A Validated WISC-V Short-Form to Estimate Intellectual Functioning in Very Preterm Children at Early School Age

Very preterm children (gestational age < 32 weeks) frequently show neurodevelopmental difficulties (Inattention/dysexecutiveness) throughout their life-stages. A scarcity of resources, along with this population’s cognitive vulnerability, makes the neuropsychological evaluation of these children both complicated and time-consuming. This study aimed to develop a specific and valid Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) short-form to estimate intellectual functioning in this population. Eighty-four very preterm children (39 female; mean age = 6.50; SD: 0.06) were assessed with the WISC-V. Short-forms were developed following two independent strategies: a) multiple linear regressions for each index; b) correlational analyses between scores on all administered subtests and Full-Scale IQ. Validity of short-forms was analyzed. A short-form (Vocabulary, Matrix Reasoning, Picture Span, and Symbol Search) that satisfied 2/3 validation criteria was proposed. This validated short-form could facilitate the identification of cognitive difficulties in very preterm children, so that they could benefit from early care and support services, avoiding long assessment procedures.

Anxiety severity and cognitive function in primary care patients with anxiety disorder: a cross-sectional study

Background Deficits in cognitive performance are reported in patients with anxiety disorders, but research is limited and inconsistent. We aimed to investigate cross-sectional associations between cognitive function, with focus on executive function, and anxiety severity in primary care patients diagnosed with anxiety disorders. Methods 189 Swedish patients aged 18–65 years (31% men) with anxiety disorders diagnosed according to Mini International Neuropsychiatric Interview were included. Severity of anxiety was assessed using Beck Anxiety Inventory self-assessment scale. Digit span, block design and matrix reasoning tests from the Wechsler Adult Intelligence Scale IV, and the design fluency test from the Delis-Kaplan Executive Function System were used. Multivariable linear regression models were applied to investigate the relationship of anxiety severity and cognitive functioning. Comparisons were also performed to a normed non-clinical population, using the Wilcoxon signed rank test. Results More severe anxiety was associated with lower digit span test scores (R2 = 0.109, B = -0.040, p = 0.018), but not with block design, matrix reasoning or design fluency tests scores, after adjustment for comorbid major depression in a multivariable model. When compared to a normed population, patients with anxiety performed significantly lower on the block design, digit span forward, digit span sequencing and matrix reasoning tests. Conclusions Severity of anxiety among patients with anxiety disorder was associated with executive functions related to working memory, independently of comorbid major depression, but not with lower fluid intelligence. A further understanding of the executive behavioral control in patients with anxiety could allow for more tailored treatment strategies including medication, therapy and interventions targeted to improve specific cognitive domains.

Preliminary evidence for the Matrix Matching Test as a valid and reliable measure of general cognitive ability in adolescents

Introduction: In research, a simple measure of general cognitive ability is often required. One method is the Matrix Matching Test, a brief, free-to-use, language-free assessment of general cognitive ability or intelligence in adults, which taps both fluid and crystalized processes. We investigated its reliability and validity with adolescent participants. Method:The Matrix Matching Test was administered to 111 participants, aged 12 to 17 (46% female).Subsamples also completed two standard measures of cognitive ability: Vocabulary (crystalized) and Matrix Reasoning (fluid) tests from the Wechsler Intelligence Scale for Children IV (WISC-IV). Results: The Matrix Matching Test was found to have acceptable internal consistency and good retest reliability. Criterion validity was indicated by its ability to distinguish between psychosocially deprived participants living in foster care (n = 40) and controls, and by its positive correlation with grade point average. There were large positive correlations between the Matrix Matching Test and the standard measures of Vocabulary, and Matrix Reasoning, suggesting convergent validity. Conclusions: Our preliminary evidence suggests that The Matrix Matching Test is a reliable and valid measure of general cognitive ability for ages 12 to 17.

Intelligence trajectories in individuals at ultra-high risk for psychosis: An 8-year longitudinal analysis

Background: Cognitive impairment is a well-documented predictor of transition to a full-threshold psychotic disorder amongst individuals at ultra-high risk (UHR) for psychosis. However, less is known about whether change in cognitive functioning differs between those who do and do not transition to a psychotic disorder. Studies to date have not examined trajectories in intelligence constructs (e.g., acquired knowledge and fluid intelligence), which have demonstrated marked impairments in individuals with schizophrenia. This study aimed to examine intelligence trajectories using longitudinal data from three time-points, spanning an average of eight years.Methods: Participants (N=139) at UHR for psychosis completed the Wechsler Abbreviated Scale of Intelligence (WASI) at each follow-up. Linear mixed-effects models mapped changes in WASI Full-Scale IQ (FSIQ) and T-scores on Vocabulary, Similarities, Block Design, and Matrix Reasoning subtests.Results: The sample showed stable and improving trajectories for FSIQ and all subtests. There were no significant differences in trajectories between those who did and did not transition to psychosis and between individuals with good and poor functional outcomes. However, although not significant, the trajectories of the acquired knowledge subtests diverged between transitioned and non-transitioned individuals (β=−0.12, 95% CI [−0.29, 0.05] for Vocabulary and β=−0.14, 95% CI [−0.33, 0.05] for Similarities). Conclusions: There was no evidence for long-term deterioration in intelligence trajectories in this UHR sample. As the small sample of individuals who transitioned may have limited our ability to detect subtle differences, future studies with larger sample sizes are needed to explore potential differences in intelligence trajectories between UHR transition groups.

Getting at Underlying Mechanisms of Far Transfer - the Mediating Role of Near Transfer

The extent that working memory training improves performance on untrained tasks is highly controversial. Here we address this controversy by testing the hypothesis that far transfer may depend upon near transfer using mediation models in three separate randomized controlled trials (RCTs). In all three RCTs, totaling 460 individuals, performance on untrained N-back tasks (near transfer) mediated transfer to Matrix Reasoning (a measure of fluid intelligence, representing far transfer). Untrained N-back performance also mediated transfer to a working memory composite (RCT 3). These findings support a model of N-back training in which transfer to untrained n-back tasks gates further transfer, at least in the case of working memory at the construct level, and matrix reasoning. This model can help adjudicate between the many studies and meta-analyses of working memory training that have provided mixed results but have not examined the relationship between near and far transfer on an individual differences level.

Dangers of including outcome at baseline as a covariate in latent change score models

Latent change score modelling is a version of structural equation modelling for measuring change between measurements. It seems quite common to regress change on the initial value included in the calculation of the change score (i.e. ΔY (= Y2 – Y1) is regressed on Y1). However, similarly as in simpler regression analyses, this procedure may make findings susceptible to the influence of regression to the mean. This suspicion was verified in the present simulations. An empirical application, including re-analyses of previously published data, indicated that previously claimed reciprocal promoting effects of vocabulary and matrix reasoning on each other’s longitudinal development may actually be due to regression to the mean. Researchers are recommended not to regress change on the initial value included in the calculation of the change score when employing latent change score modelling, or at least to verify findings with analyses omitting this parameter.

A Fault Diagnosis Method Considering Meteorological Factors for Transmission Networks Based on P Systems

Bad meteorological conditions may reduce the reliability of power communication equipment, which can increase the distortion possibility of fault information in the communication process, hence raising its uncertainty and incompleteness. To address the issue, this paper proposes a fault diagnosis method for transmission networks considering meteorological factors. Firstly, a spiking neural P system considering a meteorological living environment and its matrix reasoning algorithm are designed. Secondly, based on the topology structure of the target power transmission network and the action logic of its protection devices, a diagnosis model based on the spiking neural P system considering the meteorological living environment is built for each suspicious fault transmission line. Following this, the action messages of protection devices and corresponding temporal order information are used to obtain initial pulse values of input neurons of the diagnosis model, which are then modified with the gray fuzzy theory. Finally, the matrix reasoning algorithm of each model is executed in a parallel manner to obtain diagnosis results. Experiment results achieved out on IEEE 39-bus system show the feasibility and effectiveness of the proposed method.

Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies

This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia ( Mage = 103 months) and 48 age-matched typical developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, and the global deficit (GD) subtype. After controlling for English language experience, age, and gender, all three dyslexia subtypes performed significantly worse in English word reading fluency and dictation than TD children. In addition, PD performed worse in English PA; OD performed worse in English OA; and GD performed worse in all English skills except English PM. We compared the level of impairment in literacy between languages and dyslexia subtypes. In word reading fluency, all subtypes experienced less impairment in English than Chinese, while OD showed the largest English advantage. In dictation, only OD showed a significant language effect favoring English. The findings suggest that different subtypes of Chinese dyslexia bear different risks for difficulties in English literacy.