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PubMed2002

[Changes in test norms of spelling achievement and nonverbal intelligence].

The norms of the spelling test R-T Form C "Moselfahrt" (Althoff et al. 1974) from the year 1968 and of the nonverbal intelligence test CFT 20 (form A/part 1) from the year 1977 (Weiss 1987) are evaluated for their actual validity. In 1995, both original tests were being administered to an epidemiological sample (N = 592) of adolescents and young adults in the age of 16 to 30 years having passed at least their obligatory amount of school years. These results are being compared to those of the original norm samples. Using the norms for the CFT 20 from 1977 adolescents and young adults achieve in the year 1995 a mean IQ of 110.8 points, equaling a yearly IQ-gain of 0.6 IQ-points. This exceeds the expected gain of 0.33 IQ-points annually according to the literature and indicates a distinct change of norms. There were no significant gender differences found. The distribution of mistakes in the spelling test R-T "Moselfahrt" compared to the original norm sample from 1968 changes considerably as well and requires revised test norms. With an increase from 9-11 mistakes (depending on the age norm) to 19.8 mistakes the mean amount of mistakes is almost being doubled. Extremely high numbers of mistakes occurred more frequent and could not be differentiated according to the old norms. Using the original norms from 1968 in the year of 1995 12.4% of the sample achieve with a T-score of 20 the lower limit of the measured value scale and the overall mean has decreased by 1.2 standard deviations to T-score = 38.48% of the sample reach a result that equates percentage 10 or less which is interpreted as insufficient school mark. Women's mean spelling achievement is significantly better than men's. Causes and implications of this scissors-like development of deteriorated spelling achievement and increased nonverbal intelligence are being discussed. Tables containing the new standardization scores are included in the appendix.

Adolescent↗
PubMed1994

Cognitive patterns of children with dyslexia: a comparison between groups with high and average nonverbal intelligence.

We tested the hypothesis that children with dyslexia identified by word decoding deficit will be poor in specific cognitive processes that require successive processing and rapid articulation, irrespective of their high or average nonverbal IQ. Children with dyslexia and normally achieving children between 9 years and 11 years of age were divided into four groups comprising average-IQ and high-IQ children with dyslexia and normal readers. All children were administered measures of planning, attention-arousal, simultaneous and successive processes, phonemic segmentation, and nonverbal IQ. Results confirmed the hypothesis: The cognitive tasks that differentiated children with dyslexia from nondyslexic children irrespective of IQ were the successive tasks, as well as two tasks of attention that required articulation and/or phonological coding. Tasks that demanded both phonological coding and articulation correctly classified children with dyslexia and nondyslexic children up to 80%. The importance of remedial training appropriate for alleviating the cognitive and word decoding deficits is discussed.

Analysis of Variance↗
PubMed1979

Performance of children aged 9 to 17 years on a test of speech intelligibility in noise using sentence material with controlled word predictability.

Performance of children aged 9 to 17 years on the SPIN test (Speech Perception in Noise) is described. The 11- and 13-year-olds performed significantly poorer than 15- and 17-year-olds, and this difference occurred primarily for high-predictability sentences presented at a O-dB signal-to-babble ratio. Performance of nine-year-olds was significantly poorer than performance of 11-year-olds. Possible reasons for these differences are discussed.

Adolescent↗
PubMed1996

The longitudinal stability of the WRAT-R Reading subtest: is it an appropriate estimate of premorbid intelligence?

Reading tests are assumed to be accurate estimates of premorbid intelligence, based on the belief that reading remains relatively stable following cerebral injury/disease. However, this assumption has been primarily inferred only from studies comparing differences in reading/intelligence measures between neurologically impaired and normal groups. The current study, using within-subject comparisons, compared the longitudinal stability of reading (WRAT-R/3) and intelligence (WAIS-R FIQ) scores for 39 individuals with cognitive dysfunction referred for repeat neuropsychological evaluation. Wilcoxon signed-ranks tests indicated that reading scores: (1) did not statistically change for those demonstrating intellectual decline (> 0 point decline in FIQ), or for those who remained relatively stable (FIQ increase between 0 and 6 points) over retest, but (2) did significantly improve for those demonstrating intellectual improvement greater than 6 points. These results suggest that reading scores may be appropriately considered as "hold" tests for individuals who intellectually decline/remain stable over time, but not for those demonstrating significant intellectual improvement. Additionally, significant variability in reading score decline/improvement suggests that caution must be used when estimating premorbid intelligence based on WRAT-R/3 Reading scores.

Achievement↗
PubMed1991

Rivermead Behavioural Memory Test for Children (RBMT-C): a preliminary evaluation.

This article reports the development of a children's version of the Rivermead Behavioural Memory Test (a screening test for memory impairment in adults). The test is based on memory tasks involved in normal daily life, and has four parallel versions to allow monitoring of change. Eighty-five children between the ages of 5:0 and 10:0 years each experienced two versions of the adapted test, and undertook additional intelligence and memory tests drawn from the British Ability Scales and the Wechsler Intelligence Test for Children-Revised. Performance on the adapted test correlated with Intelligence score for 5- and 6-year-olds only, with Digit Span performance for 7- and 8-9-year-olds, and with Memory score for 6-year-olds only. The results establish the feasibility of using a test of everyday memory with children as young as 5:0 years, and justify trials of the test with abnormal populations.

Adult↗
PubMed1992

Relationships between surgical ability ratings and spatial abilities and personality.

Twenty-two trainee surgeons were tested on high level tests of intelligence, a detailed battery of paper-and-pencil and computerized spatial ability tests, and personality tests. They were also rated for operating ability, clinical decision-making ability, and for overall performance by consultant surgeons who knew them well. Ability ratings were high, indicating very little dissatisfaction with the performance of trainee surgeons. There were no significant correlations between surgical ability ratings and intelligence test scores. The only significant correlation between spatial ability and ability ratings was with one subtest, and was in the opposite direction to that expected. Trends in the data suggested that those trainees rated as superior tended to be more introverted and conscientious, and tended to have better stereoscopic depth perception. The discussion questions the necessity for aptitude testing in surgery and points out some statistical pitfalls in the area. It is concluded that little advance may be made with the application of aptitude testing in the selection of surgeons until there are more objective criteria of surgical ability in different surgical specialties.

Adult↗