Pengaruh Kemampuan Verbal dan Kemampuan Numerik Terhadap Kemampuan Menyelesaikan Soal Sistem Persamaan Linear Bentuk Cerita

This study aims to determine the effect of verbal ability and numerical ability, the effect of verbal ability, and the effect of numerical ability on the ability of solving linear equation system problems. This study is an ex post facto research. The population of this study were students of class XI SMAN 9 Mataram. The sample in this study were 28 students of class XI SMAN 9 Mataram represented by four students in each class. The data analysis used is multiple linear regression analysis and simple linear regression analysis. From the results of the data analysis, there is a significant influence between verbal ability and numerical ability on the ability to solve linear equation system problems with a value of Fhitung = 3,660 > Ftabel = 3,39. The magnitude of this influence is written in the form of a regression equation, namely Y = 24,602 + 0,140X1 + 0,224X2. This regression equation shows that if the verbal ability score increases by 1 with a fixed numerical ability score, then the ability to solve math problems will increase by 0,140; and if the numerical ability score increases by 1 with a fixed verbal ability score, the value of the ability to solve story questions will increase by 0,225 and plus 24,602 from other factors.

How do Socioeconomic Attainment Gaps in Early Mathematical Ability Arise?

The socioeconomic attainment gap in mathematical ability is evident before children begin school and widens over time. Little is known about why this early attainment gap emerges. Two studies were conducted in 3- and 4-year-olds, to explore four possible factors that may explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female from a range of ethnic backgrounds but predominantly White British [76%]). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and early mathematical ability, but neither working memory nor home mathematical activities did. These studies provide important insights about how the early attainment gap in mathematical ability may arise.

10-Hz tACS Over The Prefrontal Cortex Improves Phonemic Fluency

Verbal fluency is an important indicator of human verbal ability. Methods to improve fluency is an interesting issue necessitating investigation. To do this, the current study required participants to randomly receive transcranial alternating current stimulation (tACS) at 10 Hz, 40 Hz (control frequency), and sham stimulation over the prefrontal cortex before a phonemic fluency task. It was found that 10-Hz tACS significantly improved phonemic fluency relative to sham stimulation. This result demonstrates the modulatory effect of 10-Hz tACS on language ability.

A discrepancy between processing speed and verbal ability in gifted youth is genetically and diagnostically associated with autism

Background: High cognitive ability is an almost universally positive prognostic indicator in the context of neurodevelopmental, neuropsychiatric, and neurodegenerative conditions. However, "twice-exceptional" individuals, those who demonstrate high cognitive ability (gifted) and also exhibit profound cognitive, behavioral, and mental health challenges, are a striking exception to this rule. Methods: We digitized the clinical records of N=1,074 clients from a US-based specialty clinic serving gifted students. This included a broad array of diagnostic, cognitive, achievement, and behavioral data, including self, teacher, and parent reported items. We conducted both hypothesis-driven and unsupervised learning analyses to 1) identify characteristics whose association with full-scale IQ (FSIQ) was dependent on autism diagnosis and 2) identify cognitive archetypes associated with autism diagnosis and related behaviors. We tested the generalization of our findings using data from the ABCD study (N=10,602). Results: Self-reported sense of inadequacy was most strongly associated with increasing FSIQ specifically among autistic clients (beta=0.3, 95% CI:[0.15,0.45], p=7.1x10 -5 ). Similarly, self, parent, and teacher reports of anxiety increased with FSIQ (all p<0.05) in autistic individuals, in striking opposition to the ameliorating effect of FSIQ seen in non-autistic individuals. We uncovered a pattern of decreased processing speed (PS) coupled with very high verbal comprehension (VC), a PS/VC discrepancy, that was associated with autism, attention, and internalizing problems. These cognitive- behavioral links were also observed in the ABCD study. Finally, we found a significant association between the PS/VC discrepancy and polygenic risk for autism in the ABCD sample (t=2.9, p=0.004). Conclusions: Our results suggest that highly elevated IQ with a significant PS/VC discrepancy is a clinically and genetically meaningful biotype linked to autism.

Utility of the Limited Prosocial Emotions Specifier in Preschoolers With Conduct Problems

This study examined the clinical utility of the “Limited Prosocial Emotions” (LPE) specifier (i.e., prevalence rates, group differences, and predictive utility) in a high-risk preschool sample ( N = 109, M age = 4.77) presenting with conduct problems (CPs; n = 59). First, LPE prevalence rates ranged from 7.7% to 89.8%. Next, few group differences were observed between with CP-only and CP+LPE; youth with CP+LPE differed from youth with CP-only on callous-unemotional (CU) traits and verbal ability, but not on externalizing or internalizing psychopathology, nor on parenting experiences. In the full sample, youth with LPE differed from youth without LPE on externalizing and internalizing psychopathology, parenting, and verbal ability. Finally, LPE predicted greater baseline CP but did not predict trajectories of CP. Findings highlight the clinical utility of the LPE specifier during early childhood and call for a refinement of the LPE specifier to improve its clinical value.

Spurious correlations in research on the effects of specific cognitive abilities

Studies on the effect of non-g ability residuals have often employed double adjustment for general cognitive ability (g), as they have calculated the ability residuals adjusting for g and then calculated the effect of the non-g residuals while adjusting for g. The present simulations demonstrate that the double adjustments may result in spurious negative associations between the non-g residual on one cognitive ability, e.g. verbal ability, and variables with a positive association with another ability, e.g. SAT math and math ability. In analyses of the 1997 National Longitudinal Survey of Youth (NLSY97), the negative associations between non-g residuals on verbal and math ability and aptitude test scores on the other ability vanished when not double adjusting for g. This indicates that the observed negative associations may be spurious and not due to differential investment of time and effort in one ability at the expense of the other ability, as suggested in the literature. Researchers of the effects of specific abilities are recommended to validate their findings and interpretations with analyses not double adjusting for g.

Spatial Cognition in Children With Physical Disability; What Is the Impact of Restricted Independent Exploration?

Given the developmental inter-relationship between motor ability and spatial skills, we investigated the impact of physical disability (PD) on spatial cognition. Fifty-three children with special educational needs including PD were divided into those who were wheelchair users (n = 34) and those with independent locomotion ability (n = 19). This division additionally enabled us to determine the impact of limited independent physical exploration (i.e., required wheelchair use) on spatial competence. We compared the spatial performance of children in these two PD groups to that of typically developing (TD) children who spanned the range of non-verbal ability of the PD groups. Participants completed three spatial tasks; a mental rotation task, a spatial programming task and a desktop virtual reality (VR) navigation task. Levels of impairment of the PD groups were broadly commensurate with their overall level of non-verbal ability. The exception to this was the performance of the PD wheelchair group on the mental rotation task, which was below that expected for their level of non-verbal ability. Group differences in approach to the spatial programming task were evident in that both PD groups showed a different error pattern from the TD group. These findings suggested that for children with both learning difficulties and PD, the unique developmental impact on spatial ability of having physical disabilities, over and above the impact of any learning difficulties, is minimal.

A-23 Positive Associations between Cognition and Openness in HIV+ Individuals with Detectable Viral Loads

Objective High rates of medication non-adherence with the advent of combination antiretroviral therapy (cART) in the HIV+ population persist at approximately 50%. Consequences of non-adherence include higher mortality and transmission risk. As the population of older adults with HIV-associated neurocognitive disorder (HAND) increases, the relationship between cognition, personality, and medication adherence requires further study. We explore whether the five main personality traits were related to cognition and serostatus outcomes. Method 186 HIV+ individuals completed a neuropsychological battery and the Big Five Inventory to measure personality. Viral load was dichotomized as undetectable (&lt; 19; n = 128) and detectable (≥20; n = 58). Pearson correlations were used to evaluate the relationship between cognition and openness in undetectable and detectable groups. Results Global cognition was positively associated with openness in both undetectable, r(126) = 0.24, p = 0.006, and detectable viral load groups, r(56) = 0.46, p &lt; 0.001, with a moderate association observed in those with detectable viral loads. A moderate, positive relationship was found in the detectable group between openness and verbal ability (r(56) = 0.420, p = 0.001), immediate recall (r(56) = 0.404, p = 0.002), delayed recall (r(56) = 0.418, p = 0.001) and working memory (r(56) = 0.444, p &lt; 0.001). In the undetectable group, openness was correlated with verbal ability, (r(126) = 0.296, p = 0.001), and processing speed (r(126) = 0.275, p = 0.002). Conclusion In HIV+ individuals with detectable viral loads, increased openness is moderately associated with higher cognitive functioning. These associations were weaker in the undetectable group. HIV+ people who are open to new experiences have better cognitive functioning, which may be a viable intervention target to increase medication adherence.