Aim
This study was aimed at systematically reviewing evidence of the association between breastfeeding and performance in intelligence tests.
Methods
Two independent searches were carried out using ...Medline, LILACS, SCIELO and Web of Science. Studies restricted to infants and those where estimates were not adjusted for stimulation or interaction at home were excluded. Fixed‐ and random‐effects models were used to pool the effect estimates, and a random‐effects regression was used to assess potential sources of heterogeneity.
Results
We included 17 studies with 18 estimates of the relationship between breastfeeding and performance in intelligence tests. In a random‐effects model, breastfed subjects achieved a higher IQ mean difference: 3.44 points (95% confidence interval: 2.30; 4.58). We found no evidence of publication bias. Studies that controlled for maternal IQ showed a smaller benefit from breastfeeding mean difference 2.62 points (95% confidence interval: 1.25; 3.98). In the meta‐regression, none of the study characteristics explained the heterogeneity among the studies.
Conclusion
Breastfeeding is related to improved performance in intelligence tests. A positive effect of breastfeeding on cognition was also observed in a randomised trial. This suggests that the association is causal.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
To meet the urgent requirement of reliable artificial intelligence applications, we discuss the tight link between artificial intelligence and intelligence test in this paper. We highlight the role ...of tasks in intelligence test for all kinds of artificial intelligence. We explain the necessity and difficulty of describing tasks for intelligence test, checking all the tasks that may encounter in intelligence test, designing simulation-based test, and setting appropriate test performance evaluation indices. As an example, we present how to design reliable intelligence test for intelligent vehicles. Finally, we discuss the future research directions of intelligence test.
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CEKLJ, EMUNI, FZAB, GEOZS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Prader–Willi syndrome (PWS) is a genomic imprinting disorder characterized by infantile hypotonia with a poor suck and failure to thrive, hypogenitalism/hypogonadism, behavior and cognitive problems, ...hormone deficiencies, hyperphagia, and obesity. The Stanford Binet and Wechsler (WAIS‐R; WISC‐III) intelligence (IQ) tests were administered on 103 individuals with PWS from two separate cohorts University of California, Irvine (UCI) (N = 56) and Vanderbilt University (N = 47) and clinical information obtained including growth hormone (GH) treatment, PWS molecular classes, weight and height. Significantly higher IQ scores (p < .02) were found representing the vocabulary section of the Stanford Binet test in the growth hormone (GH) treated group when compared with non‐GH treatment in the pediatric‐based UCI PWS cohort with a trend for stabilization of vocabulary IQ scores with age in the GH treated maternal disomy (UPD) 15 subject group. Significant differences (p = .05) were also found in the adult‐based Vanderbilt PWS cohort with 15q11‐q13 deletion subjects having lower Verbal IQ scores compared with UPD 15. No difference in body mass index was identified based on the PWS molecular class or genetic subtype. Medical care and response to treatment with growth hormone may influence intelligence impacted by PWS genetic subtypes and possibly age, but more studies are needed.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Objectives/Hypothesis
In this meta‐analysis, we reviewed observational studies investigating differences in intelligence quotient (IQ) scores of children with unilateral hearing loss compared to ...children with normal hearing.
Data Sources
PubMed Medline, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO.
Methods
A query identified all English‐language studies related to pediatric unilateral hearing loss published between January 1980 and December 2014. Titles, s, and articles were reviewed to identify observational studies reporting IQ scores.
Results
There were 261 unique titles, with 29 articles undergoing full review. Four articles were identified, which included 173 children with unilateral hearing loss and 202 children with normal hearing. Ages ranged from 6 to 18 years. Three studies were conducted in the United States and one in Mexico. All were of high quality. All studies reported full‐scale IQ results; three reported verbal IQ results; and two reported performance IQ results. Children with unilateral hearing loss scored 6.3 points lower on full‐scale IQ, 95% confidence interval (CI) −9.1, −3.5, P value < 0.001; and 3.8 points lower on performance IQ, 95% CI −7.3, −0.2, P value 0.04. When investigating verbal IQ, we detected substantial heterogeneity among studies; exclusion of the outlying study resulted in significant difference in verbal IQ of 4 points, 95% CI −7.5, −0.4, P value 0.028.
Conclusions
This meta‐analysis suggests children with unilateral hearing loss have lower full‐scale and performance IQ scores than children with normal hearing. There also may be disparity in verbal IQ scores. Laryngoscope, 126:746–754, 2016
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to ...describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. One hundred and twenty‐seven instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught to rely heavily on Cattell–Horn–Carroll theory and related interpretive frameworks (e.g., cross‐battery assessment). Additionally, instructors are placing greater emphasis on multicultural sensitivity/culturally and linguistically diverse assessment than in previous decades. Implications for future research, training, and practice are discussed.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Background
Evaluating intelligence using conventional tools is very complex in patients with Prader–Willi Syndrome (PWS), as it is time consuming and requires levels of care that are difficult to ...sustain for this population. Therefore, we explore the ability of a brief test to assess intelligence in these patients.
Methods
This study included individuals with a genetically confirmed diagnosis of PWS, with regular attendance at transdisciplinary treatment in an institution dedicated to the care of rare diseases in Argentina. The Wechsler Intelligence Scale for Children (WISC‐IV), the Wechsler Adult Intelligence Scale (WAIS‐III) and the Kaufman Brief Intelligence Test (K‐BIT) were used.
Results
Correlation was obtained between the scales in paediatric and adult populations. Within the paediatric population, no significant differences were identified between the WISC‐IV scale (Wechsler for paediatrics) and the K‐BIT (56.4 ± 8.6, vs. 53.4 ± 10.1, P = 0.28), with a good agreement between the methods {intraclass correlation 0.79 95% confidence interval (CI) 0.15–0.95}. Regarding the adult population, the discrimination of the WAIS‐III scale (Wechsler for adults) and the K‐BIT of adults (16 years and over) presented an acceptable concordance 0.77 (95% CI −0.09; 0.93), although also underestimating the results (58.3 ± 7.2 vs. 51.1 ± 11.2, P < 0.0001).
Conclusions
We observed the feasibility and potential usefulness of a brief intelligence test (K‐BIT) in patients with PWS with an acceptable agreement with conventional tools.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition WISC‐V and Reynolds Intellectual Abilities Scale, Second Edition RIAS‐2) offer methods for computing ...subtest‐ and composite‐level difference scores. This study uses data provided in the technical manual of the WISC‐V and RIAS‐2 to calculate reliability coefficients for difference scores. Subtest‐level difference score reliabilities range from 0.59 to 0.99 for the RIAS‐2 and from 0.53 to 0.87 for the WISC‐V. Composite‐level difference score reliabilities generally range from 0.23 to 0.95 for the RIAS‐2 and from 0.36 to 0.87 for the WISC‐V. Emphasis is placed on comparisons recommended by test publishers and a discussion of minimum requirements for interpretation of differences scores is provided.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST ...effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty‐three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non‐binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem‐solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Numerous recent studies seem to provide evidence for the general intellectual benefits of working memory training. In reviews of the training literature, Shipstead, Redick, and Engle (2010, 2012) ...argued that the field should treat recent results with a critical eye. Many published working memory training studies suffer from design limitations (no-contact control groups, single measures of cognitive constructs), mixed results (transfer of training gains to some tasks but not others, inconsistent transfer to the same tasks across studies), and lack of theoretical grounding (identifying the mechanisms responsible for observed transfer). The current study compared young adults who received 20 sessions of practice on an adaptive dual n-back program (working memory training group) or an adaptive visual search program (active placebo-control group) with a no-contact control group that received no practice. In addition, all subjects completed pretest, midtest, and posttest sessions comprising multiple measures of fluid intelligence, multitasking, working memory capacity, crystallized intelligence, and perceptual speed. Despite improvements on both the dual n-back and visual search tasks with practice, and despite a high level of statistical power, there was no positive transfer to any of the cognitive ability tests. We discuss these results in the context of previous working memory training research and address issues for future working memory training studies.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
The identification, diagnosis, and categorisation of students who qualified for special education have created long-standing controversy. This article explores Maximilian P.E. Groszmann's measurement ...practices, which were intended to facilitate instruction in the early twentieth-century United States. In 1900, Groszmann established a private residential school for "atypical" children and developed his own method of measuring these children's capabilities, an alternative to the Binet scale. "Atypical" children were defined as those who deviated from the average human type but had the potential of a "normal" child. Thus, they were children who were classified between normal and abnormal. Groszmann's methods were based on his conviction that "atypical" children's development was closely and intricately related to their social environment. His holistic perception of "atypical" children's development led Groszmann to try to take a wider view of their difficulties, reactions, and experiences. Groszmann's answers to the questions of what, where, and why to measure children differed from those of advocates of intelligence testing. In short, his methods were intended to help children adapt to their social environment, not to label and sort them as "atypical" or socially incapable.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
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