scholarly journals The relationship of ordinal position and sibling sex status to cognitive abilities

1964 ◽  
Vol 1 (1-12) ◽  
pp. 81-82 ◽  
Author(s):  
B. G. Rosenberg ◽  
B. Sutton-Smith
Keyword(s):  
Cognitive Abilities ◽  
Ordinal Position ◽  
Relationship Of ◽  
The Relationship

scholarly journals The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Luca Bernabini ◽  
Paola Bonifacci ◽  
Peter F. de Jong
Keyword(s):  
Phonological Awareness ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Number Sense ◽  
Number System ◽  
Dimensional Approach ◽  
Reading And Math ◽  
Relationship Of ◽  
The Relationship ◽  
System Knowledge

Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math (counting, number sense, and number system knowledge). We also included measures of phonological awareness and working memory (WM). Two approaches were undertaken to elucidate the relations of the cognitive skills with math and reading. In the first approach, we examined the unique contributions of math and reading ability, as well as their interaction, to each cognitive ability. In the second approach, the cognitive abilities were taken to predict math and reading. Results from the first set of analyses showed specific effects of math on number sense and number system knowledge, whereas counting was affected by both math and reading. No math-by-reading interactions were observed. In contrast, for phonological awareness, an interaction of math and reading was found. Lower performing children on both math and reading performed disproportionately lower. Results with respect to the second approach confirmed the specific relation of counting, number sense, and number system knowledge to math and the relation of counting to reading but added that each math-related marker contributed independently to math. Following this approach, no unique effects of phonological awareness on math and reading were found. In all, the results show that math is specifically related to counting, number sense, and number system knowledge. The results also highlight what each approach can contribute to an understanding of the relations of the various cognitive correlates with reading and math.

Teachers' Judgments of Preschoolers' Creativity

1986 ◽  
Vol 63 (3) ◽  
pp. 1211-1216 ◽  
Author(s):  
Martha W. Nicholson ◽  
James D. Moran
Keyword(s):  
Preschool Children ◽  
Cognitive Abilities ◽  
Objective Measures ◽  
Halo Effects ◽  
Relationship Of ◽  
The Relationship ◽  
Ideational Fluency

This study investigated the relationship of objective measures of preschoolers' ideational fluency and intelligence to teachers' ratings of creativity and desirability. The sample of 60 4-yr.-olds and 39 teachers were from six classrooms. Teachers' ratings of creativity were related to measures of intelligence ( r = .46, p < .001) but not to ideational fluency ( r = .10). These findings are discussed in relation to possible halo effects and the ability to discriminate adequately cognitive abilities among preschool children.

Relationship of Ordinal Position and Sex to Neuroticism in Adults

1977 ◽  
Vol 41 (3) ◽  
pp. 843-846 ◽  
Author(s):  
John M. Sutton ◽  
Walter G. McIntire
Keyword(s):  
Graduate Students ◽  
Birth Order ◽  
Personal Data ◽  
Personality Inventory ◽  
Ordinal Position ◽  
Female Adult ◽  
Eysenck Personality Inventory ◽  
Neuroticism Scale ◽  
Relationship Of ◽  
The Relationship

This study focused on the relationship between birth order, sex, and levels of adjustment of 120 male and 233 female adult college students (primarily graduate students). Subjects were approached in classes and asked to complete the Eysenck Personality Inventory and a personal data questionnaire. They were assigned to one of the three groups on the basis of their scores on the Neuroticism scale of the Eysenck Personality Inventory. A significant relationship between sex and ordinal position was found. Onlyborn males and firstborn females were overrepresented in the high neurotic group. In this same group, firstborn males and middle females were underrepresented. The distribution by sex and ordinal position in the average and low neuroticism groups was not different from chance. The present study supports the concept that there are birth-order differences with respect to sex and neuroticism.

scholarly journals Do Children With Fragile X Syndrome Show Declines or Plateaus in Adaptive Behavior?

2015 ◽  
Vol 120 (5) ◽  
pp. 412-432 ◽  
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Steven F. Warren ◽  
Kandace K. Fleming
Keyword(s):  
Fragile X Syndrome ◽  
Adaptive Behavior ◽  
Cognitive Abilities ◽  
Fragile X ◽  
Vineland Adaptive Behavior Scales ◽  
Autistic Behavior ◽  
Relationship Of ◽  
The Relationship ◽  
Autistic Behaviors ◽  
Vineland Adaptive Behavior

Abstract This study explores if children with fragile X syndrome (FXS) show advances, declines, or plateaus in adaptive behavior over time and the relationship of nonverbal cognitive abilities and autistic behavior on these trajectories. Parents of 55 children with FXS completed the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984; Sparrow, Cicchetti, & Balla, 2005) between 3 and 6 times from 2 to 10 years of age. Using raw scores, results indicate that about half of the sample showed advances in adaptive behavior, whereas the other half showed declines, indicating a regression in skills. Children who were more cognitively advanced and had less autistic behaviors had higher trajectories. Understanding the developmental course of adaptive behavior in FXS has implications for educational planning and intervention, especially for those children showing declines.

Relationship of affect recognition with psychopathology and cognitive performance in schizophrenia

2004 ◽  
Vol 10 (4) ◽  
pp. 549-558 ◽  
Author(s):  
VASILIS P. BOZIKAS ◽  
MARY H. KOSMIDIS ◽  
DIMITRA ANEZOULAKI ◽  
MARIA GIANNAKOU ◽  
ATHANASIOS KARAVATOS
Keyword(s):  
Executive Functions ◽  
Cognitive Abilities ◽  
Visual Memory ◽  
Emotion Perception ◽  
Cognitive Symptoms ◽  
Significant Relationships ◽  
Matching Test ◽  
Affective Information ◽  
Relationship Of ◽  
The Relationship

The purpose of the present study was to explore the relationship between emotion perception and both psychopathology and cognitive functioning in a group of Greek patients with schizophrenia. Thirty-five patients with schizophrenia were assessed with computerized tests of emotion perception, using visual faces (Kinney's Affect Matching Test, KAMT), prosody (Affective Prosody Test, APT), and visual everyday scenarios (Fantie's Cartoon Test, FCT), as well as a facial recognition test (Kinney's Identity Matching Test, KIMT). The patients were also evaluated with the symptoms dimensions derived from the PANSS (positive, negative, cognitive, depression, and excitement) and a battery of neuropsychological tests measuring executive functions, attention, working memory, verbal and visual memory, visuospatial ability, and visual scanning/psychomotor speed. The three emotion perception and face recognition tests correlated significantly with each other. The KAMT was significantly related to the cognitive symptoms dimension of the PANSS and executive functions. The FCT was significantly related to level of education and attention. Finally, the APT was significantly related to the cognitive symptoms dimension, executive functions, and attention. Our findings regarding the significant relationships of affect perception, both facial and vocal, as well as in everyday scenarios, with several cognitive abilities support the notion that deficits in decoding affective information in schizophrenia could be attributed to impairment in more basic neurocognitive domains. (JINS, 2004,10, 549–558.)

The Relationship of Age and Cognitive Characteristics of Drivers to Performance of Driving Tasks on an Interactive Driving Simulator

1995 ◽  
Vol 39 (2) ◽  
pp. 172-176 ◽  
Author(s):  
José H. Guerrier ◽  
P. Manivannan ◽  
Anna Pacheco ◽  
Frances L. Wilkie
Keyword(s):  
Older Adults ◽  
Cognitive Abilities ◽  
Driving Simulator ◽  
Older Drivers ◽  
Cognitive Characteristics ◽  
The Road ◽  
Current Thinking ◽  
Private Car ◽  
Relationship Of ◽  
The Relationship

Older adults depend highly on the automobile to satisfy their mobility needs. They use the private car for the majority of their trips. However, driving is not without risks for older drivers and those who share the road with them. Drivers 65 and older contribute to more accidents per mile driven than younger drivers except those 18-24 years old. Furthermore, they are more likely to be injured or die as a result of such accidents than their younger counterparts. Current thinking suggests that the cognitive abilities of older drivers may be the best explanation for these accidents. This study investigated the contribution of age and specific cognitive, psychomotor, and perceptual dimensions upon the performance of driving tasks on an interactive simulator. The results suggest that age as such does not explain performance of driving tasks. Rather, age-sensitive cognitive characteristics of drivers provide a better understanding of performance of specific driving tasks.

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