Non-verbal cognitive development, learning, and symptoms of PTSD in 3- to 6-year-old refugee children

As IQ tests are commonly used as key assessment method, we address the question whether our commonly used standardized IQ tests are appropriate for children from families of diverse cultures and different educational levels in a refugee population. We examined 109 refugee children aged 3–7 years (M = 5.10 years, SD = 1.25) with the “Kaufman Assessment Battery for Children “ (KABC-II; Kaufmann & Kaufmann, 2015) on a language-free scale (Scale of Intellectual Functioning, SIF) and learning performance (subtest Atlantis). With a non-verbal IQ of 81.5 (SD = 18.01), the population mean of the refugee children is more than one standard deviation lower than the mean of the German norm population. Standardized scores follow the normal distribution and are not correlated to any of the assessed markers of adversity (flight duration, time spent in Germany, child PTSD in parent rating, parental symptom load, and parental education level).Conclusion: The interpretation of IQ test results for refugee children should be done cautiously as results may underestimate their cognitive capacity. Environmental factors, such as high illiteracy among parents in this study, the lack of institutional education of children and high lifetime stress, may explain our findings.Trial registration: DRKS00021150. What is Known:• There is a high pervasiveness for the use of standardized IQ tests in the German health and education system to determine eligibility for special education and social services. What is New:• Refugee children score significantly lower than German children in a language-free IQ test. As results are normally distributed and not correlated to any of the assessed markers of adversity, the low scores in the refugee group might be due to missing formal education.

PENGARUH HASIL PLACEMENT TEST DAN KECERDASAN UMUM(IQ) TERHADAP HASIL BELAJAR MATEMATIKA PEMINATAN SISWA KELAS X IPA SMA NEGERI 1 TAJURHALANG

The PPDB activity of SMAN 1 Tajurhalang was continued with the majors process to determine the program to be followed by new students, whether it was a science program, social science program. This major is guided by the results of the placement test and the results of the general intelligence test or IQ test. Based on this, the writer as a specialization mathematics teacher conducted a research on the Effect of Placement Test Results and General Intelligence (IQ) on Mathematics Learning Outcomes for Students of Class X Science at SMAN 1 Tajurhalang. The purpose of this study was to determine how the influence of Placement results and IQ test results on learning outcomes of mathematics with specialization in class X IPA at SMA Negeri 1 Tajurhalang. The results of the classical assumption test show that the data from the placement test (X1), IQ test results (X2) and Specialization Mathematics Learning Outcomes (Y) are data that are normally distributed, there is no multicollinearity, heteroscedasticity, so that the linearity assumption is met. The value of R = 0.380, and R Square = 0.144, this shows a low or weak but definite correlation and an effect of 14.4%. The results of the t-test Sig. = 0.116 > 0.05. tcount = 1,581 < 2,266, and Sig = 0.000 < 0.05, and the value of tcount = 3.859 > 2.266. This shows that partially the placement test has no effect while the IQ test has an effect. The results of the F test obtained the value of Sig. = 0.000 < 0.05, the value of Fcount = 11.650 < 3.062 indicates that the Y regression coefficient on X1 and X2 is significant or significant. ABSTRAKKegiatan PPDB SMAN 1 Tajurhalang dilanjutkan dengan proses penjurusan untuk menentukan program yang akan diikuti oleh peserta didik baru apakah program IPA, IPS. Penjurusan ini berpedoman pada hasil placement test dan hasil test kecerdasan umum atau test IQ. Berdasarkan ini lah maka penulis sebagai guru matematika peminatan mengadakan penelitian tentang Pengaruh Hasil Placement Test dan Kecerdasan Umum (IQ) terhadap Hasil Belajar Matematika Peminatan Siswa Kelas X IPA di SMAN 1 Tajurhalang. Tujuan penelitian ini adalah untuk mengetahui bagaimana pengaruh hasil Placement dan hasil test IQ terhadap hasil belajar matematika peminatan kelas X IPA di SMA Negeri 1 Tajurhalang. Hasil uji asumsi klasik didapat bahwa data hasil placement test (X1), hasil test IQ (X2) dan Hasil Belajar Matematika Peminatan (Y) merupakan data yang berdistribusi normal, tidak terjadi multikolinieritas, heteroskedisitas, sehingga asumsi linieritas terpenuhi. Nilai R = 0,380, dan R Square = 0,144, hal ini menunjukan korelasi yang rendah atau lemah tapi pasti dan pengaruh sebesar 14,4%. Hasil uji t nilai Sig. = 0,116 > 0,05. thitung = 1,581 < 2,266, dan Sig = 0,000 < 0,05, dan nilai thitung = 3,859 > 2,266. Ini menunjukan bahwa secara parsial placement test tidak berpengaruh sedangkan test IQ berpengaruh. Hasil Uji F didapat nilai Sig. = 0,000 < 0,05, nilai Fhitung = 11,650 < 3,062 menunjukan bahwa koefesien regresi Y atas X1 dan X2 signifikan atau berarti.

Does Physical Fitness Correlate with IQ? A Study among Football Student Athletes

This study aimed to determine the relationship between the level of physical fitness with intellectual intelligence (IQ) in soccer athletes. The research method uses the correlational method. The sample in this study were 13 male soccer athletes who were members of the Soccer Club at the college level. The sampling technique used was purposive sampling. The research instrument used to measure students' physical fitness was the Multilevel Fitness Test (MFT). Meanwhile, the measurement of intellectual intelligence (IQ) uses an IQ test with Standard Progressive Matrices (SPM) test. Data analysis used a correlation test to confirm the relationship between physical fitness and intellectual intelligence (IQ). The results showed that the male soccer athletes' average level of physical fitness (Vo2 Max) was in a good category. The intermediate IQ level is in the High Average category. The correlation test shows a linear relationship between physical fitness and intellectual intelligence (IQ). The better the physical fitness, the higher the intellectual intelligence.

Convergent Validity of a Quick Online Self-Administered Measure of Verbal IQ for Psychology Researchers

Verbal intelligence—which relates to memory performance, abstract reasoning, and g—is often important to account for within psychological research. However, the time demands and financial costs associated with researcher-administered testing using valid measures of intelligence limit researchers’ ability to include such measures within their research. To address this issue, we examined the convergent validity of two tests of verbal intelligence that could be self-administered online with the well-validated Wechsler Abbreviated Scale of Intelligence–Second Edition (WASI-II). An undergraduate sample of participants (N = 104) completed the Self-Administered Verbal IQ Test (SA-VIQT), with a subsection (n = 64) completing the Self-Administered Full Scale IQ Test (SA-FSIQT), both made available online by Open-Source Psychometrics Project. Additionally, all participants were administered the Verbal Comprehension Index (VCI) of WASI-II by a trained researcher, with a subsection administered the full WASI-II including the Perceptual Reasoning Index (PRI) (n = 72). Both online tests demonstrated convergent validity with the WASI-II. While the online tests may only deliver a crude indicator of verbal intelligence, they provide researchers the opportunity for statistical control or screening of participants across large samples in an efficient manner not possible when using researcher-administered testing methods.

Cognitive Development by Zone of Proximal Development (ZPD)

Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.

Social Exchange of Motivated Beliefs

We use laboratory experiments to study whether biases in beliefs grow more severe when people socially exchange these beliefs with one another. We elicit subjects’ (naturally biased) beliefs about their relative performance in an intelligence quotient (IQ) test and allow them to update these beliefs in real time. Part of the way through the task we give each subject access to the beliefs of a counterpart who performed similarly on the test and allow them both to observe the evolution of one another’s beliefs. We find that subjects respond to one another’s beliefs in a highly asymmetric way, causing a severe amplification of subjects’ initial bias. We find no such patterns in response to objective public signals or in control treatments without social exchange or scope for motivated beliefs. We also provide evidence that the pattern is difficult to reconcile with Bayesianism and standard versions of confirmation bias. Overall, our results suggest that bias amplification is likely driven by “motivated assignment of accuracy” to others’ beliefs: subjects selectively attribute higher informational value to social signals that reinforce their motivation.

the effect of Needham’s Constructive Model on the achievement of the 2nd year intermediate students in Mathematics and their attitudes towards it

The study aims to identify the effect of Needham’s Constructive Model on the achievement of the 2nd year intermediate students in Mathematics and their attitudes towards it. The researchers used the experimental design of partial control for the control and experimental groups. The study sample is 68 students, where the experimental group is 34 students, and the control group is (34) students. The researchers prepared two scales as achievement test, which include (30) multiple choice items. Items psychometric properties and statistical analysis have been got, and a scale of attitudes towards mathematics that includes (30) items with three alternatives. Items reliability, validity, discrimination coefficients are got. The two groups were rewarded in the variables of age and previous achievement in mathematics, IQ test and attitudes scale. After applying the experiment and the two study tools on the study sample, the results showed that there were statistically significant differences at the level (0.05) in favour of the experimental group in achievement and attitude towards mathematics. Key words: Needham’s model attitudes toword mathematics

Brief growth mindset and mindfulness inductions to facilitate effort after negative feedback

Negative feedback in academic settings is often unavoidable, although it may directly interfere with the ultimate goal of education, as setbacks can diminish motivation, and may even lead to dropping out of school. Previous research suggests that certain predispositions, inductions, and interventions might mitigate the harmful effects of negative feedback. Among others, growth mindset beliefs and mindfulness meditation were proposed as the most promising candidates that may help students to retain motivation. In a pre-registered, randomized experiment, we gave a disappointing evaluation to 383 university students in a bogus laboratory IQ test situation. Half of the participants previously received a growth mindset induction referring to intelligence as a malleable characteristic, while the other half received a fixed mindset induction referring to intelligence as a stable characteristic that cannot be changed. Then participants had a brief mindfulness meditation session or a control condition. Subsequently, they could choose to complete practice tasks before the final IQ assessment. The number of completed optional tests was used as a behavioral proxy for effort. The results showed no difference in effort for the growth mindset or the mindfulness meditation groups, compared to the other conditions. However, those that reported having higher dispositional mindfulness completed more optional tasks after mindfulness meditation. We concluded that our brief mindset and mindfulness inductions may not be adequate for everyone to alleviate the demotivating effects of negative feedback, but it does not necessarily mean that mindfulness cannot help implementing a growth mindset.

Prenatal Attachment pada Kehamilan Remaja dengan Gangguan Penyesuaian dan Retardasi Mental Berat

Prenatal attachment is an abstract and unidirectional bond between parents and the fetus that develops during pregnancy. It is closely associated with how the mother utilizes her abilities and knowledge to organize and perform the duties related to her maternal role attainment. We report a case of 15 years old girl admitted to the emergency room with an official request of visum et repertum in January 2018 due to becoming suspected sexual violence victim. The history of present illness revealed a 15 y.o. girl G1P0A0, singleton, at 34-36W Estimated Gestational Age with condyloma acuminata. During her pregnancy, she described relatively negative feelings about her pregnancy including shame, anxiety, and anger. She felt lack of energy and motivation since she became aware of her pregnancy, therefore spent her most of her time on the bed. Her IQ-test showed a profound intelligence rate followed by a total score of Strength and Difficulty Questionnaire (SDQ) 16, and scored low in Prenatal Attachment Inventory (PAI) at 31. We concluded that PA scoring can be utilized as a predictor of mother-infant bonding quality after birth, thus the instrument will be beneficial as initial screening before choosing appropriate management for vulnerable population mother.