INTELLIGENCE ANALYSIS AMONG RURAL LEARNERS IN MOROCCO

2020 ◽  
pp. 367-375
Author(s):  
Khalid Marnoufi ◽  
◽  
Bouzekri Touri ◽  
Mohammed Bergadi ◽  
Imane Ghazlane ◽  
...  
Keyword(s):  
Intelligence Quotient ◽  
Strong Predictor ◽  
Full Scale ◽  
Rural Students ◽  
Intelligence Analysis ◽  
Psychometric Test ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Full Scale Intelligence Quotient ◽  
Verbal Comprehension Index

The full scale intelligence quotient is a strong predictor of educational success. The aim of this study was to calculate the full scale intelligence quotient (FSIQ) of Moroccan rural students in the Safi region. the psychometric test Wechsler intelligence scale for childrenand adolescents -5th edition WISC V was used by administering the five indexes, namely the verbal comprehension index, visuospatial index, fluid reasoning index, working memory index and processing speed index, to compare them to the average ofthe Wechsler tests. The study carried on 104 students (46 girls and 58 boys) between the ages of 12 and 15 years old, 67% of the students were boarders and 33% were external students.We administered all the 15 subtests of WISC V on each participant.The results showed that the verbal comprehension index was higher than the other four indexes in WISC V. In terms of correlations among the five indexes, the results show different types of relationships among the test indexes.

A-153 Neuropsychological Effects Assessed Using WISC-IV and WISC-V

2021 ◽  
Vol 36 (6) ◽  
pp. 1207-1207
Author(s):  
Saba Verani ◽  
Charles Golden
Keyword(s):  
Fourth Edition ◽  
Adult Intelligence Scale ◽  
Data Synthesis ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Neuropsychological Effects ◽  
Visual Spatial ◽  
Verbal Comprehension Index ◽  
Neurological Conditions ◽  
Medical Histories

Abstract Objective This review explores The Weschler Intelligence Scale for Children – Fourth Edition (WISC-IV) and the Weschler Intelligence Scale for Children – Fifth Edition (WISC-V) administered to children with various medical histories including traumatic brain injury, vascular conditions, brain tumor, epilepsy, strokes, sickle cell disease, down syndrome, and neurotoxicity on neurodevelopment. This review aims to explore neuropsychological effects of these medical conditions derived from final scores and scale comparisons. Data Selection Peer-reviewed studies between 2000 and 2020 were gathered from EBSCO, Google Scholar, and Science Direct. Criteria was limited to neurological conditions present in children, who were required to be assessed using either WISC-IV or WISC-V. Children with other developmental or learning disabilities were excluded. Data on Weschler Adult Intelligence Scale (WAIS) were excluded along with any other assessment administered to children. Thirteen articles were included based on the criteria along with two articles that discuss the validity of WISC. Data Synthesis The components of the WISC-IV or WISC-V demonstrated low average or below average scores on many scales, especially overall FSIQ. The largest impairments were present in Processing Speed Index, Verbal Comprehension Index, Working Memory Index, Visual Spatial Index, and overall FSIQ. All children assessed with preexisting neurological conditions demonstrated deficits in neuropsychological domains. The severity of the neurological condition significantly impacted scores when compared to children with no conditions. Conclusions The administration of WISC-IV and WISC-V demonstrated neuropsychological and functioning impairments in children with preexisting neurological conditions. The assessment successfully identified deficit areas and earlier testing can encourage earlier treatments.

Estimating Full Scale IQ While Minimizing the Effects of Practice

Assessment ◽  
1997 ◽  
Vol 4 (3) ◽  
pp. 221-227 ◽  
Author(s):  
Bradley N. Axelrod ◽  
Brooke Brines ◽  
Lisa J. Rapport
Keyword(s):  
Factor Score ◽  
Short Form ◽  
Full Scale ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Wechsler Adult Intelligence Scale ◽  
College Undergraduate ◽  
Wechsler Adult Intelligence ◽  
Repeat Assessment

The present study attempted to ascertain the best estimate of true Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full Scale IQ (FSIQ) when confronted with an individual who recently had been administered the WAIS-R. Sixty-five college undergraduate participants were administered the WAIS-R twice within 14 days. WAIS-R summary scores, factor scores, and short-form estimates obtained from the second assessment were compared to FSIQ at the first evaluation. The results indicated that Verbal IQ, the Verbal Comprehension factor score, and subtracting 6 points from the current FSIQ are the least affected by repeat assessment and the most accurate estimates of FSIQ at the first evaluation. Use of these estimates of FSIQ are encouraged when evaluating an individual who has been administered the WAIS-R in the recent past.

scholarly journals Neurodevelopmental outcomes at age 5 among children born preterm: EPIPAGE-2 cohort study

BMJ ◽  
2021 ◽  
pp. n741
Author(s):  
Véronique Pierrat ◽  
Laetitia Marchand-Martin ◽  
Stéphane Marret ◽  
Catherine Arnaud ◽  
Valérie Benhammou ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Cohort Study ◽  
Outcome Measures ◽  
Low Socioeconomic Status ◽  
Gestational Age ◽  
Intelligence Quotient ◽  
Full Scale ◽  
Neurodevelopmental Outcomes ◽  
Neurodevelopmental Disabilities ◽  
Full Scale Intelligence Quotient

Abstract Objectives To describe neurodevelopment at age 5 among children born preterm. Design Population based cohort study, EPIPAGE-2. Setting France, 2011. Participants 4441 children aged 5½ born at 24-26, 27-31, and 32-34 weeks Main outcome measures Severe/moderate neurodevelopmental disabilities, defined as severe/moderate cerebral palsy (Gross Motor Function Classification System (GMFCS) ≥2), or unilateral or bilateral blindness or deafness, or full scale intelligence quotient less than minus two standard deviations (Wechsler Preschool and Primary Scale of Intelligence, 4th edition). Mild neurodevelopmental disabilities, defined as mild cerebral palsy (GMFCS-1), or visual disability ≥3.2/10 and <5/10, or hearing loss <40 dB, or full scale intelligence quotient (minus two to minus one standard deviation) or developmental coordination disorders (Movement Assessment Battery for Children, 2nd edition, total score less than or equal to the fifth centile), or behavioural difficulties (strengths and difficulties questionnaire, total score greater than or equal to the 90th centile), school assistance (mainstream class with support or special school), complex developmental interventions, and parents’ concerns about development. The distributions of the scores in contemporary term born children were used as reference. Results are given after multiple imputation as percentages of outcome measures with exact binomial 95% confidence intervals. Results Among 4441 participants, 3083 (69.4%) children were assessed. Rates of severe/moderate neurodevelopmental disabilities were 28% (95% confidence interval 23.4% to 32.2%), 19% (16.8% to 20.7%), and 12% (9.2% to 14.0%) and of mild disabilities were 38.5% (33.7% to 43.4%), 36% (33.4% to 38.1%), and 34% (30.2% to 37.4%) at 24-26, 27-31, and 32-34 weeks, respectively. Assistance at school was used by 27% (22.9% to 31.7%), 14% (12.1% to 15.9%), and 7% (4.4% to 9.0%) of children at 24-26, 27-31, and 32-34 weeks, respectively. About half of the children born at 24-26 weeks (52% (46.4% to 57.3%)) received at least one developmental intervention which decreased to 26% (21.8% to 29.4%) for those born at 32-34 weeks. Behaviour was the concern most commonly reported by parents. Rates of neurodevelopment disabilities increased as gestational age decreased and were higher in families with low socioeconomic status. Conclusions In this large cohort of children born preterm, rates of severe/moderate neurodevelopmental disabilities remained high in each gestational age group. Proportions of children receiving school assistance or complex developmental interventions might have a significant impact on educational and health organisations. Parental concerns about behaviour warrant attention.

scholarly journals HUBUNGAN ANTARA NEUROLOGICAL SOFT SIGN DENGAN INTELLIGENCE QUOTIENT PADA ANAK USIA 8-9 TAHUN

2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Lani Satiyani ◽  
Siti Aminah ◽  
Paulus Anam Ong
Keyword(s):  
Intelligence Quotient ◽  
Inverse Correlation ◽  
Full Scale ◽  
Case Group ◽  
Intelligence Scale ◽  
Neurological Soft Signs ◽  
Study Case ◽  
And Performance ◽  
The Relationship ◽  
Control Study

   ASSOCIATION BETWEEN NEUROLOGICAL SOFT SIGN AND IQ IN 8-9 YEARS OLDABSTRACTIntroduction: Neurological soft signs (NSS) are common findings in developing children and tend to disappear as the child grows up. Their persistence into later years correlate with motor and cognitive development disturbance.Aim: To examine the relationship between NSS and intelligence quotient (IQ) in 8-9 years old children in Bandung.Methods: This analytic observational case control study was conducted in elementary school children in Bandung from May to July 2017. The case group is defined as subject with NSS score ≥7, while controls are those with NSS score <7. Neurological soft signs was assessed with Gillberg method and IQ (original, full scale, performance, and performance) was assessed with Wechsler Intelligence Scale for Children (WISC)-III. Statistical analyses were performed to find the relationship between NSS and IQ score.Results: Sixty eight subjects, majority were male (61.76%) with median age 8.8 (8-9) years old took part in the study. Case group had lower mean score of IQ significantly. Subjects with higher NSS score had risk of having having lower full scale and performance IQ 4.94 and 11.20 times compared to subjects with lower NSS. There was an inverse correlation between NSS score and organizational IQ.Discussion: Subjects retaining neurological soft sign have the possibility of having lower IQ compared to subjects without NSS.Keyword: Children, intelligence quotient, neurological soft signABSTRAKPendahuluan: Neurological soft sign (NSS) sering ditemukan pada anak dalam masa tumbuh kembang dan menghilang dengan bertambahnya usia. Menetapnya NSS pada usia tertentu berhubungan dengan gangguan perkembangan motorik dan fungsi kognisi.Tujuan: Mengetahui hubungan antara NSS dengan nilai intelligence quotient (IQ) anak usia 8-9 tahun di kota Bandung.Metode: Penelitian observasi analitik dengan desain kasus kontrol pada anak sekolah dasar di kota Bandung pada bulan Mei sampai Juli 2017. Kelompok kasus adalah subjek dengan skor NSS ≥7, sedangkan kontrol adalah subjek dengan skor NSS <7. Pemeriksaan NSS menurut metode Gillberg, sedangkan kecerdasan anak berdasarkan IQ menggunakan Wechsler Intelligence Scale for Children (WISC)-III. Dilakukan uji statistik untuk mencari hubungan antara NSS dengan IQ.Hasil: Didapatkan 68 subjek yang mayoritas laki-laki (61,76%) dengan median usia 8,8 (8-9,9) tahun. Kelompok kasus memiliki nilai rerata IQ lebih rendah dibandingkan dengan kontrol secara bermakna. Subjek dengan skor NSS tinggi mempunyai kemungkinan sebesar 4,94 dan 11,20 kali untuk memiliki skor full scale IQ (FSIQ) dan performance IQ (PIQ) yang lebih rendah dibandingkan subjek dengan NSS rendah. Terdapat korelasi negatif yang bermakna antara skor NSS dengan organizational IQ (OIQ).Diskusi: Subjek dengan neurological soft sign yang menetap memiliki kemungkinan nilai IQ yang lebih rendah dari pada yang tanpa gejala NSS.Kata kunci: Anak, intelligence quotient, neurological soft sign 

scholarly journals The Study of Intelligence Profiles Between Islands: A Preliminary Study Towards Norm Development

2016 ◽  
Vol 32 (1) ◽  
pp. 55-64
Author(s):  
Andika Octavianto ◽  
Mohammad A. G. Priadi ◽  
Magdalena S. Halim ◽  
Christiany Suwartono
Keyword(s):  
Intelligence Quotient ◽  
Normative Data ◽  
Age Groups ◽  
Educational Background ◽  
Full Scale ◽  
Statistical Analyses ◽  
Score Interpretation ◽  
Full Scale Intelligence Quotient ◽  
Preliminary Study ◽  
Healthy Participants

The aim of this study was to compare the intelligence of Indonesians residing in different islands using the Indonesian WAIS-IV (WAIS-IV-ID), which could be further considered in standardized norm development. Statistical analyses using ANOVAs were performed on the 15 subtests, four indices, and the Full-Scale Intelligence Quotient (FSIQ) of the WAIS-IV-ID. This study involved 506 healthy participants, the majority were females, in productive age-groups ranging from 16 to 59 years old, and from middle educational background. Results showed that three indices and 13 subtest scores had significant results and the sample from Java Island had significantly higher scores than the sample from Sumatra, Borneo, and Sulawesi Islands. Based on the conducted analysis, the normative data of the WAIS-IV-ID need to be classified differently between islands or between Java Island and Non-Java Island for more accurate score interpretation. The interpretations and implications of the findings are discussed.

Sex Differences on the German Wechsler Intelligence Test for Children (WISC-IV)

2010 ◽  
Vol 31 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Lutz Goldbeck ◽  
Monika Daseking ◽  
Susanne Hellwig-Brida ◽  
Hans C. Waldmann ◽  
Franz Petermann
Keyword(s):  
Sex Differences ◽  
Test Performance ◽  
Developmental Psychology ◽  
Age Groups ◽  
Full Scale ◽  
Gender Effects ◽  
Verbal Comprehension ◽  
Verbal Comprehension Index ◽  
German Edition ◽  
Perceptual Reasoning

This study investigates cognitive sex differences in child and adolescent intelligence as measured by the WISC-IV (German edition; Petermann & Petermann, 2007 ). It was hypothesized that there would be no differences attributable to sex in Full Scale IQ (FSIQ), but on various composite score levels. Sex effects were expected to be more pronounced during/after puberty than before. Method: The standardization sample of the German WISC-IV (N = 1650) was used to assess and evaluate sex differences in test performance across defined age groups (6–9, 10–12, and 13–16 years). Results: At all ages, there were no gender effects in the Full-Scale IQ, but gender effects favoring boys in the Verbal Comprehension Index (t = 3.94, p < .001, d = .19) and Perceptual Reasoning Index (t = 2.69, p = .007, d = .13). In the Processing Speed Index, girls scored higher than boys (t = 6.75, p < .001, d = .33). No significant sex-by-age interaction effect was found using ANOVA, but various 1-df contrasts showed substantial sex differences at specific ages. Conclusions: Results are discussed in the context of the specific constructs measured by the WISC-IV, taking into account recent findings in neurobiological and developmental psychology.

Depression Symptoms and Neuropsychological Function in Children with Learning Difficulties

2001 ◽  
Vol 18 (3) ◽  
pp. 314-319
Author(s):  
Ricardo Franco De Lima ◽  
Sylvia Maria Ciasca
Keyword(s):  
Social Sciences ◽  
Visual Attention ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Depression Symptoms ◽  
Neuropsychological Function ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Verbal Intelligence Quotient ◽  
Verbal Comprehension Index

Objective. The objective of this study was to identify correlations between depression symptoms and cortical functions in children with learning difficulties. Method. A sample of 33 students participated in the study, 25 males and 8 females, with average age of 10.7 years old, recruted from outpatients clinics of Neurology, specialized in learning problems with multidisciplinary evaluation. The participants were evaluated with the following instruments: the Wechsler Intelligence Scale for Children (WISC) and Children’s Depression Inventory (CDI). For data analysis, the Statistical Package for Social Sciences was used for descriptive and inferential statistics. Results. Three students presented depression symptoms. Negative correlations (the more depressive were the children the less scored in WISC) were found between CDI and the WISC verbal subtests: Similarities, Vocabulary, and Comprehension; between the CDI and the WISC Verbal Intelligence Quotient (IQ), Total IQ, and Verbal Comprehension Index; between the CDI and the WISC test of sustained visual attention: Symbol Search and Speed of Processing Index. Conclusions. We observed that the depression symptoms interfered negatively in verbal functions and sustained visual attention. The study demonstrates that it is important to investigate depressive symptoms in children, mainly in those who present learning difficulties.

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