Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children

2018 ◽  
Vol 37 (5) ◽  
pp. 603-616 ◽  
Author(s):  
Johanna Månsson ◽  
Karin Stjernqvist ◽  
Fredrik Serenius ◽  
Ulrika Ådén ◽  
Karin Källén
Keyword(s):  
Index Score ◽  
Preschool Age ◽  
Typically Developing ◽  
Developmental Assessment ◽  
Intelligence Scale ◽  
General Ability ◽  
Significant Difference ◽  
Ability Index ◽  
The Individual ◽  
The Relationship

The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r = .41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of −4 units and 95% limits of agreement of −18.5 to 26.4 units. A multivariate model identified the Bayley-III Cognitive Index score as the most important predictor for FSIQ and General Ability Index (GAI), respectively, in comparison with demographic factors. The model explained 24% of the total FSIQ variation and 26% of the GAI variation. It was concluded that the Bayley-III measurement was an insufficient predictor of later IQ.

scholarly journals Does time inconsistency differ between gain and loss? An intra-personal comparison using a non-parametric elicitation method

2019 ◽  
Vol 88 (3) ◽  
pp. 431-452
Author(s):  
Shotaro Shiba ◽  
Kazumi Shimizu
Keyword(s):  
Parametric Method ◽  
Time Inconsistency ◽  
Individual Level ◽  
Present Bias ◽  
Significant Difference ◽  
Gain And Loss ◽  
The Individual ◽  
Gains And Losses ◽  
The Relationship ◽  
Non Parametric

Abstract Several studies on time preference have found time inconsistency in both gain and loss preferences. However, the relationship between the two within the same person remains unclear; that is, does an individual who demonstrates time inconsistency for gain outcomes do so for losses as well? This paper reports on individuals’ time inconsistency for gains and losses in a laboratory setting. To obtain a precise comparison of individuals’ time inconsistency for gains and losses, we used Rohde’s “DI (decreasing impatience)-index” (Manag Sci 65(4):1700–1716, 2018) and measured the level of time inconsistency, rather than merely identifying whether TI was present. This index represents how strongly a person exhibits present bias, and easily extends to the comparison between gain and loss preferences within the same person. Further, it allows the experiment to test for so-called future bias, which has been a focus area in recent time inconsistency literature. It is elicited through a non-parametric method, which avoids any specification errors in the analysis. Our findings are as follows: first, we found future bias in preferences for not only gains but also losses, and we confirmed that this tendency is consistent with previous findings on preferences for gains. Second, a positive correlation between time inconsistency for gains and losses was found at the individual level. Indeed, we could not find a significant difference between the two in most cases.

Wechsler Intelligence Scale for Children–Fifth Edition Ancillary and Complementary Index Critical Values and Base Rates for the Normative Sample

2019 ◽  
Vol 38 (5) ◽  
pp. 539-550
Author(s):  
Ash Puttaswamy ◽  
Anjelica Barone ◽  
Kathleen D. Viezel ◽  
John O. Willis ◽  
Ron Dumont
Keyword(s):  
Critical Value ◽  
Base Rate ◽  
Critical Values ◽  
Intelligence Scale ◽  
Storage And Retrieval ◽  
General Ability ◽  
Base Rates ◽  
Rate Information ◽  
Ability Index ◽  
And Storage

An area of particular importance when examining index scores on the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) is the utilization and interpretation of critical values and base rates associated with differences between an individual’s subtest scaled score and the individual’s mean scaled score for an index. For the WISC-V, critical value and base rate information is provided for the core subtests contained within each of the primary indices. However, critical value and base rate information is not provided by the test publisher for subtests within the Quantitative Reasoning Index (QRI), Auditory Working Memory Index (AWMI), Nonverbal Index (NVI), General Ability Index (GAI), Cognitive Proficiency Index (CPI), Naming Speed Index (NSI), Symbol Translation Index (STI), and Storage and Retrieval Index (SRI). This study investigates and provides critical values and base rates for performance on the QRI, AWMI, NVI, GAI, CPI, NSI, STI, and SRI.

Attentional focus moderates the relationship between attention to threat bias and delusion-like experiences in healthy adults

2017 ◽  
Vol 39 ◽  
pp. 27-32 ◽  
Author(s):  
K. Prochwicz ◽  
J. Kłosowska
Keyword(s):  
Attentional Control ◽  
Cognitive Biases ◽  
Attentional Focus ◽  
Healthy Adults ◽  
Focus Attention ◽  
Threat Bias ◽  
General Ability ◽  
Moderation Model ◽  
The Individual ◽  
The Relationship

AbstractBackgroundThe role of cognitive biases in delusion and delusion-like experiences has been widely investigated in recent years. However, little is known about individual differences, which may influence association between cognitive biases and formation of delusional beliefs. The aim of this study was to examine the moderating effect of self-reported attentional control on the relationship between attention to threat bias (ATB) and delusion-like experiences (DLEs) in healthy adults.MethodsParticipants (n = 138) completed the Davos Assessment of the Cognitive Biases Scale (DACOBS), the Attentional Control Scale (ACS) and the Peters et al. Delusions Inventory (PDI). The moderation analysis was performed to check the influence of different components of attentional control (i.e. general ability to allocate attention, focusing, shifting and divide attention) on the interplay between ATB and DLEs.ResultsThe results supported the moderation model. Specifically, we found that a higher level of ability to focus attention is associated with a stronger effect of attention to threat bias on the overall frequency of DLEs. Our results indicate that ATB contributes to the number of DLEs only in individuals with high and moderate capacity to focus attention, whereas in those who scored low on the ACS focusing attention subscale, the presence of attentional bias does not influence the frequency of DLEs.ConclusionsOur findings show that the individual difference variable, such as ability to voluntarily focus attention, may moderate the relationship between attention to threat bias and delusion-like experiences in healthy adults.

Analysis of the Relationship of the System “Operationally Efficient Building – Indoor Environment Quality – User”

2016 ◽  
Vol 824 ◽  
pp. 199-209 ◽  
Author(s):  
Jan Pasek ◽  
Ingrid Matouskova ◽  
Petr Ort ◽  
Vojtech Chlubna ◽  
Katerina Paskova ◽  
...  
Keyword(s):  
Indoor Environment ◽  
Work Performance ◽  
Willingness To Participate ◽  
Advantages And Disadvantages ◽  
Environment Quality ◽  
Significant Difference ◽  
Indoor Environment Quality ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship

The research focused on the analysis of the interaction of the individual components of the system operationally efficient building – indoor environment quality – user has been conducted since 2014 in the Czech Republic by a team of College of Banking (BIVŠ) employees. The purpose of the research is the evaluation of advantages and disadvantages of operationally efficient buildings by their owners, users or facility managers. One of the most monitored research parameters is the rating of indoor environment quality and its influence in physical and psychological fitness and work performance of the building users. Next, there are also other relationships which are examined – as the importance of the indoor environment quality with regards to other building's parameters, its influence of the estate market value and the users' willingness to participate on the creation and keeping of indoor environment quality. The interpretation of gathered data proved a significant difference of the individual users' demands in relation to their individual preferences. This fact is necessary to respect while design and managing the operationally efficient buildings.

Scores in Space: Multidimensional Scaling of the WISC-V

2017 ◽  
Vol 36 (6) ◽  
pp. 562-575 ◽  
Author(s):  
Emily M. Meyer ◽  
Matthew R. Reynolds
Keyword(s):  
Multidimensional Scaling ◽  
Digit Span ◽  
Naming Speed ◽  
Two Dimensional ◽  
Intelligence Scale ◽  
Surface Features ◽  
General Ability ◽  
Standardization Sample ◽  
Score Interpretation ◽  
Ability Index

The purpose of this study was to use multidimensional scaling (MDS) to investigate relations among scores from the standardization sample of the Wechsler Intelligence Scale for Children–Fifth edition (WISC-V; Wechsler, 2014). Nonmetric two-dimensional MDS maps were selected for interpretation. The most cognitively complex subtests and indexes were located near the center of the maps. Subtests were also grouped together in the way that they are organized in the primary and complementary indexes, and not necessarily on content surface features. Naming Speed and Symbol Translation scores may be better off kept as separate indexes, and Digit Span Sequencing appeared to add more complexity to the Digit Span subtest. One implication related to score interpretation is that General Ability Index (GAI) and Cognitive Proficiency Index (CPI) may be distinguished by the level of complexity of the subtests included in each index (i.e., more complex subtests included in GAI and less complex subtests included in the CPI).

The International Cognitive Ability Resource: A Free Cognitive Measure With Utility for Postsecondary Giftedness Research

2021 ◽  
pp. 001698622110237
Author(s):  
Stephanie R. Young ◽  
Danika L. S. Maddocks ◽  
Jamison E. Carrigan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Index Score ◽  
Postsecondary Students ◽  
High Ability ◽  
Cut Scores ◽  
General Ability ◽  
Cognitive Measure ◽  
Ability Index ◽  
General Ability Index

Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students

scholarly journals Examination of the Relationship Between Teacher Candidates’ Emotional Intelligence and Communication Skills

2019 ◽  
Vol 8 (5) ◽  
pp. 232
Author(s):  
Tugba Cevriye Ozkaral ◽  
Hasan Ustu
Keyword(s):  
Emotional Intelligence ◽  
Communication Skills ◽  
Teacher Candidates ◽  
Intelligence Scale ◽  
Screening Model ◽  
Significant Difference ◽  
Low Levels ◽  
Faculty Of Education ◽  
The Relationship ◽  
The Universe

In this study, the relationship between teacher candidates’ emotional intelligence levels and communication skills was examined. It was examined whether there was a significant difference between teacher candidates’ emotional intelligence and communication skills, depending on gender and the departments they studied at. The research was designed in relational screening model. The universe of the research consists of teacher candidates, who are students at Necmettin Erbakan University Ahmet Keleşoğlu, Faculty of Education. In this universe, 326 teacher candidates were selected as the research sample. “Emotional Intelligence Scale” and “Communication Skills Inventory” were used to collect data. In the analysis of the data, one-way variance analysis and independent samples t-test, one of the parametric tests, were used. It is observed that there are low levels of positive relationship between teacher candidates’ communication skills and their emotional intelligence levels. No significant difference was found between teacher candidates’ emotional intelligence levels and communication skills regarding gender and department variables.

scholarly journals Hubungan Intensitas Latihan Musik Gamelan Bali dan Kecerdasan Emosional

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Nyoman Wiraadi Tria Ariani ◽  
Luh Made Karisma Sukmayanti Suarya
Keyword(s):  
Emotional Intelligence ◽  
Family Environment ◽  
Exercise Intensity ◽  
Sampling Method ◽  
Intelligence Scale ◽  
Quantitative Correlation ◽  
Balinese Gamelan ◽  
Intensity Of Exercise ◽  
The Individual ◽  
The Relationship

Nowdays, more teenagers have a tendency of experiencing emotional difficulties that needed a way to overcome them, such as by developing the adolescent's emotional intelligence. The development of adolescent's emotional intelligence can be done through music, one of them with the traditional Indonesian gamelan music of Bali. Exercise at Balinese gamelan is played by a group of individuals together with the rules or certain grip. At the time of practicing gamelan, besides having a duty to beat his own gamelan instrument, the individual must also consider the gamelan instruments played by colleagues in the ensemble, so can produce a harmonious sound of gamelan (Donder, 2005). This study aims to determine the relationship between exercise intensity Balinese gamelan music and emotional intelligence.   This study uses quantitative correlation with the number of subjects 135 students of ISI Denpasar. The sampling method used purposive sampling and data collection tool using Exercise Intensity Scale Gamelan Music of Bali (r = 0.848) and Emotional Intelligence Scale (r = 0.772). Methods of data analysis using Product-Moment correlation, which then obtained yield was 0,550. The results showed a positive relationship between exercise intensity of Balinese gamelan music and emotional intelligence are the higher intensity of exercise at Balinese gamelan music, the higher the emotional intelligence will be. Intensity exercise Balinese gamelan music's variable can contribute 30,25% to the variables of emotional intelligence, while 69.75% was influenced by other factors than the variable of intensity exercise Balinese gamelan music. Other factors beyond the intensity exercise Balinese gamelan music's variable by Goleman (1997) is a family environment, environmental non-family, physical, and psychological.   Keywords: Intensity of exercise to music, Balinese gamelan, emotional intelligence

Sign in / Sign up

Export Citation Format

Share Document