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Intelligence
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
In a school setting, intelligence assessment is useful in evaluating children with academic difficulties, and it could help in differentiating specific learning disorders from intellectual disability. It can also be of help in determining deficit cognitive functions among those students, and benefit in constructing helpful remedial educational programs.
Neurologic examination of the infant and child
Published in Michael Y. Wang, Andrea L. Strayer, Odette A. Harris, Cathy M. Rosenberg, Praveen V. Mummaneni, Handbook of Neurosurgery, Neurology, and Spinal Medicine for Nurses and Advanced Practice Health Professionals, 2017
Karthik Madhavan, George M. Ghobrial, Stephen S. Burks, Michael Y. Wang
As the infant progresses toward the toddler years and early schooling, several other milestones in learning abilities, attention, social skills, and intelligence become more important. The Wechsler Intelligence Scale for Children–Third Edition is commonly used, which is mainly an intelligence assessment. Psychological skills require additional separate testing, which is beyond the scope of this chapter.
Determinants of spoken language comprehension in children with cerebral palsy
Published in Disability and Rehabilitation, 2023
Emma Vaillant, Johanna J. M. Geytenbeek, Kim J. Oostrom, Heleen Beckerman, R. Jeroen Vermeulen, Annemieke I. Buizer
In schoolchildren with CP, intellectual disability (IQ<70) appeared to be one of the important determinants of poor spoken language comprehension in the final multivariable regression model, a finding that corresponds with earlier studies [5,16,36]. However, this finding needs to be addressed more comprehensively, as data on intellectual functioning in our study were available in only a subset of children (n = 115) and IQ outcomes were extracted from medical files, with various types of intelligence assessment measures, and heterogeneous reporting of test results. Following the ICF-CY, spoken language comprehension is described as specific cognitive functions of language, in the body functions domain [14]. Intellectual functioning and spoken language comprehension are strongly intertwined [5,16,21,36,41,42]. However, in younger children with CP (toddlers and preschool children), the final multivariable regression models showed that other determinants seem to affect spoken language comprehension (e.g., speech functions, age, communication). We assume that the effect of intellectual functioning is more observable in schoolchildren since scholastic skills (e.g., technical and comprehensive reading, writing) become more present and required for overall functioning at this developmental stage.
Added sugar and dietary fiber consumption are associated with creativity in preadolescent children
Published in Nutritional Neuroscience, 2020
Kelsey M. Hassevoort, Anna S. Lin, Naiman A. Khan, Charles H. Hillman, Neal J. Cohen
Participants in this study were children (N = 57, 31 female) between the ages of eight and twelve years (mean age 9.1; s.d. 0.8) from an East-Central Illinois community (for additional demographic characteristics of the sample, see Table 1). Three participants were excluded from creativity-related analyses due to incomplete creativity data, leaving a total of 54 participants in those analyses. Additionally, one participant did not complete aerobic fitness or body composition assessment and was therefore excluded from analyses involving those variables. Participants were recruited from a sample of children who recently completed or were about to participate in the larger randomized controlled Fitness Improves Thinking in Kids (FITKids2) Trial. Exclusion criteria included neurological or attentional disorders, physical disabilities that might prevent participation in the physical activity intervention, and psychoactive medication status. All participants had normal or corrected-to-normal vision. Intelligence quotient (IQ) was assessed for all participants using the Woodcock-Johnson Brief Intelligence Assessment [32]. Socioeconomic status (SES) was measured according to a previously utilized trichotomous index based on (1) participation in free- or reduced-price meal program at school, (2) the number of parents who worked full-time, and (3) the highest level of education obtained by both parents [33]. Pubertal status was assessed using the Tanner Staging Scales [34]. Participants provided written assent and their legal guardians provided written informed consent in accordance with the regulations of the Institutional Review Board.
Criterion Validity of the Rorschach Developmental Index With Children
Published in Journal of Personality Assessment, 2019
Ana Cristina Resende, Donald J. Viglione, Liliane Domingos Martins, Latife Yazigi
Relevant to the analyses with cognitive ability, participants were required to demonstrate an average level of nonverbal intelligence on the Raven (percentile score > 26). Also, the intelligence assessment included one measure, the Raven's Scale, that does not assess all aspects of intelligence. Future studies interested in learning about limited intellectual ability should include all levels of intelligence and use a more comprehensive measure of intelligence.