alternative approach is to begin with a theory of the process of cognition and identify those aspects of individual mental performance that should be important on theoretical grounds. Three classes of performance have been identified. These deal with a person's choice of an internal representation for a problem, strategies for manipulating the representation, and abilities to execute elementary information processing steps required by the strategy.

Cognition↗
PubMed1981

Familial studies of intelligence: a review.

A summary of 111 studies identified in a survey of the world literature on familial resemblances in measured intelligence reveals a profile of average correlations consistent with a polygenic mode of inheritance. There is, however, a marked degree of heterogeneity of the correlations within familial groupings, which is not moderated by sex of familial pairing or by type of intelligence test used.

Family↗
PubMed1996

Lifetime exposure to environmental lead and children's intelligence at 11-13 years: the Port Pirie cohort study.

OBJECTIVE: To examine the association between environmental exposure to lead and children's intelligence at age 11-13 years, and to assess the implications of exposure in the first seven years of life for later childhood development. DESIGN: Prospective cohort study. SUBJECTS: 375 children born in or around the lead smelting town of Port Pirie, Australia, between 1979 and 1982. MAIN OUTCOME MEASURE: Children's intelligence quotient (IQ) measured at 11-13 years of age. RESULTS: IQ was inversely associated with both antenatal and postnatal blood lead concentrations. Verbal, performance, and full scale IQ were inversely related to blood lead concentration with no apparent threshold. Multivariate analyses indicated that after adjustment for a wide range of confounders, the postnatal blood lead concentrations (particularly within the age range 15 months to 7 years) exhibited inverse associations with IQ. Strong associations with IQ were observed for lifetime average blood lead concentrations at various ages. The expected mean full scale IQ declined by 3.0 points (95% confidence interval 0.07 to 5.93) for an increase in lifetime average blood lead concentration from 0.48 to 0.96 mumol/l (10 to 20 micrograms/dl). CONCLUSION: Exposure to environmental lead during the first seven years of life is associated with cognitive deficits that seem to persist into later childhood.

Adolescent↗
PubMed2004

Low intelligence test scores in 18 year old men and risk of suicide: cohort study.

OBJECTIVE: To examine the association between intelligence test scores in men, measured at age 18, and subsequent suicide. DESIGN: Record linkage study of the Swedish military service conscription register (1968-94) with the multi-generation register, cause of death register and census data. Four tests were performed at conscription covering logic, language, spatial, and technical skills. SETTING: Sweden. PARTICIPANTS: 987 308 Swedish men followed up for 5-26 years. MAIN OUTCOME MEASURE: Suicide. RESULTS: 2811 suicides occurred during follow up. The risk of suicide was two to three times higher in those with lowest compared with the highest test scores. The strongest associations were seen with the logic test: for each unit increase in test score the risk of suicide decreased by 12% (95% confidence interval 10% to 14%). Associations were only slightly attenuated when we controlled for parents' socioeconomic position. Greatest risks were seen among poorly performing offspring of well educated parents. CONCLUSIONS: Performance in intelligence tests is strongly related to subsequent risk of suicide in men. This may be due to the importance of cognitive ability in either the aetiology of serious mental disorder or an individual's capacity to solve problems while going through an acute life crisis or suffering from mental illness.

Educational Status↗
PubMed2004

Association study of a brain-derived neurotrophic factor (BDNF) Val66Met polymorphism and personality trait and intelligence in healthy young females.

Brain-derived neurotrophic factor (BDNF), a member of the nerve-growth-factor family, plays an important role in neuronal survival and development, and it can modulate serotonergic activity. Further, BDNF has been implicated in the expression of personality traits and in cognitive function. We tested the associations between functional BDNF Val66Met genetic variants, and personality trait and intelligence in a cohort of 114 healthy young Chinese females. Subjects with the Val/Val genotype had a significantly higher mean performance IQ than Val/Met carriers, especially for the Object Assembly subtest. No significant association was demonstrated for the BDNF polymorphism and any of the Tridimensional Personality Questionnaire personality-factor scores, including harm avoidance. These results suggest that genetic variants of the BDNF gene may play a role in specific cognitive functions, but not in overall intelligence. In contrast to a recent report, however, this polymorphism does not appear to be associated with the neuroticism-related personality trait.

Adult↗
PubMed2004

Whole-brain voxel-based correlation analysis between regional cerebral blood flow and intelligence quotient score in Parkinson's disease.

The correlation between regional cerebral blood flow (rCBF) and intelligence quotient (IQ) score was investigated in patients with Parkinson's disease (PD) without severe dementia. We analyzed the (9mTc-ethyl cysteinate dimer single-photon emission computed tomography quantitative images and Revised Wechsler Adult Intelligence Scale scores of 44 PD patients using statistical parametric mapping. Verbal IQ positively correlated with rCBF in the right ventral striatum and the bilateral prefrontal cortex, performance IQ positively correlated with rCBF in the right operculum, insula and the left middle temporal gyrus, and full-scale IQ positively correlated with rCBF in the right operculum, insula and the ventral striatum. The identified areas may be functionally related to mild to moderate cognitive impairment in patients with PD.

Aged↗
PubMed1979

Brain size and intelligence in man.

The relationship between brain size and intelligence was investigated in two ways. Cranial capacity was measured in people with known IQs. A very small correlation was found between cranial capacity and intelligence; but this was shown to be the result of the confounding effects of height. A large series of brains was also investigated, data being obtained on occupation from the case notes. When the effects of body height and weight were controlled for, it was possible to demonstrate a statistically significant, but very slight, relation between brain size and occupational group.

Adolescent↗
PubMedDate not supplied

The relationship between intelligence and performance on the test of variables of attention (TOVA).

The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omission, errors of commission, mean correct response time, and variability, as well as on performance on the freedom from distractibility (FD) factor on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Seventy-nine adults participated in the study, including 17 with ADHD and 62 college students without ADHD. Pearson product-moment correlations indicated that none of the correlations between Full Scale IQ (FSIQ) and TOVA variables were significant. Analysis of variance results revealed that adults with ADHD made more errors of omission on the TOVA than did controls. Between-group differences were not found on the remaining dependent variables.

Adolescent↗
PubMed1993

Traditional IQ is irrelevant to learning disabilities--intelligence is not.

This investigation examined the relationship between intelligence and phonological coding when ability was redefined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. This study directly tested the hypothesis that traditional IQ tests may be irrelevant to the definition of learning disabilities, but a different theory of intelligence may be more sensitive to deficiencies related to reading failure. Normally achieving students (n = 30) and students with reading disabilities (n = 30) ranging in age from 7.7 years to 15.3 years (mean = 11.9 years, SD = 2.4 years) were administered measures of the PASS cognitive processes, the Woodcock-Johnson Psycho-Educational Battery-Revised pseudoword reading, and the Wide Range Achievement Test-Revised (WRAT-R) reading recognition tests. Results showed that the sample with reading disabilities earned significantly lower scores on the WRAT-R Reading (mean = 69.3) than the nondisabled subjects (mean = 91.4) and, similarly, on pseudowords those with reading problems earned a mean of 78.9 while the nondisabled earned a mean of 96.3. For the sample with reading disabilities, pseudoword reading scores were significantly predicted by successive processing scores (R2 = .267), but no other processing variable added to the prediction; successive scores (R2 = .212) and the combination of successive and planning (R2 = .296) were significant predictors of WRAT-R Reading scores.

Achievement↗
PubMed2007

On emotionally intelligent time travel: individual differences in affective forecasting ability.

In two studies, the authors examined whether people who are high in emotional intelligence (EI) make more accurate forecasts about their own affective responses to future events. All participants completed a performance measure of EI (the Mayer-Salovey-Caruso Emotional Intelligence Test) as well as a self-report measure of EI. Affective forecasting ability was assessed using a longitudinal design in which participants were asked to predict how they would feel and report their actual feelings following three events in three different domains: politics and academics (Study 1) and sports (Study 2). Across these events, individual differences in forecasting ability were predicted by participants' scores on the performance measure, but not the self-report measure, of EI; high-EI individuals exhibited greater affective forecasting accuracy. Emotion Management, a subcomponent of EI, emerged as the strongest predictor of forecasting ability.

Affect↗
PubMed2006

The assessment of emotional intelligence: a comparison of performance-based and self-report methodologies.

We assessed the patterns of convergent validity for the Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, & Caruso, 2002), a performance-based measure of emotional intelligence (EI) that entails presenting problems thought to have correct responses, and a self-report measure of EI (Schutte et al., 1998). The relations between EI and demographic characteristics of a diverse community sample (N = 223) concurred with previous research. However, the performance-based and self-report scales were not related to one another. Only self-reported EI scores showed a consistent pattern of relations with self-reported coping styles and depressive affect, whereas the performance-based measure demonstrated stronger relations with age, education, and receiving psychotherapy. We discuss implications for the validity of these measures and their utility.

Adolescent↗
PubMed2000

Twin-singleton differences in intelligence?

The twin method has been criticised for its alleged non-generalisability. When population parameters of intellectual abilities are estimated from a twin sample, critics point to the twin-singleton differences in intrauterine and family environments. These differences are suggested to lead to suboptimal cognitive development in twins. Although previous studies have reported twin-singleton differences in intelligence, these studies had two major drawbacks: they tested young twins, and twins were compared with (genetically) unrelated singletons. To test accurately whether twin-singleton differences in intelligence exist, a group of adult twins and their non-twin siblings were administered the Dutch WAIS-III. The group was large enough to detect twin-singleton differences of magnitudes reported in earlier investigations. The data were analysed using maximum likelihood model fitting. No evidence of differences between adult twins and their non-twin siblings on cognitive performance was found. It is concluded that twin studies provide reliable estimates of heritabilities of intellectual abilities which can be generalised to the singleton population.

Adult↗
PubMed2000

When academic performance is higher than WISC-III IQs, is the sequential-processing model of intelligence the preferred approach to assessment?

The WISC-III is probably the most widely used measure of intelligence for children of school age. On occasion, an unusual psychometric profile emerges in which academic ability is much higher than would be expected for IQ. Initial data for 8 children suggest that the sequential-processing model of intelligence may be the preferred approach to assessment in such situations.

Achievement↗
PubMed1998

Operational intelligence and school problems measured by Piagetian tasks and Rhode Island Pupil Identification Scale.

To explore the relations between operational intelligence rated on several Piagetian tasks and school learning problems identified by the Rhode Island Pupil Identification Scale by Novack, Bonaventura, and Merenda we assumed that Piagetian performances would allow predicting learning problems of first graders. 38 pupils were evaluated by three teachers, who were asked to complete the Rhode Island scale. Then the same children were individually given 8 Piagetian tests (including conservation and logical tasks) by an examiner who had no information about the pupils' other scores. Analysis showed that successful Piagetian performances were associated with ratings of successful schoolwork. Analysis of variance confirmed that difficulties in operational reasoning predict occurrence of learning problems. We concluded that operational intelligence and school learning in children are closely related.

Child↗
PubMed2002

A study of intelligence in Estonia.

The Standard Progressive Matrices was standardised in Estonia in 2001 on a sample of 2,689 12- to 18-yr.-olds. The mean IQ of the Estonian sample was approximately 5 points higher than British IQ norms of 1979. Adjustment for the estimated secular increase of intelligence in Britain reduces the mean IQ of the Estonian sample to 100.2, in relation to a British mean of 100. A particular interest of the result from Estonia is that the intelligence of a European population is apparently not impaired by decades of low living standards.

Adolescent↗
PubMed1999

Cognitive deficits in normally intelligent patients with tuberous sclerosis.

Webb, Thomson, and Osborne [1991: Arch Dis Child 66:1375-1377] reported on the pattern of cerebral lesions found in an epidemiological sample of patients with tuberous sclerosis (TS) and clinically judged to be of normal intellect. Varying numbers of tubers and subependymal nodules were found, but clinically there appeared to be few associated neuropsychological impairments. Our objectives in this study were to conduct a detailed neuropsychological assessment to determine whether these patients were indeed free of cognitive deficits. We report the results of a detailed neuropsychological assessment in this sample and a matched comparison group. Although of average intelligence, most TS individuals had a significant cognitive deficit of one sort or another, and in a number of cases the pattern of cognitive impairments matched that seen in other neurological disorders. Additionally, the overall rate of cognitive deficits was significantly greater than in the controls. We conclude that normally intelligent individuals with TS are prone to specific cognitive difficulties. Further research will be required to clarify the nature of the links between the brain abnormalities and type of neuropsychological dysfunction. Am. J. Med. Genet. (Neuropsychiatr. Genet.) 88:642-646, 1999.

Adolescent↗