Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study

Utilizing a newly released cognitive Polygenic Score (PGS) from Wave IV of Add Health (n = 1,886), structural equation models (SEMs) examining the relationship between PGS and fertility (which is approximately 50% complete in the present sample), employing measures of verbal IQ and educational attainment as potential mediators, were estimated. The results of indirect pathway models revealed that verbal IQ mediates the positive relationship between PGS and educational attainment, and educational attainment in turn mediates the negative relationship between verbal IQ and a latent fertility measure. The direct path from PGS to fertility was non-significant. The model was robust to controlling for age, sex, and race; furthermore, the results of a multigroup SEM revealed no significant differences in the estimated path coeficients across sex. These results indicate that those predisposed towards higher verbal IQ by virtue of higher PGS values are also predisposed towards trading fertility against time spent in education, which contributes to those with higher PGS values producing fewer offspring at this stage in their life course.

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How cognitive genetic factors influence fertility outcomes: A mediational SEM analysis

10.1101/070128 ◽

2016 ◽

Author(s):

Michael A. Woodley Menie ◽

Joseph A. Schwartz ◽

Kevin M. Beaver

Keyword(s):

Educational Attainment ◽

Structural Equation ◽

Structural Equation Models ◽

Negative Relationship ◽

Sem Analysis ◽

Indirect Pathway ◽

Present Sample ◽

Verbal Iq ◽

Fertility Measure ◽

Pathway Models

ABSTRACTUtilizing a newly released cognitive Polygenic Score (PGS) from Wave IV of Add Health (n = 1,886), structural equation models (SEMs) examining the relationship between PGS and fertility (which is approximately 50% complete in the present sample), utilizing measures of verbal IQ and educational attainment as potential mediators, were estimated. The results of indirect pathway models revealed that verbal IQ mediates the positive relationship between PGS and educational attainment, and educational attainment in turn mediates the negative relationship between IQ and a latent fertility measure. The direct path from PGS to fertility was non-significant. The model was robust to controlling for age, sex and race, furthermore the results of a multi-group SEM revealed no significant differences in the estimated path coefficients across sex. These results indicate that those predisposed towards higher IQ by virtue of higher PGS values are also predisposed towards trading fertility against time spent in education, which contributes to those with higher PGS values producing fewer offspring.

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Pragmatic Language Intervention for Adults With Asperger Syndrome or High-Functioning Autism: A Feasibility Study

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_40_f_85 ◽

2013 ◽

Vol 40 (Fall) ◽

pp. 85-97 ◽

Cited By ~ 3

Author(s):

Kimberly A. Murza ◽

Chad Nye

Keyword(s):

Asperger Syndrome ◽

Feasibility Study ◽

High Functioning Autism ◽

Language Intervention ◽

Pragmatic Language ◽

High Functioning

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A DOUBLE COAXIAL DELIVERY SYSTEM FOR DEPLOYMENT OF A TWO-STAGE STENT-GRAFT: An experimental feasibility study

Acta Radiologica ◽

10.1080/028418500127344786 ◽

2000 ◽

Vol 41 (1) ◽

pp. 67-72 ◽

Cited By ~ 1

Author(s):

A. Kónya ◽

K.C. Wright

Keyword(s):

Feasibility Study ◽

Stent Graft ◽

Delivery System ◽

Two Stage

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European Differences in Self-Perceived Multiple Intelligences

European Psychologist ◽

10.1027//1016-9040.4.3.131 ◽

1999 ◽

Vol 4 (3) ◽

pp. 131-138 ◽

Cited By ~ 39

Author(s):

Adrian Furnham ◽

Tim Rakow ◽

Ivan Sarmany-Schuller ◽

Filip De Fruyt

Keyword(s):

Sex Differences ◽

Multiple Intelligences ◽

Factor Structure ◽

Factor Analyses ◽

Verbal Iq ◽

Sex Effects ◽

Iq Scores ◽

Culture Differences ◽

Three Factor

In this study, 140 Belgian, 227 British, and 177 Slovakian students estimated their own multiple IQ scores as well as that of their parents (mother and father) and siblings (first and second brother and sister). Various factor analyses yielded a clear three-factor structure replicating previous studies. A sex × culture ANOVA on self-ratings of three factors that underline the seven intelligences (verbal, numerical, cultural) showed culture and sex effects as well as interactions. As predicted, males rated their own overall IQ, though not that of their parents or siblings, higher than females did. Males also rated their numerical IQ, but not their verbal or cultural IQ, higher than females did. There were few culture differences but many interactions, nearly all caused by Slovakian females, who rated aspects of their own and their fathers' IQ higher than Slovakian males, while the pattern for the Belgians was precisely the opposite. Participants believed their verbal IQ was higher than their numerical IQ and their cultural IQ. Males believed their verbal and numerical IQ score to be fairly similar, though much higher than their cultural IQ, while females believed their verbal IQ the highest, followed by numerical and cultural IQ. Females also believed they were more intelligent than both parents. Overall results showed consistency in the sex differences in ratings across cultures but differences in level of estimated IQ possibly as a result of cultural demands for modesty.

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A Modification of the Payne-Jones Method of Identifying Abnormal Differences in WISC-R Performance and Verbal IQ's

European Journal of Psychological Assessment ◽

10.1027/1015-5759.12.1.27 ◽

1996 ◽

Vol 12 (1) ◽

pp. 27-32 ◽

Cited By ~ 1

Author(s):

Louis M. Hsu

Keyword(s):

Full Scale ◽

True Score ◽

Verbal Iq ◽

Score Difference ◽

The Difference ◽

And Performance

The difference (D) between a person's Verbal IQ (VIQ) and Performance IQ (PIQ) has for some time been considered clinically meaningful ( Kaufman, 1976 , 1979 ; Matarazzo, 1990 , 1991 ; Matarazzo & Herman, 1985 ; Sattler, 1982 ; Wechsler, 1984 ). Particularly useful is information about the degree to which a difference (D) between scores is “abnormal” (i.e., deviant in a standardization group) as opposed to simply “reliable” (i.e., indicative of a true score difference) ( Mittenberg, Thompson, & Schwartz, 1991 ; Silverstein, 1981 ; Payne & Jones, 1957 ). Payne and Jones (1957) proposed a formula to identify “abnormal” differences, which has been used extensively in the literature, and which has generally yielded good approximations to empirically determined “abnormal” differences ( Silverstein, 1985 ; Matarazzo & Herman, 1985 ). However applications of this formula have not taken into account the dependence (demonstrated by Kaufman, 1976 , 1979 , and Matarazzo & Herman, 1985 ) of Ds on Full Scale IQs (FSIQs). This has led to overestimation of “abnormality” of Ds of high FSIQ children, and underestimation of “abnormality” of Ds of low FSIQ children. This article presents a formula for identification of abnormal WISC-R Ds, which overcomes these problems, by explicitly taking into account the dependence of Ds on FSIQs.

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