Children's achievement and self-evaluations in mathematics: A longitudinal study.

Investigated changes in the correlation between mathematics achievement and self-ratings from 105 children who were tested in Grades 2, 5, and 10. Ss had completed the WISC Arithmetic subtest in Grades 2 and 5; the Wide Range Achievement Test (WRAT) Arithmetic subtest in Grades 2, 5, and 10; and the WRAT and 3 additional mathematics tests in Grade 10. Structural modeling with LISREL was used to estimate the reciprocal relationship between constructs measured by computational and problem-solving tests and self-rating scales. Results show that between Grades 2 and 5 mathematics achievement is causally related to self-ratings of ability. There was evidence that between Grades 5 and 10 the strength of this causal relationship diminished. The importance of this developmental finding derives from the fact that theorists' generalizations about achievement and self-concept often have not been sensitive to the factor of age. During neither time span did self-perceptions have any significant causal influence on later achievement. The accuracy of Ss' self-ratings, as assessed by correlations with actual achievement, increased between Grades 2 and 5; there was no appreciable change after that. Mathematics achievement showed very high stability from year to year, whereas stability of self-ratings was considerably less. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of brief training on sex-related differences in visual–spatial skill.

83 undergraduates were pretested on 4 standard tests of visual–spatial skill, including the Group Embedded Figures Test and the Space Relations Test of the Differential Aptitude Tests. Half of the Ss were given 3 hrs of training relevant to the spatial tasks presented by 3 of the tests; all Ss were then posttested. The hypothesis that spatial "ability" is susceptible to practice and training effects was strongly supported. MANOVA showed that experimental Ss improved significantly more than controls, males and females improved equally and substantially, and training effects generalized to the untrained spatial task. The hypothesis that females score lower on spatial tests because they lack relevant practice was also supported; when female experimental Ss were compared with male controls on the posttests, the sex-related pretest difference favoring males was eliminated. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Executive function deficits in mild Alzheimer's disease.

Twenty mildly impaired patients with Alzheimer's disease (AD; Mini-Mental State Examination; [MMSE]?=?25.1) and 20 controls (MMSE?=?29.4) were administered 7 tests to assess executive function. Tests of memory, naming, and copying were included. The executive function tests were the Self-Ordering Test, Controlled Oral Word Association Test (FAS), Trail Making Test, Hukok Logical Matrices, the Proverb Interpretation Test, the Similarities subtest of the Wechsler Adult Intelligence Scale—Revised, and the Cued Reaction Time Test. AD patients differed significantly from controls on 4 executive function tests (the Self-Ordering, Hukok, Trail Making, and FAS) and on the memory test. The executive function tasks on which the AD patients were impaired in comparison with controls primarily required concurrent manipulation of information. Tests of simple concept formation, cue-directed behavior, attention, naming, or figure copying did not differentiate the groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Everyday cognition and mortality: Performance differences and predictive utility of the Everyday Cognition Battery.

In this article, the authors examine the relationship between everyday cognition and mortality. Data were initially collected in 1996-1997 from 171 community-dwelling older people ranging in age from 60 to 92 years old (M = 74 years, SD = 7.38). Participants completed the Everyday Cognition Battery (ECB; J. C. Allaire & M. Marsiske, 1999, 2002) as well as basic cognitive ability tests. Results indicated that participants who died since testing (n = 56) had performed significantly worse than did still-living participants on all measures. Additionally, performance on the ECB Knowledge Test was a significant predictor of death even after controlling for basic cognitive abilities, demographics, and self-rated health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Antisocial personality disorder, childhood delinquency, and frontal brain functioning: EEG and neuropsychological findings

This experiment examined the ability of EEG activity and neuropsychological testing to predict both antisocial personality disorder (ASP) and retrospective self-ratings of early childhood problem behaviors (CPB). Regression analyses found that increased frontal left-hemisphere EEG activation was associated with a decreased likelihood of the diagnosis of ASP or CPB. An association was also found between several motor tests of the Luria-Nebraska and Porteus Maze Test scores and CPB/ASP. The current findings suggest that ASP and CPB are associated with variations in frontal lobe functioning. They further suggest that disturbances in prefrontal functioning may be a common biological ground that links ASP, substance abuse, and biological mechanisms of reinforcement.     

Predictive validity of readiness tests for middle and lower socioeconomic status Anglo, Black, and Mexican American children.

Administered the Metropolitan Readiness Tests, Slosson Intelligence Test, Slosson Oral Reading Test, Clymer-Barrett Prereading Battery, and Language and Concepts subtests of the Tests of Basic Experiences to 411 Anglo, Black, and Mexican-American first-grade children from middle and lower socioeconomic status (SES) homes. Criterion variables consisted of measures of intelligence at 2nd grade and achievement at 2nd and 4th grades. 77% of the correlations were statistically significant for the total sample. However, important differences existed between the 3 racial-ethnic groups and 2 social classes. The readiness tests tended to be most valid for Anglos and least valid for Blacks. Within each racial-ethnic group, the tests tended to be more valid for middle than for lower SES Ss. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting code efficiency of radiotelegraphers by means of aural tests.

Ten aural tests (including adapted versions of the six-part Seashore Measures of Musical Talents, a Dot Perception Test, Code Distraction Test, Army Radio Code Test, and Signal Corps Code Aptitude Test) were administered to 400 entry radio operator trainees. In addition the Radio Operator Aptitude Index, based only on printed tests, was used. Scores were correlated with a code receiving performance criterion after 14 weeks of training. The best single predictor was the ARC (r = .44); a combination of the ARC, Rhythm Discrimination, and Code Distraction Tests, yielded a multiple R of .513. "… aural tests are likely to achieve a degree of prediction of later code proficiency not possible by printed tests alone." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between self-rated functional status and psychosocial stress in patients suffering from rheumatoid arthritis

BACKGROUND: To assess relationship between psychosocial factors and self-rated functioning in rheumatoid arthritis (RA). METHODS: In 66 RA patients (mean age +/- SD = 50.8 +/- 12.6 years, women 49 (74%), illness duration mean +/- SD = 13.4 +/- 10.5 years) aspects of developmental psychosocial stress thought to influence human behavior were assessed in an in depth interview using structured biographical history. Furthermore evaluation included Trait anxiety, global functional status according to the ACR criteria, radiological staging of illness and patients' self-ratings of functioning obtained by the Health Assessment Questionnaire (HAQ). Bivariate correlations were performed using psychosocial and somatic factors and self-rated functional status. RESULTS: Scores of developmental psychosocial stress significantly correlated with interviewers scoring of nurture (r = -0.722, p < 0.001) indicating good internal consistency of interview data. Significant correlations were found between patients' scoring of functional status (HAQ) and (i) ACR criteria (r = 0.490, p < 0.0001) and (ii) score of Trait anxiety (r = 0.367, p < 0.003). There was no significant correlation between developmental psychosocial stress and HAQ score. CONCLUSION: Developmental psychosocial stress does not significantly contribute as to how RA patients perceive their functional ability. In a proportion of RA patients self-rated functional status may depend on the patients disposition (e.g. neuroticism) probably promoting impaired illness behavior (e.g. regressive tendencies) which should be considered in assessing treatment procedures.     

Rendement en lecture et vitesse du traitement de l'information chez les enfants de 6 à 8 ans.

The following study aims at testing information processing rate (IPR) measurements by verifying their potential relationship with the reading performance of children between 6 and 8 years old. One hundred and five children were involved in the study. Rate measurements were done with three tools, namely the Tests de rendement cognitif pour adultes présentant une déficience intellectuelle (Cognitive performance test for mentally retarded adults) (TRCA; Loranger & Pépin, 1997), the Temps de réaction des Tests de rendement cognitif pour enfants (TRCE; Loranger & Pépin, 1998) (Response time of cognitive performance tests for children) and the Rapid automatized naming test (RAN Test; Denckla & Rudel, 1976b). The reading performance as such is evaluated with the Test d'habiletés en lecture (THAL; Pépin & Loranger, 1999) (Reading skills test) and with the Test phonologique (Melan?on, Ziarko & Gagnon, dans Melan?on, 1997) (Phonological Test). The results of the canonical correlations analyses indicate the existence of moderate relations (0.66 and 0.55) between the different rate measurement and reading performance groupings. Results show that the IPR maintains significant relations with reading performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of abstract behavior in a non-Western culture.

The question was raised whether tests of abstract ability were valid for cross-cultural comparisons. The first group of Ss consisted of 27 boys, about 15 years of age, from the Accra urban area, all of whom received the Goldstein-Scheerer Cube Test. The second group consisted of 317 boys who received the Raven Progressive Matrices Test on three successive weeks. The third group consisted of 32 boys who took the Kohs Block Design Test, administered and scored according to McConnell. The results showed that the cube Test performance is affected by environmental influences, and that the Progressive Matrices is susceptible to practice effects. Paradoxically the third group did about as well as McConnell's Ss on the Kohs Blocks who were shown to perform at a level comparable to Wechsler's standardization group. It was concluded that tests of abstract ability are no more "culture-free" than tests of intelligence. 30 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of a French immersion program: The Ottawa study through Grade five.

Assessed a Canadian French immersion program in which English-speaking pupils attending English schools are taught partially or completely in French. The program involved nearly 33% of the children who entered the Ottawa public school system in kindergarten. The sample included 4 representative classes at each of Grades 3, 4, and 5 from the immersion program and 4 similar classes from the regular English programs. The 2 groups were matched according to socioeconomic status characteristics and were generally from a middle to upper-middle-class background. Ss were administered several measures including the Canadian Cognitive Abilities Test and Canadian Tests of Basic Skills. Only Grade 5 students were given the Metropolitan Science Test only. French immersion pupils were given a set of achievement tests in French and tests of reading comprehension in French. Results indicate that immersion group Ss were in general on the same level with or ahead of the regular English in most academic areas considered (e.g., work-study skills and mathematics) and were performing satisfactorily in French. (French summary) (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of computer programming on young children's cognition.

Assessed the effects of learning computer programming on the cognitive style (reflectivity, divergent thinking), metacognitive ability, cognitive development (operation competence, general cognitive measures), and ability to describe directions of 18 1st graders. Ss were pretested to assess receptive vocabulary (PPVT—R), impulsivity/reflectivity, and divergent thinking (the Figural Test of the Torrance Tests of Creative Thinking). Ss were randomly assigned to computer programming or computer-assisted instruction for 12 wks. Posttesting included the McCarthy Screening Test and measures of awareness of comprehension failure, operational competence, and describing directions. Results show that the programming group scored significantly higher on measures of reflectivity and divergent thinking. This group outperformed the computer-assisted group on measures of metacognitive ability and ability to describe directions. No differences were found on measures of cognitive development. It is concluded that computer programming can increase some aspects of problem-solving ability. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis of the Wechsler Adult Intelligence Scale subtests and the Halstead-Reitan Category and Tapping tests.

Scores from 94 psychiatric and neurological patients on the 11 subtests of the WAIS and the Halstead-Reitan Category and Finger Tapping Tests were used in a factor analysis. The Category Test had a low loading on the 1st (Verbal) factor and a high loading on the 2nd (Visuomotor) factor; the Tapping Test had a high loading on a small 4th factor of Manipulative Speed. The finding with the Category Test suggests that it, contrary to the expectation of many of its users, does not distinguish an ability that is both separate from nonverbal intelligence and particularly sensitive to all types of brain pathology. It is concluded that visuomotor and verbal factor scores might be more efficient than conventional scores in studies of the effects of brain damage. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive gender differences are disappearing.

Gender differences in cognitive abilities were determined using the norms from the four standardizations of the Differential Aptitude Tests conducted between 1947 and 1980, and from the four standardizations of the Preliminary Scholastic Aptitude Test/Scholastic Aptitude Test conducted between 1960 and 1983. The standardized gender differences (ds) were averaged over grade of examinees and year of standardization to obtain a mean effect size for each ability, and variations among effect sizes were examined for grade, year, and Grade?×?Year trends. Girls scored higher than boys on scales of grammar, spelling, and perceptual speed; boys had higher means on measures of spatial visualization, high school mathematics, and mechanical aptitude; and no average gender differences were found on tests of verbal reasoning, arithmetic, and figural reasoning. Gender differences declined precipitously over the years surveyed, and the increases in these differences over the high school grades have diminished. The important exception to the rule of vanishing gender differences is that the well-documented gender gap at the upper levels of performance on high school mathematics has remained constant over the past 27 years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of sex differences in spatial ability: Mental rotation of three-dimensional objects.

Presented 2-dimensional computer-generated representations of 3-dimensional objects in pairs to 20 male and 20 female right-handed undergraduates. Ss were given 15 sec to make a same-different judgment of the objects, one of which was rotated 0°, 40°, 80°, 120°, or 160° from the other. Ss were also assessed on 2 standard spatial ability tests (the Spatial Relations subtest of the Differential Aptitude Tests, Form L, and the Standardized Road-Map Test of Direction Sense) and a verbal-imagery questionnaire. Analyses of the data showed that men were more accurate than women, and that the slope of the function relating response time to degree of rotation was steeper in women. There was a significant linear relation between performance and the degree of rotation. Rate of rotation and accuracy correlated with the other tests of spatial ability. Response time slope correlated with imagery in men but not in women, suggesting that frequent use of visual imagery was related to mental rotation rate in men, but not in women. There were no clear relations between performance and the strategy Ss professed to use in doing the mental rotation. (French summary) (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validating a cognitive ability testing protocol with Lao children for community development applications.

The emergence of the sociocultural perspective in cross-cultural psychology has discouraged the adaptation of standardized tests in nonindustrialized settings. Yet, cognitive assessments are needed for monitoring the effects of nutritional, health, and educational interventions. Forty-seven Lao children 5 to 12 years of age completed the Kaufman Assessment Battery for Children (K-ABC), the Tactual Performance Test (TPT), and the computerized Tests of Variables of Attention (TOVA). TPT performance measures were related to physical (nutritional) development, whereas the K-ABC global cognitive ability indicators were sensitive to parental education and quality of home environment. TOVA performance was related to K-ABC global performance and TPT memory, suggesting that these measures are at least partially undergirded by attentional ability. Sociocultural concerns aside, these findings suggest that validated neuropsychological and cognitive assessments can be adapted that effectively tap basic and universal brain-behavior traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related differences in three tests of visual imagery.

Adult age differences were explored on 3 short tests of ability to generate and manipulate mental images. Age-related decrements were found in all 3 tests and were especially marked on the Clock Test. The tests are all reliable, as shown by test–retest reliability coefficients. Correlations also revealed that the Brooks Letter Test and the East–West Test appear to tap one common underlying ability, whereas the Clock Test measured a somewhat different ability. The East–West and Clock tests, in particular, may provide rapid and easily administered assessment of age-related changes in aspects of mental imagery. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nature of the reading–writing relation: An exploratory multivariate analysis.

Administered multiple reading measures (i.e., the Phonetic Analysis Test of the Stanford Diagnostic Reading Tests, the Reading Comprehension Test of the Gates-MacGinitie Reading Tests, and the Vocabulary tests of both of the above measures) and writing measures (i.e., analyses of vocabulary diversity, syntactic complexity, qualitative and quantitative measures of spelling and organization) to 256 2nd graders and 251 5th graders. An exploratory analysis of these variables was made using canonical correlational analysis. Separate analyses were performed for each grade level sample and for 2 additional cohorts, 69 beginning and 137 proficient readers, derived from the original samples. Results indicate that the word recognition factors drawn from the reading set were most related to the spelling variables of the writing set at both grade levels and at the beginning reader level. Substantial differences were found across reading level cohorts, however. For proficient readers, the ability to structure prose in complex ways and to use a variety of vocabulary in writing was related to a prose comprehension factor. In none of the analyses was reading or writing found to explain more than 45% of the variance in the opposite test set. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of Alzheimer disease on driving-related abilities

Ten Alzheimer disease (AD) patients and 12 healthy elderly controls were evaluated on two tests of driving-related abilities: the Driver Performance Test (DPT) and the Driving Advisement System (DAS). Subjects were administered a battery of neuropsychological tests to determine if severity of dementia in AD correlates with driving performance. On the DPT, the AD patients scored in the average range in two of five skill areas (predicting the effects of a hazard, deciding how to avoid it); below average in two areas (searching for a hazard, executing evasive actions); and poorly in one area (identifying hazards). The elderly controls scored at an average level in all five skill areas. On the DAS, AD patients were significantly slower than the elderly controls on simple, two-choice, and conditional reaction time tests and were much slower than drivers in general. The AD patients' performances on two cognitive tests, the Mini-Mental State Examination (MMSE) and the Category Fluency Test, correlated significantly with aspects of performance on the DPT and the DAS. Although these are preliminary results from a pilot investigation, they suggest that AD patients' driving-related abilities are adversely affected by the disease and that driving-related performance tests and neuropsychological tests may be useful in assessing the impact of AD on driving.     

Observer ratings of health and sickness: Can other people tell us anything about our health that we don't already know?

After administering interviews covering health conditions, physical limitations, optimism, and affect to 851 older adults, interviewers rated the health and sickness of the interviewees. Observers' ratings of health and sickness were more highly correlated with the severity of participants' self-reported health conditions than were participants' self-ratings of health. This finding is likely attributable to participants' self-ratings of health being more highly correlated with their optimism and positive affect than the observers' ratings. Participants rated as sicker and less healthy at baseline were at a 3 times greater risk for mortality over 114 months. This association was independent of participants' self-rated health as well as demographics, self-reported health conditions, years of smoking, physical limitations, body mass index, optimism, and affect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)