Verbal skills in relatives of autistic females

First-degree relatives of 26 autistic females and 26 Down's syndrome females were tested on a battery of verbal tasks designed to detect subtle anomalies. No differences were found when comparing parents of the two groups, but there was a significant difference between siblings. This result was accounted for by a lower performance of the brothers of autistic subjects. The verbal scores of the relatives, either parents or siblings, were not related to the IQ of the proband. Findings are discussed in relation to the hypothesis of genetic and/or environmental factors in autism.     

Cognitive deficits in parents from multiple-incidence autism families

This study compares parents of two autistic children with parents of a Down syndrome (DS) proband, on tests of intelligence, reading and spelling, and executive function. Autism parents performed significantly worse than DS parents on performance IQ, a test of executive function, and some reading measures (e.g. passage comprehension and rapid automatized naming). These results suggest that cognitive deficits may be an expression of the underlying genetic liability for autism and that these characteristics may contribute to a more broadly defined autism phenotype.     

Identification and cloning of three novel human G protein-coupled receptor genes GPR52, PsiGPR53 and GPR55: GPR55 is extensively expressed in human brain

OBJECTIVES: To examine the psychoeducational profile associated with the chromosome 22q11.2 microdeletion (DiGeorge/velocardiofacial syndrome). STUDY DESIGN: Thirty-three patients (aged 6 to 27 years) with a 22q11.2 microdeletion underwent psychoeducational testing as part of a comprehensive evaluation. Nonparametric statistics were used to compare verbal and performance IQ, academic achievement scores, and receptive versus expressive language scores. Post hoc comparisons were made of IQ subtest scores and of language versus verbal IQ. RESULTS: Full-scale IQ ranged from the normal to the moderately retarded range. Mean verbal IQ was significantly higher than mean performance IQ. In a similar manner, mean reading and spelling scores were superior to the mean mathematics score, although achievement scores typically were in the range of verbal IQ. In addition, many children showed clinically significant language impairments, with mean language scores lower than mean verbal IQ. CONCLUSIONS: The IQ and academic profiles are reminiscent of a "nonverbal learning disability," although achievement was not discrepant from IQ. The coincidence of language impairment with a relative strength in reading belies a unique neuropsychologic profile. Educational programming for these children must address both verbal and nonverbal deficits.     

A longitudinal study of cognitive abilities and educational attainment in Williams syndrome

The paper reports on changes in IQ scores and in reading, spelling and arithmetic skills over time in 23 young adults with Williams syndrome. They were first assessed in their early to mid-teens and followed up 8 to 9 years later, at an average age of 21 years 9 months. Cognitive assessments indicated increases in Full Scale, Verbal and Performance IQ scores. These increases allow us to conclude that in the case of Williams syndrome (unlike some other conditions) there does not appear to be a decline in the rate of cognitive development over time. Comparisons of Reading, Spelling and Arithmetic scores attained at first and second testing periods revealed only modest increases in reading accuracy and spelling scores, a slight decline in reading comprehension scores, and little change in arithmetic test scores. Differences in the tests used at the two assessment periods do not allow for definitive conclusions to be drawn, but the findings suggest that individuals with Williams syndrome make little progress in their educational skills beyond their early teenage years.     

Memory functioning in children and adolescents with autism.

Objective: Memory functioning in children and adolescents ages 5–19 with autism (n = 50) and typically developing controls (n = 36) was assessed using a clinical assessment battery, the Test of Memory and Learning (TOMAL). Method: Participant groups were statistically comparable in age, nonverbal IQ, handedness, and head circumference, and were administered the TOMAL. Results: Test performance on the TOMAL demonstrated broad differences in memory functioning in the autism group, across multiple task formats, including verbal and nonverbal, immediate and delayed, attention and concentration, sequential recall, free recall, associative recall, and multiple-trial learning memory. All index and nearly all subtest differences remained significant even after comparing a subset of the autism group (n = 36) and controls that were matched for verbal IQ (p > .05). However, retention of previously remembered information after a delay was similar in autism and controls. Conclusions: These findings indicate that performance on measures of episodic memory is broadly reduced in autism, and support the conclusion that information encoding and organization, possibly due to inefficient cognitive processing strategies, rather than storage and retrieval, are the primary factors that limit memory performance in autism. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Are IQ scores valid for children who are poor readers?

Remedial services for children with reading problems are often allocated according to discrepancies between reading and IQ scores. Results of some recent research suggest, however, that IQ scores of poor readers do not covary with their levels of functioning in other cognitive domains. This study evaluated whether the external validity of IQ scores (from the Wechsler Intelligence Scale for Children—Revised [WAIS—R]) was moderated by reading levels within 2 separate samples of a total of 382 referred children (aged 7–16 yrs). It was found that IQ scores had expected correlations with external measures of verbal, visual-spatial, short-term memory, and arithmetic ability, and that these relations were invariant across levels of reading skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex and lesion locus on measures of intelligence.

Previous reports of the cognitive effects of lateralized brain damage in men and women have been conflicting, some suggesting significant differences in the pattern of intellectual deficits and others failing to do so. This article reports Wechsler Adult Intelligence Scale (WAIS) IQ data from 64 patients with cortical neoplasms confined to one of four brain quadrants. Analyses indicated a significant main effect for lesion laterality for verbal IQ scores (but not for performance IQ scores) as well as for verbal IQ–performance IQ difference scores. There were no significant main effects for sex or lesion site (in the anterior–posterior dimension) and no significant interactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pilot neuropsychological findings from a treatment regimen consisting of intensive chemotherapy and bone marrow rescue for young children with newly diagnosed malignant brain tumors

Ten children (6 girls and 4 boys) who completed a protocol in which their localized brain tumors were successfully treated without cranial irradiation were referred for neuropsychological assessment. At the time of testing, they were disease free without any neuroaxis dissemination or leptomeningeal disease. Tumor types included pineoblastoma, glioblastoma, ependymoma, PNET and medulloblastoma. They had a mean age of 5 years and 8 months (SD = 1.86; range = 2.1-8.9 years) and were an average of 37.8 months post bone marrow transplant (SD = 16.42; range = 14-58 months). Neuropsychological data from this study reveal that the mean scores for this nonradiated group of children were within the average range for the following domains: academic achievement tests of reading, spelling and mathematics, verbal and visual memory, visual-motor integration, social-emotional and behavioral functioning. Furthermore, this group of children were performing within the low average range of overall Intelligence, as well as both verbal IQ/verbal reasoning and performance IQ/abstract visual reasoning. On tasks of fine motor dexterity, this group was within the low average range when using their dominant hand; however, they performed within the borderline range when using their non-dominant hand. Of note, this group of children demonstrated significant deficits within the borderline to impaired ranges on language tasks of expressive picture naming and receptive picture vocabulary.     

Vector competence of mosquitoes (Diptera:Culicidae) from Massachusetts for a sympatric isolate of eastern equine encephalomyelitis virus

This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as Group A. Group R-S showed the opposite pattern. Each group included 30 participants ranging in age from 7 to 16 years, with a mean age of 10 years. The boy-to-girl ratios were 16:14 and 19:11 in Group A and Group R-S, respectively. Comparisons using measures from the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) indicated that Group A was weaker in nonverbal skills than Group R-S, despite equivalent overall IQ scores between the two groups. Group R-S showed a within-group strength in nonverbal versus verbal skills. Group A students were more likely than Group R-S students to have counseling provided as part of their Individualized Education Program, suggesting greater socioemotional difficulty among Group A students. The present study supports the connection between nonverbal skills and socioemotional functioning noted by previous researchers, and generalizes findings from earlier studies to more current test editions.     

Comparison of the WAIS and WAIS—R: Different results for different IQ groups.

Using a procedure that eliminated repetition of identical items, thus avoiding order effects, we administered the Wechsler Adult Intelligence Scale (WAIS) and the WAIS—Revised to 108 subjects. All correlations between the two tests were significant and similar to those reported in the WAIS—R manual. For the group as a whole, verbal, performance, and full scale IQ scores on the WAIS—R were significantly lower than their respective WAIS scores; however, this difference was not consistent across IQ levels. Subjects of both average and borderline intelligence had WAIS IQ scores significantly above their WAIS—R scores. For the mildly retarded subjects, the performance IQs were equal for the WAIS and WAIS—R, whereas the WAIS—R verbal and full scale IQ scores were higher than the corresponding WAIS IQ scores. However, these score differences were small (1 point) and of little practical value. The differences of moderately retarded subjects, on the other hand, were large and in the reverse direction: the WAIS—R IQ scores were significantly higher than the WAIS IQ scores. Clinical implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is body mass index in old age related to cognitive abilities? The Lothian Birth Cohort 1936 Study.

We tested the hypothesis that the previously reported association between a higher body mass index (BMI) and poorer cognition in later adulthood is an artifact of confounding by previous cognitive ability and socioeconomic status. Participants were 1,079 adults aged about 70 years in the Lothian Birth Cohort 1936 Study, on whom there are IQ data from age 11. Cognitive outcome measures included: IQ at age 70 using the same test that was administered at age 11; composite measures of general cognitive ability (g factor), speed of information processing, and memory; and two tests of verbal ability. People classified as overweight or obese in later adulthood had significantly lower scores on tests of childhood IQ, age 70 IQ, g factor, and verbal ability. There was no significant association with processing speed or memory performance. After adjusting for childhood IQ and social class in general linear models, associations with age 70 IQ and g factor were nonsignificant or attenuated. However, throughout the models, there was a persistent (inverse) relationship between BMI and performance on the National Adult Reading Test (NART) and Wechsler Test of Adult Reading (WTAR), which remained significant after full adjustment for all sociodemographic and health covariates (for the NART, p = .025; for the WTAR, p = .011). The findings suggest that the previously reported BMI–cognition associations in later adulthood could be largely accounted for by prior ability and socioeconomic status, and by the possible influence of these factors on the adoption of health behaviors in adulthood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and validation of the Signed Paired Associates Test.

Objective: To develop and validate a verbal (sign-based) test of learning and memory for individuals who are deaf. Method: Completed test development, determined performance norms, investigated correlation with IQ, and evaluated discriminant validity in healthy versus clinical participant samples. Participants: Thirty-eight deaf adults screened as free from brain impairment and 35 deaf adults referred for cognitive testing. Outcome measure: Signed Paired Associates Test (SPAT). Results: Healthy participant norms were similar to pilot study norms. SPAT performance was correlated with IQ. The healthy sample scored significantly better than the clinical sample on all 13 SPAT performance elements analyzed. Performance patterns paralleled those commonly found with other tests of verbal learning and memory. Conclusions: SPAT shows utility as a test of verbal learning and memory for sign language users and evidence of validity in detecting verbal cognitive impairment in that population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adoption and Cognitive Development: A Meta-Analytic Comparison of Adopted and Nonadopted Children's IQ and School Performance.

This meta-analysis of 62 studies (N=17,767 adopted children) examined whether the cognitive development of adopted children differed from that of (a) children who remained in institutional care or in the birth family and (b) their current (environmental) nonadopted siblings or peers. Adopted children scored higher on IQ tests than their nonadopted siblings or peers who stayed behind, and their school performance was better. Adopted children did not differ from their nonadopted environmental peers or siblings in IQ, but their school performance and language abilities lagged behind, and more adopted children developed learning problems. Taken together, the meta-analyses document the positive impact of adoption on the children's cognitive development and their remarkably normal cognitive competence but delayed school performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence that IQ scores are irrelevant to the definition and analysis of reading disability.

250 reading disabled and 719 nondisabled Ss (aged 7–16 yrs) with IQs ranging primarily from 80 to 110 were divided into groups based on scores from the Wechsler Intelligence Scale for Children—Revised (WISC—R), the Peabody Picture Vocabulary Test, and Vocabulary and Block Design subtests. Ss were assessed, using the Illinois Test of Psycholinguistic Ability, the Goldman-Fristoe-Woodcock Sound-Symbol Test, the Gilmore Oral Reading Test, and subtests of other measures. Results show that the presence or absence of reading disability was a better predictor of performance than IQ test scores on tasks involving reading, spelling, understanding of syntax, and short-term and working memory. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improved peripheral nerve conduction, EEG and verbal IQ after bone marrow transplantation for adult metachromatic leukodystrophy

A 28-year-old woman with a 4 year history of slowly progressing 'frontal dementia' was diagnosed as having adult metachromatic leukodystrophy and was followed for 4 years after bone marrow transplantation (BMT). MRI, neurophysiological tests (EEG, ENeG, VEP, SEP and BAEP) and neuropsychological assessment were performed before, and repeatedly after BMT. MRI showed symmetrical white matter lesions in the frontal and parieto-occipital lobes and in the corpus callosum. EEG showed frontal and temporal slow wave abnormalities and nerve conduction was slow. Neuropsychological tests showed cognitive impairment in executive functions, decline in visuospatial-constructive and spatial memory tasks and disorganized thinking. IQ was low (52), with slightly better values for verbal IQ than for performance IQ. After BMT, the patient was followed for 4 years. Clear improvements were seen in EEG, in peripheral nerve conduction and in neuropsychological tests (especially in verbal IQ). MRI findings were unchanged. We believe that the improvement in our patient resulted from the bone marrow transplantation.     

Neuropsychological and psychosocial effects of the FMR-1 full mutation: Case report of monozygotic twins discordant for the fragile X syndrome.

An extensive evaluation was conducted with 16-yr-old monozygotic twins concordant for the fragile X full mutation but discordant for mental retardation. The clearly affected twin had an IQ score of 47; 77% of her neuropsychological z scores were at least 2 SDs below average. Her sister had an IQ score of 105 and average neuropsychological performance. However, each girl demonstrated relative verbal strengths and visual-spatial weaknesses. Their parents rated each girl as having significant problems with attention, conduct, anxiety-withdrawal, and hyperactivity. The girls did not rate themselves as having significant anxiety. These findings are consistent with group data on females with fragile X and demonstrate the wide range of effects associated with the fragile X full mutation. This case report implicates the importance of a psychosocial phenotype of fragile X independent of cognitive ability level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wechsler Intelligence Scale for Children-Third and -Fourth Edition predictors of academic achievement in children with attention-deficit/hyperactivity disorder.

IQ and achievement scores were analyzed for 678 children with attention-deficit/ hyperactivity disorder (ADHD; 6-16 years of age, IQ≥80) administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; n=586) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV, n=92). Approximately 76% of children in both samples were identified with a learning disability (LD). LD in written expression was more common than in reading or math. For both the WISC-III and the WISC-IV, full-scale IQ was the strongest single predictor of achievement in all areas. The verbal subtests comprising the Freedom from Distractibility/Working Memory Index (FDI/WMI) and Verbal Comprehension Index were more highly correlated with achievement scores than the nonverbal subtests on both the WISC-III and WISC-IV. The most powerful predictors of LD, however, were the FDI/WMI and Processing Speed Index (PSI) subtests. These findings suggest that verbal intelligence is more influential in determining level of academic achievement, whereas cognitive abilities assessed by FDI/WMI and PSI are more important in determining LD in children with ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alcohol intake and cognitive abilities in old age: The Lothian Birth Cohort 1936 study.

Objective: Moderate alcohol consumption has been associated with better cognitive performance in late adulthood, possibly by improving vascular health. Few studies have examined the potentially confounding roles of prior cognitive ability and social class in this relationship. Method: Participants were 922 healthy adults about 70 years old in the Lothian Birth Cohort 1936 study, for whom there are IQ data from age 11. Alcohol consumption was obtained by self-report questionnaire. Cognitive outcome measures included general cognitive ability, speed of information processing, memory, and verbal ability. Results: Moderate to substantial drinking (>2 units/day) was associated with better performance on cognitive tests than low-level drinking (≤2 units/day) or nondrinking in men and women. After adjusting for childhood IQ and adult social class, most of these associations were removed or substantially attenuated. After full adjustment, a small, positive association remained between overall alcohol intake and memory (women and men) and verbal ability (women only). Women's overall alcohol intake was derived almost exclusively from wine. In men, effects differed according to beverage type: wine and sherry–port consumption was associated with better verbal ability, but beer was associated with a poorer verbal ability and spirits intake was associated with better memory. Conclusions: Prior intelligence and socioeconomic status influence both amount and type of alcohol intake and may partly explain the link between alcohol intake and improved cognitive performance at age 70. Alcohol consumption was found to make a small, independent contribution to memory performance and verbal ability, but these findings' clinical significance is uncertain. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement.

Two groups of 5-yr-old children whose fathers' occupations differed markedly in education and skill levels were seen in preschool, where they were given tests of performance IQ, receptive vocabulary and grammar, verbal working memory, phonological sensitivity, letter knowledge, and novice reading ability. At the end of 1st Grade, academic achievement was assessed. Marked group differences were observed on most measures. Most differences remained after performance IQ effects were controlled. When general verbal ability effects were controlled, differences in phonological sensitivity and word-level reading and arithmetic achievement remained. When phonological sensitivity effects were also controlled, differences remained only in arithmetic performance. The same general pattern of results was observed in converging hierarchical multiple regression analyses. Overall, the results are consistent with the view that SES differences in word-level reading achievement are mediated partly through preexisting differences in phonological sensitivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)