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While many studies have investigated links between motor and visual spatial cognitive abilities in typically developing children, only a few studies have tested this link among children with innate handicaps. Therefore, we assessed motor abilities (using the M-ABC-2) and visual spatial cognitive skills (using the Block Design subtest of the WPPSI-III and a picture mental rotation task, PRT) of 5-7 year old typically developing children (n= 17) and same-aged children with severe deficits in stereopsis due to infantile esotropia (n= 17). Compared to the typically developing children, children with esotropia showed significantly poorer motor performances, especially in manual dexterity and ball skills, and significantly poorer and slower performance on the visual spatial cognitive tasks. Especially the girls treated for infantile esotropia needed more time to mentally rotate the pictures of the PRT correctly. Overall, this study showed that perceptual, motor and cognitive processes are interconnected and that children treated for infantile esotropia had an increased risk of motor and visual spatial cognitive deficits.

Aim: To evaluate clinical and radiologic presentation, and neurologic outcome of pediatric posterior reversible encephalopathy syndrome (PRES)., Patients and Methods: The study included 24 children (14 males and 10 females) diagnosed with PRES who were prospectively followed for 2 years. They were evaluated using Wechsler Intelligence Scale, electroencephalograph (EEG), and brain magnetic resonance imaging (MRI)., Results: The mean age of the studied patients at the time of diagnosis of PRES was 6 years (±2.2). Chemotherapy for cancer represented 66.7% of the causes of PRES in the studied children, followed by renal disorders and immunosuppressive agents for hematopoietic stem cell transplantation. Twenty-seven attacks of PRES were reported as 3 children developed a second attack of PRES. Normal intelligence quotient was found in 95.8% of studied children after PRES. Residual abnormalities in follow-up MRI were demonstrated in 3 children. Epilepsy and residual MRI lesions were reported in 2 of the 3 children with recurrent PRES. Residual lesions in follow-up MRI and epilepsy were more significantly reported after recurrent PRES ( P < .05)., Conclusions: Neoplastic, renal disorders and hematopoietic stem cell transplantation represent the main disorders associated with PRES in children. Chemotherapeutic drugs, immunosuppressants, and hypertension are the main risk factors for pediatric PRES. The outcome of pediatric PRES is good, but long-term neurologic sequelae can occur, mainly epilepsy and residual MRI abnormalities. Recurrence of PRES is infrequently reported in children receiving chemotherapeutic or immunosuppressive drugs. Recurrent PRES is a risk factor for long-term neurologic sequelae.

Children with congenital heart disease (CHD) are at increased risk of neuropsychological impairments, but few studies are available on the nonlinguistic neuropsychological abilities of children with CHD. We conducted neuropsychological evaluations using the NEPSY II on a cohort of 17 school-age Italian children with diagnoses of Class 1 CHD, no genetic or chromosomal abnormalities, and normal intelligence scores, and we compared them with 34 matched controls. Children with CHD in this study had undergone at least one cardiac surgery with cardiopulmonary bypass support. We found that children with CHD scored significantly lower than their matched controls on memory and learning domain tasks, and they displayed subtle attention/executive dysfunctions and deficits in sensorimotor skills.

The concept of intelligence as a measurable trait of intellectual function continues to be an important issue in psychology. Traditionally, a core field of differential psychology and widely employed in applied settings, it is also important in various research fields. Here, I describe development of a new assessment of general intelligence of adults that has no language component and can be administered in about 10 minutes. A total sample of 176 adult participants, from various settings, was assessed with a set of matrix tasks that involved either visuospatial (fluid) or semantic (crystallized) reasoning. The internal consistency was acceptable (α = .748), and there was good four-week test-retest reliability ( r = .931). Concurrent validity was demonstrated by a high correlation between the new test and the (seven-subtest version) Wechsler Adult Intelligence Scale-IV (WAIS-IV) scores ( r = .889). A principal component analysis also suggested that the new test measures the same latent construct as the WAIS-IV-thought to be general intelligence. Predictive validity was shown in a subsample of 60 undergraduates by a medium-sized correlation between test scores and grade point average data ( r = .396). These preliminary results suggest that the Matrix Matching Test may be a useful research tool.

Studies of executive function and its relationship with brain T2-weighted hyperintensities in children with neurofibromatosis type 1 (NF1) have yielded inconsistent results. We examined 16 children with NF1 aged 8 to 15 years, of normal intelligence, and compared their findings to those of 16 siblings and 16 typically developing children using the Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS-C). NF1 patients had an adequate overall score at BADS-C, but showed significantly lower performance than typical peers in the Key Search subtest. This is a task that must be solved without any given rules, in which subjects must devise a strategy and an efficient search pattern transferable to other similar real situations. The Key Search scores were not correlated with number and signal characteristics of T2-weighted hyperintensities. Planning without external indications is impaired in children with NF1 because they have to rely entirely on self-organization and monitoring; this study provides information for remediation programs designed to improve functioning in daily life.

There is evidence suggesting that children's play with spatial toys (e.g., puzzles and blocks) correlates with spatial development. Females play less with spatial toys than do males, which arguably accounts for males' spatial advantages; children with high socioeconomic status (SES) also show an advantage, though SES-related differences in spatial play have been less studied than gender-related differences. Using a large, nationally representative sample from the standardization study of the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition, and controlling for other cognitive abilities, we observed a specific relation between parent-reported frequency of spatial play and Block Design scores that was invariant across gender and SES. Reported spatial play was higher for boys than for girls, but controlling for spatial play did not eliminate boys' relative advantage on this subtest. SES groups did not differ in reported frequency of spatial play. Future research should consider quality as well as quantity of play, and should explore underlying mechanisms to evaluate causality., (© The Author(s) 2015.)

Why do more intelligent people live healthier and longer lives? One possibility is that intelligence tests assess health of the brain, but psychological science has lacked technology to evaluate this hypothesis. Digital retinal imaging, a new, noninvasive method to visualize microcirculation in the eye, may reflect vascular conditions in the brain. We studied the association between retinal vessel caliber and neuropsychological functioning in the representative Dunedin birth cohort. Wider venular caliber was associated with poorer neuropsychological functioning at midlife, independently of potentially confounding factors. This association was not limited to any specific test domain and extended to informants' reports of cohort members' cognitive difficulties in everyday life. Moreover, wider venular caliber was associated with lower childhood IQ tested 25 years earlier. The findings indicate that retinal venular caliber may be an indicator of neuropsychological health years before the onset of dementing diseases and suggest that digital retinal imaging may be a useful investigative tool for psychological science.

The aim of the current study was to evaluate the psychometric properties of a recently developed measure of working memory: the Double Span Task. The Double Span Task is the first experimental task designed to assess all three components of Baddeley's (1992) model of working memory. The reliability of the Double Span Task was assessed in a sample of 105 older adults (M age = 64.3 yr., SD = 6.4). The internal consistency and test-retest reliability of the Double Span Task were good. The validity of the Double Span Task was assessed using a different sample of 49 older adults (M age = 70.0 yr., SD = 9.3). Performance on the Double Span Task was positively correlated with performance on a well-established measure of working memory, the Letter Number Sequencing Task. The Double Span Task also showed good discriminant validity. The Double Span Task is a reliable and valid measure of all three components of the working memory system.

A temporal motor defect in speech preparation and/or planning may contribute to the development of stuttering. This defect may be linked to a dysfunctional cortical-subcortical network at the level of the striatum. To determine whether structural differences exist and whether group differences are associated with stuttering severity or manual laterality, the caudate was measured in 14 children who stutter (CWS) and in a control group of right-handed boys, ages 8-13 years. There was a statistically significant hemisphere by group effect for caudate volume. CWS had reduced right caudate volume and atypical leftward asymmetry compared to controls. Nine of the 13 CWS with atypical caudate asymmetry had atypical manual laterality. These anomalies may represent a vulnerability that perturbs speech planning/preparation and contributes to inefficiencies in action-perception coupling that may be an indicator of stuttering susceptibility. These results suggest that right-handed boys who stutter may have a defect in the feedforward cortico-striato-thalamo-cortical networks.

Recent evidence suggests that, compared with hearing people, deaf people have enhanced visual attention to simple stimuli viewed in the parafovea and periphery. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to preprocess upcoming words and decide where to look next. In the study reported here, we investigated whether auditory deprivation affects low-level visual processing during reading by comparing the perceptual span of deaf signers who were skilled and less-skilled readers with the perceptual span of skilled hearing readers. Compared with hearing readers, the two groups of deaf readers had a larger perceptual span than would be expected given their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during complex cognitive tasks, such as reading.

Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.

Relations between duration judgments and verbal or visual working memory, between duration judgments and effect of learning to plan the processing of information about such judgments were investigated. A computer monitor was used to present images of two cars traveling in the same direction for various durations and distances. Participants (N=30) were asked to identify the car that had traveled for the longer duration. Then, participants learned how to solve Piagetian tasks logically. After the learning, they tried to solve the duration judgments task again. Finally, their verbal and visual working memory capacities were assessed. Results indicated the following: (a) numbers of correct answers on the Piagetian tasks were correlated with verbal and visual working memory capacity; (b) the correlations did not significantly decrease after the participants learned how to solve the Piagetian tasks.

Greater phonological storage capacity may be associated with levels of intentionality, and therefore by assumption, Theory of Mind. The participants were 34 high school students in the Midwest (15 girls, 19 boys; age range= 15 to 17 years). The measures were digits forward and digits backward from the Digit Span subtest of the Wechsler Adult Intelligence Scale-III and a measure purporting to assess Theory of Mind and Levels of Intentionality (Kinderman, Dunbar, & Bentall, 1998). There was found to be a weak nonsignificant correlation between digits forward and Levels of Intentionality, and a moderate and significant correlation between digits backward and Levels of Intentionality. The latter correlation was significantly larger. The digits backward test requires not only greater phonological storage capacity but also appears to tap working memory resources. Findings suggest that greater phonological storage capacity is associated with higher intentionality, and by implication, perhaps more elaborate Theory of Mind, but only when the phonological task requires working memory functions.

Previous studies have shown that rapid automatized naming (RAN) is a correlate of early reading skills; however, the interpretation of this finding remains controversial. We present the results from a 3-year longitudinal study. RAN, measured with nonalphabetic stimuli before reading instruction has begun, is a predictor of later growth in reading fluency. After reading instruction has started, RAN continues to exert an influence on the development of reading fluency over the next 2 years. However, there is no evidence of a reciprocal influence of reading fluency on the growth of RAN skill. We suggest that RAN taps the integrity of left-hemisphere object-recognition and naming circuits that are recruited to function as a critical component of the child's developing visual word-recognition system.

This study examined whether performance on a single working-memory task (Digits Backward) was associated with scores on field-dependence-independence, as measured on the Children's Embedded Figures Test. Four different age groups of children were tested (N=144): 33 8-yr.-olds, 40 9-yr.-olds, 33 10-yr.-olds, and 38 11-yr.-olds. Children were classified into three groups (Field-dependent, Field-independent, and Intermediate) within each age range. Analyses of variance indicated performance on the Digits Backward was significantly higher for the children in the 11-yr.-old group than the youngest group (8-yr.-olds). Children in the Field-independent groups also had significantly higher scores than those in the Field-dependent or Intermediate groups. Theoretical and practical implications are discussed.

This study was designed to investigate attention and impulse control in 21 boys with dual diagnoses of conduct disorder and borderline intelligence and in 19 boys with borderline intelligence only. Using the Continuous Performance Test A-not-X, it appeared that children with the dual diagnosis made substantially more errors reflecting poor impulse control than the other group. The frequency of these errors was associated with scores on Impulsiveness, Aggression, and Delinquency subscales of the Child Behavior Checklist (Teacher Version). Also, the group with the dual diagnosis showed signs of a deficit in attention.

Environmental moderation of the level of genetic influence on children's reading disabilities was explored in a sample of 545 identical and fraternal twins (mean age = 11.5 years). Parents' number of years of education, which is correlated with a broad range of environmental factors related to reading development, was significantly related to the level of genetic influence on reading disability. Genetic influence was higher and environmental influence was lower among children whose parents had a high level of education, compared with children whose parents had a lower level of education. We discuss the implications of these results for behavior genetic and molecular genetic research, for the diagnosis and remediation of reading disabilities, and for policy in public education.

This study compared the scripts of love among 60 prison inmates diagnosed with Antisocial Personality Disorder and those of 40 inmates without an Antisocial Personality Disorder diagnosis but low antisocial tendencies, and a control group of 100 adult students in extramural or evening secondary schools without Antisocial Personality Disorder traits. The study focused on emotional knowledge about love of the group with Antisocial Personality Disorder, as they present lack of capacity for love. The study was done to examine how they perceive love and how much knowledge they have about love. All described their reactions to a photograph of a couple hugging each other. The content of these scripts, analyzed in terms of description of actors, their actions and emotions, and length of description, was compared among the groups. The scripts of love by antisocial inmates contained more actors' feelings and strong emotions, as well as more descriptions of actors' traits, their actions, and presumptions. The inmates with Antisocial Personality Disorder showed more focus on themselves when they described love than the other inmates and the controls.

Objective: The purpose of the present study was to assess the social skills of euthymic patients with bipolar disorder., Methods: A group of 25 outpatients with bipolar disorder type I were evaluated in comparison with a group of 31 healthy volunteers who were matched in terms of level of education, age, sex and intelligence. Both groups were assessed using a self-report questionnaire, the Brazilian Inventario de Habilidades Sociais (IHS, Social Skills Inventory). Two Wechsler Adult Intelligence Scale subtests (Picture Arrangement and Comprehension) were also used in order to assess subject ability to analyse social situations and to make judgements, respectively., Results: Patients with bipolar disorder had lower IHS scores for the domains that assessed conversational skills/social self-confidence and social openness to new people/situations. Patients with anxiety disorders had high scores for the domain that assessed self-confidence in the expression of positive emotions. No differences were found between patients and controls in performance on the Wechsler Adult Intelligence Scale Picture Arrangement and Comprehension subtests., Conclusions: Euthymic patients with bipolar disorder present inhibited and overattentive behaviour in relation to other people and their environment. This behaviour might have a negative impact on their level of social functioning and quality of life.

Periventricular nodular heterotopia is a common malformation of cortical development in which the migration of developing neurons destined for the cerebral cortex is abbreviated. Bilateral periventricular nodular heterotopia is most commonly an X-linked disorder that involves mutations in the filamin A (FLNA) gene, but an autosomal recessive form and sporadic forms have been identified. To our knowledge, autosomal dominant transmission of isolated periventricular nodular heterotopia has not been reported. Periventricular nodular heterotopia has a heterogeneous phenotype, associated commonly with seizure disorder, and more recently with reading deficits and visual-spatial deficits in some patients. We present a father and son with bilateral periventricular nodular heterotopia and similar visual-spatial learning deficits, consistent with nonverbal learning disability.

Duchenne and Becker muscular dystrophy are allelic X-linked disorders causing progressive muscle weakness in males. Duchenne muscular dystrophy is caused by absence of dystrophin in muscle and brain; boys with Duchenne muscular dystrophy have a static cognitive impairment with mean Full Scale IQ approximately 1 standard deviation below the mean. Less is known of the cognitive profile of males with Becker muscular dystrophy, which is associated with variable alterations in the amount or size of the dystrophin protein. The aim of this study was to describe the cognitive and psychological profile of males with Becker muscular dystrophy. This was a prospective cohort study. Clinical data collected included age at diagnosis and assessment, socioeconomic status, serum creatine kinase level, and site of gene deletion/mutation (by exon number). The following psychological tests were used to assess general intellectual functioning, academic achievement, incidence and nature of behavioral problems: The Wechsler Intelligence Scales, The Wide Range Achievement Test-Revised, The Developmental Test of Visual-Motor Integration, The Child Behavior Checklist, and The Conner's Parent Rating Scale. Twenty-four males were enrolled. The Wechsler Full Scale IQ was normally distributed with a mean of 95.6 (SD 23.3), which did not differ significantly from the population mean. The frequency of learning difficulties for reading was 21%, for spelling was 32%, and for arithmetic was 26%, significantly higher than the frequency in the general population. The frequency of total behavioral problems in the clinical range was 67%, and the frequency of autism was 8.3%. Patients with Becker muscular dystrophy demonstrate a less homogeneous cognitive phenotype than that seen in Duchenne muscular dystrophy. Males with Becker muscular dystrophy have a high incidence of learning difficulties. Autism and behavioral and attention problems are also more common in Becker muscular dystrophy than in the general population.

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

Objectives: The characterization, aetiology, and course of verbal memory deficits in schizophrenia remain ill defined. The impact of antipsychotic medications is also unclear. The purpose of the present paper was to investigate verbal memory performance in established schizophrenia (SZ) and first-episode schizophreniform psychosis (FE)., Method: Performances of 32 SZ and 33 FE patients were compared to those of 47 healthy volunteers on measures of verbal working memory, verbal associative learning and story recall., Results: Story recall deficits, but not deficits in working memory or paired associate learning, were demonstrated by both patient groups. Patients treated with typical neuroleptics had more impairment in associative learning with arbitrary word pairings than those treated with atypicals, regardless of patient group., Conclusions: The results are consistent with the notion that some neuropsychological impairment is present at the time of psychosis onset and that this impairment is non-progressive. However, deficits may be specific to subclasses of memory function.

Concurrent validity of the WISC-III and WISC-IV was conducted using a sample of 35 students classified as educable mentally disabled. Full Scale IQ scores of previously administered WISC-III correlated .91 with WISC-IV Full Scale IQ scores when adjusted for restricted range. Of the previous eligibility decisions, 80% were confirmed by the WISC-IV scores. Implications of the findings and suggestions for research are discussed.

Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed.

Research with animals and humans has suggested that acute and subacute use of 3,4-methylenedioxymethamphetamine (MDMA "ecstasy") may lead to memory impairment. However, research is limited by (1) low power due to small sample sizes, (2) the possible confound of polydrug use, and (3) the failure to consider intelligence as a covariate. The present study compared the memory performance on the Wechsler Memory Scale-III of 26 abstinent (2-wk. minimum) recreational MDMA users with 26 abstinent (2-wk. minimum) recreational polydrug users. Despite significantly greater polydrug use amongst these MDMA users, no significant group differences in memory were observed. Regression of total lifetime amount of MDMA use also did not predict memory performance after accounting for intelligence. In addition, the length of time since abstinence (at least 2 wk.) was not associated with an increase in memory performance. Greater total lifetime cocaine use, rather than total lifetime MDMA use, was significantly associated with greater decrements in General Memory and Delayed Verbal Memory performance.

Individuals differ along a continuum of preference for diurnal activity level, known as Morningness-Eveningness. Some evidence suggests that an Eveningness orientation (i.e., preference for later rise and bed times) is weakly associated with higher cognitive ability, but no studies have examined this relationship using clinically accepted, psychometrically valid measures of cognitive ability. The present study examined the correlation between Morningness-Eveningness with scores on the Wechsler Abbreviated Scale of Intelligence (WASI) of 54 healthy volunteers. Lower Morningness (i.e., Greater Eveningness) orientation was correlated (r = -.23) with higher Verbal IQ for the entire sample. When the data were examined separately by sex, the correlation between Morningness-Eveningness and Verbal IQ was significant for women (r = -.44) but not for men (r = -.09).

The Digit Symbol Substitution test is simple to administer and sensitive to individual differences related to cognitive performance. The present study evaluated sex-related differences in performance by a Hebrew reading sample. The test was administered to 275 men and 252 women (age range: 20-44 years). Hebrew women significantly scored higher than the men. Means which increased during four consecutive 30-sec. time periods of performance, was significantly greater for the women than the men. This finding indicates women were more effective on this pair-associated learning task than men.

In this longitudinal study, the proportion of time preschoolers directed their attention away from rewarding stimuli during a delay-of-gratification task was positively associated with efficiency (greater speed without reduced accuracy) at responding to targets in a go/no-go task more than 10 years later. The overall findings suggest that preschoolers' ability to effectively direct their attention away from tempting aspects of the rewards in a delay-of-gratification task may be a developmental precursor for the ability to perform inhibitory tasks such as the go/no-go task years later. Because performance on the go/no-go task has previously been characterized as involving activation of fronto-striatal regions, the present findings also suggest that performance in the delay-of-gratification task may serve as an early marker of individual differences in the functional integrity of this circuitry.

Several studies have suggested there is a developmental link between executive functions and theory of mind. However, the developmental order driving the relationship is not well understood. The main reason is that the development of executive function parallels the development of theory of mind in normally developing children. In this paper, a case (H.Y.) is reported. H.Y. had lived in a persistent vegetative state for 6 years after encephalitis at the age of 10. He showed a developmental order driving the relationship between executive functions and theory of mind. These findings are consistent with recent suggestions that development of executive function might be important as a predecessor of either the ability to understand false beliefs or the ability to express that understanding.

Context: Limited information is available regarding the cognitive, academic, and behavioral outcomes of pediatric cardiothoracic transplant recipients., Objective: To examine the cognitive, behavioral, and academic functioning of a group of children who have received heart, heart/lung, or lung transplants., Design, Participants, and Setting: An exploratory cross-sectional outcomes study of surviving pediatric cardiothoracic transplant recipients at a Midwestern pediatric hospital., Main Outcome Measures: Transplant recipients completed measures of cognitive and academic functioning. Parents and teachers completed measures of behavioral functioning. Parents and transplant recipients also provided qualitative data regarding their main concerns after transplantation., Results: On measures of cognitive functioning, 46% showed significant delays (> 2 SD below the normative population). Of those eligible for academic testing, 78% fell within the average range (within 1 SD of the normative population) for reading and spelling, and 57% fell within the average range for math. Twenty-seven percent of mothers, 11% of fathers, and 17% of teachers rated subjects as having significant behavioral concerns. Results highlight the need for close contact between transplant teams and school personnel to optimize outcomes. In addition, patients and families may benefit from psychological intervention after transplantation as there are ongoing concerns regarding life expectancy and quality of life.

A specific recommendation of the 1999 Standards for Educational and Psychological Testing by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education is that test publishers report estimates of the conditional standard error of measurement (SEM). Procedures for calculating the conditional (score-level) SEM based on raw scores are well documented; however, few procedures have been developed for estimating the conditional SEM of subtest or composite scale scores resulting from a nonlinear transformation. Item response theory provided the psychometric foundation to derive the conditional standard errors of measurement and confidence intervals for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition.

Examiner's instructions for the Wechsler Adult Intelligence Scale-Third Edition indicate that stopwatch display is optional. Since verbal instructions do not consistently inform examinees whether a subtest is timed, examinees may rely upon the visual cue of the stopwatch. Furthermore, examinees' understanding of the actual subtest demands may affect their performances. In the present study, 58 volunteers were randomly assigned to two groups, one in which the examiner displayed the stopwatch and one in which the stopwatch was concealed. Participants were administered the first five subtests. Predictions were that (1) participants to whom the stopwatch was displayed would more accurately perceive whether the subtests were timed, and (2) participants who accurately understood the demands of subtests would score higher than those who did not. Results supported the first hypothesis for three subtests out of five, one remaining inconclusive due to a ceiling effect. The second hypothesis was not supported. Both the implications and limitations of the present study are discussed.

The effects of replacing core subtests with supplementary subtests on composite score reliabilities were evaluated for the WISC-IV Indexes and Full Scale IQ. When Wechsler's guidelines are followed, i.e., only one substitution for each Index; no more than two substitutions from different Indexes when assessing the Full Scale IQ, summary score reliabilities remain high, and measurement error, as defined by confidence intervals around obtained scores, never increases by more than 1 index score point. In three instances, substitution of a supplementary subtest for a core subtest actually increased the reliabilities and decreased the amount of associated measurement error.

This study investigated the relationships of visuomotor constructs as measured by the Bender-Gestalt II with the subtests of the WISC-III. A factor analysis included the standardized Copy and Recall scores of the Bender-Gestalt II and subtest scores of the WISC-III. The Copy score was predicted to load on measures of visual and spatial thinking and the Recall score on a short-term memory factor. The results of a principal components analysis suggest a four-factor solution with the Bender-Gestalt II Copy score loading on a visual and spatial thinking factor primarily with WISC-III Perceptual Organization subtests. The Recall score loaded on a visual and spatial thinking factor as well as a short-term memory factor with the WISC-III Digit Span subtest. The results suggest the Bender-Gestalt II Copy subtest shared commonality with the visual and spatial tasks given the similarity in the visuomotor demands of each test and was less influenced by processing speed or cultural knowledge than other tests on the visual and spatial thinking factor. Also, results suggest Bender-Gestalt II Recall measures elements of both visual and spatial thinking as well as aspects of short-term memory and memory retrieval. Clinical guidelines for co-administration and underlying processing demands are discussed.

The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC-III scores for children with Attention Deficit Hyperactivity Disorder (n = 22), Learning Disability (n = 50), and Language Disorder (n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC-III test or their ACID profile.

Writing problems are common in children with clinical disorders. However, there are significant intra-individual differences between the ability to spell words, construct sentences, and compose text. Therefore, achievement tests measuring different writing skills may not be consistent in identifying children who have these various writing disabilities. Our study compared scores on the Woodcock-Johnson Written Language subtests (which measure the ability to produce single words and single sentences) with scores on the Wechsler Individual Achievement Test Written Expression subtest (which assesses compositional writing skills) in 54 children referred by their teachers to a school psychologist for writing problems. The Woodcock-Johnson only identified 35% of children as having significant writing problems, whereas the Wechsler test identified 78%. Our study suggests that the latter is more likely than the Woodcock-Johnson to identify students who have problems in compositional writing.

Objective: To determine and correlate alterations in neuropsychological function and cerebral blood flow in bipolar patients., Method: Assessments included the Positive and Negative Symptom Scale, Global Assessment Functioning, Wechsler Adult Intelligence Scale (WAIS), Wisconsin Card Sorting Test (WCST), Stroop test, Trail Making Test (TMT), California Verbal Learning Test (CVLT), Wechsler Memory Scale (WMS) and phonetic verbal fluency/controlled oral word association tests. Single photon emission computed tomography (SPECT) was carried out with the administration of 99mTc-HMPAO. Forty-three outpatients out of 85 fulfilling RDC diagnostic criteria for bipolar disorder and six healthy subjects were included in the study. SPECT and neuropsychological assessments were performed in 30 patients in manic (n = 7), hypomanic (n = 8), depressed (n = 12) or euthymic (n = 3) states. All assessments were carried out before starting treatment., Result: Several corrected correlations between neuropsychological function and cerebral blood flow (CBF) were identified: executive function (WCST) and striatal, frontal, temporal, cerebellum, parietal and cingulate CBF; memory (WMS, WAIS-Digits) and striatal, frontal, temporal and parietal CBF; attentional tasks (Stroop) and striatal, temporo-medial and parietal CBF; verbal learning (CVLT) and frontal, posterior temporal, cingulate and occipital CBF; psychomotor disturbances (TMT) and anterior temporal CBF; poorer intelligence performance scores (WAIS-Vocabulary) and cerebellum and parietal CBF., Conclusions: This study confirms the presence of functional disturbances in fronto-subcortical structures, the cerebellum and limbic system in bipolar patients.

Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11-14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.

Researchers have suggested that task performance is often dependent upon the congruence of cognitive style and task. To explore this suggestion, 44 female and 4 male undergraduates were administered the Cognitive Style Analysis, the Closure Flexibility, the Composite Gestalt Completion Test, and the Vocabulary subtest from the WAIS. Specifically, four hypotheses were tested: (1) that participants with an analytic style will perform better than those with a wholistic style on the Closure Flexibility; (2) that participants with a wholistic style will perform better than those with an analytic style on the Composite Gestalt Completion Test; (3) that participants with an intermediate style will outperform persons with an analytic style on the Composite Gestalt Completion Test; and (4) that intermediate scorers would perform better than those with a wholistic style on Closure Flexibility. Only the second hypothesis was supported, so results provide only minimal support for the effect of match or mismatch of cognitive style and task performance.

The Wechsler Intelligence Scales are routinely used to assess threshold variables which correlate with subsequent job performance. Intellectual testing within educational and clinical settings accommodates natural developmental changes by referencing results to restricted age-band norms. However, accuracy in vocational and career consultation, as well as equity in hiring and promotion requires the application of a single normative benchmark unbiased by chronological age. Such unitary norms for working-age adults (18- to 64-yr.-olds) were derived from the WAIS-III standardization sample in accord with the proportional representation of the seven age-bands subsumed within this age range. Tabular summaries of results are given for the conversion of raw scores to scaled scores for the working-age population which can be used to derive IQ values and Index Scores.

We tested a hypothesis that children with sickle cell disease who are completely normal by magnetic resonance imaging can still be cognitively impaired, as predicted by a model of diffuse brain injury. Fifty-four patients with hemoglobin SS (average age 10.9 years +/- 2.9 years SD) were examined with the Wechsler Intelligence Scale for Children-III (WISC-III) and were randomly matched by age, race, and gender with healthy children from the Wechsler normative database. Patients were also imaged at 1.5 Tesla with standard imaging sequences. Among 30 patients who were normal by magnetic resonance imaging, there were substantial deficits in Wechsler Full-Scale IQ, Verbal IQ, and Performance IQ (all P < .01) compared with African-American controls. The patient Wechsler Full-Scale IQ was 12.9 points lower than that of controls and decreased as a function of age (probability = .014). The findings suggest that there is diffuse brain injury in patients and that patient deficits increase with age.

The purpose of this study was to examine the psychiatric characteristics of children with Prader-Willi syndrome in Korea, focusing particularly on their behavioral problems and obsessive-compulsive spectrum symptoms. Fourteen patients with Prader-Willi syndrome, together with their parents, underwent a psychiatric interview and parent questionnaire consisting of a Child Behavior Checklist. Twenty-four patients with mental retardation and 45 normal students were selected as control groups. Compared with the normal control group, the rates of inclusion in the clinical range and the mean scores with regard to social problems, thought problems, attention problems, delinquent behavior, aggressive behavior, externalizing problems, and total problems profiles were significantly higher (P < .01) in the Prader-Willi syndrome group according to the results of the Child Behavior Checklist. Compared with the mental retardation group, there was a statistically significant (P < .05) difference in the delinquent behavior profile. Comparing selected Child Behavior Checklist items related to obsessive-compulsive spectrum symptoms, the Prader-Willi syndrome group showed significantly more (P < .05) compulsion, skin picking, and stealing than the mental retardation or normal control groups. These findings suggest that children with Prader-Willi syndrome in Korea have many behavioral problems, including obsessive-compulsive spectrum symptoms, needing proper psychiatric attention and treatment. This is the first study in Korea to evaluate the psychiatric and behavioral characteristics of children with Prader-Willi syndrome.

The declining cognitive functioning typically found in patients with Alzheimer's disease presents an opportunity to study that decline. The changing magnitude of ever widening discrepancies between premorbid estimators of IQ and observed IQ increases as severity of the disease increases. Premorbid IQs estimated by these scores (the National Adult Reading Test-Revised, the reading tests of the Revised and Third Editions of the Wide Range Achievement Test, and a demographically based regression index for the Wechsler Adult Intelligence Scale-Revised) had relatively similar discrepancies from obtained WAIS-R Full Scale IQs in samples of normal elderly (n = 30), and elderly patients diagnosed with mild (n = 30) and moderate Alzheimer's disease (n = 30) dementia. The discrepancies became larger, regardless of premorbid estimator, as disease severity progressed from none to mild to moderate across the samples.

The purpose of this study was to examine cognitive functioning and neuroimaging in children with leukemia treated with the Pediatric Oncology Group 9605 protocol at the Children's Hospital of Eastern Ontario. Mean age at diagnosis was 4.88 +/- 2.54 years. The mean (n = 24) Wechsler Verbal and Performance IQ fell in the low-average range (87.33 +/- 15.69 and 84.83 +/- 19.11, respectively). Mean (n = 20) Verbal and Visual Memory Indexes of 82.95 +/- 15.46 and 88.30+/- 10.80, respectively, were obtained. The proportion of scores on measures of intelligence and memory falling > 1 SD below the normative mean was substantially higher than expected. Paired t-test suggested that Wechsler Verbal IQ and memory remained stable, whereas Wechsler Performance IQ declined significantly. The results of growth curve analyses replicated these findings and suggested a significant adverse effect of cumulative dosage of intrathecal methotrexate on estimated Wechsler Performance IQ. Although only two children experienced seizures, 78% of the group showed leukoencephalopathy on at least one magnetic resonance image. Reliance on seizures as a predictor of leukoencephalopathy might underestimate the incidence of neurotoxicity.

This study explored the correlations of scores on the Wechsler Intelligence Scale for Children-III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K-11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC-III Verbal IQ (r = .80), WISC-III Verbal Comprehension Index (r =.83), and the Vocabulary subtest (r =.76). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC-III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC-III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC-III may be an effective screen for language problems.

Frequencies for Pairing and Free Recall of the WAIS-III Digit Symbol-Incidental Learning procedure were determined separately for 104 college students and 73 patients with substance abuse disorders. Means for age and education were 22.2 yr. (SD=5.1) and 14.7 yr. (SD=1.0) and 46.0 yr. and 12.2 yr. (SD=9.4), respectively. Base rate tables indicated that for Pairing, 93% of students and 89% of patients paired the number 1 with the appropriate symbol. Conversely, only 43% of students correctly paired the number 3 with its associated symbol, while 30% of patients paired the number 4 with its appropriate symbol. When Free Recall was assessed, 98% of students remembered the first symbol, but only 61% recalled the third. The most frequently recalled symbol by patients was the ninth (97%) and the most infrequently recalled symbol was the fourth (50%). The present base rate tables may be helpful for detecting unusual recall frequencies on the Incidental Learning procedures.

Internal consistency reliabilities for WAIS-III IQ, Index, and subtest discrepancy scores are provided for 100 men in a treatment program for substance abuse disorders. There were 63 Euro-Americans and 37 African Americans. Means for age, education, and Full Scale IQ were 46.1 yr. (SD=8.8), 12.7 yr. (SD=1.5), and 93.8 (SD=14.0), respectively. Reliabilities ranged from .34 to .86. Compared with the WAIS-III standardization sample, discrepancy score reliability coefficients differed only for the Verbal Comprehension Index vs Perceptual Organization Index contrast, which was higher in the patient sample. Interpretation of discrepancy scores for the WAIS-III appears to be useful in a clinical sample with substance abuse as in a purportedly normal sample.