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This study aimed to test a hypothesis about the correlation between levels of gelotophobia, gelotophilia, and katagelasticism and understanding of Internet memes as a specific form of humour. Participants were 45 native speakers of Russian (aged 18 – 30; 73,3 % female). The levels of Internet memes understanding were assessed independently by two judges with the use of criteria based on the results of a series of semi-structured in-depth interviews. Gelotophobia, gelotophilia, and katagelasticism were assessed with PhoPhiKat questionnaire. J. Raven’s “Standard Progressive Matrices” test was used to control the level of psychometric intelligence. Concordance of judges’ scores for the understanding of memes was assessed with Kendall’s W and ranged from 0.71 to 0.84. Spearman’s rank correlation coefficient was used to test the main hypothesis. We found no correlation between the scores for gelotophobia, gelotophilia, and katagelasticism and understanding of Internet memes. Presumably, the type of attitude towards humour does not play a significant role in the understanding of comical texts. The qualitative content analysis of the interview protocols revealed some specific features of cognitive mechanisms of Internet memes understanding. Namely, successful participants with higher levels of understanding of Internet memes reflected more on their thinking process than those with lower levels of understanding of Internet memes, easily switched from an abstract level of reasoning to a concrete one, and tended to consistently develop detailed mental representations of the memes.

Aim. To assess the effectiveness of screening methods for diagnosing autism spectrum disorders available to the pediatric service; to prove in practice impossibilities to identify signs of autism spectrum disorders by using the existed pediatric methods. Methods. The neuropsychological development of 187 preschool children (56 years old) was investigated. The neurological status, anxiety according to A.M. Parishioners, level of intelligence using Raven's Progressive Matrices, the presence of hyperactivity according to the method of V.R. Kuchma, mental performance according to V.Ya. Anfimov, screening diagnostics of autism spectrum disorders were studied. Results. Assessment of the neurological status showed an increase in tendon reflexes in 10.22.2% of children, a decrease in 12.32.4%. The study of the intelligence levels in the Ravenna test showed that the average intelligence level was in 47.13.7% of the studied children, the intelligence was below the average in 52.93.7% of children. Screening diagnostics of autism spectrum disorders did not reveal abnormalities, however, 5.31.6% of children had signs of predisposition to the autism spectrum disorder (decreased adaptation to changes, nervousness and fears, verbal and non-verbal communication, level of activity and consistency of intellectual response). The indicator of the productivity of mental performance of preschool children was 5.40.5. Attention deficit was detected in 5.91.7% of children (according to the parent's questionnaire) and 8.62.0% children (according to the teachers' questionnaire). The level of anxiety was 9.60.3 points. Conclusion. The currently known screening methods for detecting autism spectrum disorders, available to the pediatric service, in our opinion, are uninformative; the search for the most sensitive markers of autism should be based on an understanding of the epigenetic mechanisms of autism spectrum disorders.

Introduction and Aim: Human intelligence is a cognitive process and was correlated with several anthropometric parameters. Height is one of the well-known factor that is suspected for a positive correlation with intelligence and their association is studied since many years. Similarly, obesity which has become a major health outcome of today is said to have a negative effect on intelligence. Prevalence of obesity and its co-morbidities are in a great rise in both developed and developing countries. Recent findings show that obesity could impair cognitive performance. This study focuses on the correlation of the parameters such as height and BMI(Body Mass Index) with intelligence for selected samples and underscores the significance of correlation. The objective of our study was to test whether a linear relationship exists between the IQ and the two parameters and their strength of correlation. Materials and Methods: The present study was conducted at Saveetha Medical College and Hospital, Chennai. Sample consists of 50 students of age group 18-20 of phase I MBBS students and the present study was directed in the Department of Anatomy. Intelligence was measured by Standard Progressive Matrices (SPM), a non-verbal reasoning test. Height was measured in metres using stadiometer. Using height and weight values obtained from the sample, Body Mass Index (weight in kg/height in metre squares) was calculated. Mean and Standard Deviation of parameters were assessed and correlation value were calculated. Results: The data were statistically analysed using correlation and regression. It showed positive correlation between height and intelligence (r=0.268) (p=0.05) and a negative correlation between obesity and intelligence (r= -0.324) (p=0.05). Conclusion: Therefore, it concludes that height and intelligence were positively correlated, concomitantly obesity and intelligence were negatively correlated mainly due to increase in BMI has a deteriorating effect on intelligence.

Introduction: anemia due to iron deficiency is considered a common global risk between primary school children that have a serious effect on their academic performance. The current study aim was to investigate the effect of iron deficiency anemia on academic performance among primary school children. Design: A descriptive cross-sectional correlational research design was used. Materials and methods: included 720 primary school children who selected randomly from two primary schools at Sohag city in October 2019 aged 6 to 12 years. Tools: A structured questionnaire filled in by the parents and the Raven Standards Progressive Matrices test was used to measure cognitive function and school academic performance. Iron level was determined by measuring hemoglobin and serum ferritin concentrations. Results: In this study most of primary school children 82.0% suffered from intellectual deficit. Academic performance on the Raven Standards Progressive Matrices test was associated significantly with anemia due to iron deficit (p=0.035). A positive significant relationship was found between ferritin values and academic performance between children (p=0.001). Conclusion: anemia due to iron deficiency anemia between children had effect on academic performance impairments. Recommendation: Encourage health educational program for parents about children’s nutritional requirements specially iron requirement and frequent blood testing is required.

According to Lynn’s developmental theory of sex differences, male and female children have approximately the same IQ. Females, entering puberty earlier, pull ahead for a period in early adolescence before males ultimately reach a permanent IQ advantage, commencing in the late teens. This has also been found in some Arab countries, though there are a number of exceptions, including Saudi Arabia. In order to further test Lynn’s model, we administered the Standard Progressive Matrices (SPM) to a geographically representative sample of 2,090 school pupils aged 6 to 18 in the Omani region of Dhofar. We found that, in line with Lynn’s model, males reached a small IQ advantage by their late teens. However, our findings were not precisely congruent with what Lynn’s model would predict. We argue that Oman’s relative liberalism towards females, as well as sampling differences, explain our divergence from the Saudi Arabian sample.

We report the results of a new study of intelligence in Jordan for 5- to 11-year-olds assessed by the Coloured Progressive Matrices, a test of non-verbal reasoning. It gives a British-scaled IQ of 84.5. The result is in line with those of earlier studies using Raven’s Progressive Matrices in Jordan.

Under certain conditions, associated with the presence of early and significant hearing loss, there are some peculiarities observed in children's interpersonal communication. Their knowledge can serve as a guide for overcoming difficulties and maximizing successful communication. The present study is dedicated to identifying the peculiarities of communicative behavior and the type of interpersonal relationships between children with hearing impairments integrated into mainstream schools. The experiment involved 40 children, divided into two groups: control group (hearing children) and experimental group (deaf children). The Diagnostic toolkit contains 3 methodologies: the Raven progressive matrices for determining the level of nonverbal intelligence; a test for evaluation of communicative and initiating abilities, the T. Leary's psycho-diagnostic methodology for establishing interpersonal relationships in the subjects studied. The results of the first test revealed that the intellectual profile of 7-9-year-old students was significantly different from that of their hearing peers. The second test also found differences between the hearing and the deaf, but these were not statistically significant. The Leary test clearly showed that in the process of interpersonal communication, deaf children tend to be authoritarian, selfish, aggressive and suspicious of relationships. At the same time, their hearing peers seek to form an altruistic type of personal relationships.

Background Patients with aphasia can present a type of acalculia referred to as aphasic acalculia. Aims To investigate the correlation and to test regression models for one- and two-digit calculation skills using verbal and nonverbal predictors. Methods and Procedures We selected an aphasia sample of 119 men and 81 women with a mean age of 57.37 years (SD = 15.56) and an average level of education of 13.52 years (SD = 4.08). Spanish versions of the Western Aphasia Battery and Boston Diagnostic Aphasia Examination, plus a Written Calculation test, were individually administered. The calculation section of the Western Aphasia Battery and the Written Calculation tests were used to pinpoint calculation difficulties. Outcomes and Results Calculation difficulties were more severe in Global and Mixed non-fluent aphasia; they were very similar in Broca, Conduction, and Amnesic Aphasia. All correlations between the two calculation subtests and the other subtests of the Western Aphasia Battery were statistically significant. Calculation subtests correlated negatively with age and positively with schooling. Sex and time post-onset did not show any correlation with the calculation scores. Education, Reading, Block Design, and Raven’s Colored Progressive Matrices were significant predictors of Western Aphasia Battery Calculation. Writing was the only significant predictor of the Written Calculation scores. Conclusions Nonverbal abilities were predictors of calculation tests, whereas agraphia defects were predictors of the Written Calculation test. Therefore, calculation abilities can be regarded both as written language-dependent and verbal language-independent.

Background: Intellectual disability (ID) is a global public health concern. Prevalence of ID and its association with age and other demographic factors is required for planning purpose in India. Psychiatric disorders are ubiquitous and affect not only adults but children and adolescents too. Also the age factor plays an important role in pattern of this psychiatric disorder. The objective of following is to study the clinical profile of intellectually disabled children in the study sample and prevalence of ID and its association with sex, age and other demographic factors. Materials and Methods: A total of 180 patients diagnosed as ID were included in this study from feburary-2104 to November-2018 record of patients visiting paediatric outdoor. Sex, age and living area were evaluated for each child. IQ was assessed by Seguin form board test (SFBT), Gesell’s Drawing Test (GDT), Coloured Progressive Matrices test and Standard Progressive Matrices test and adaptive skills by Vineland Social Maturity Scale. IQ was assessed by the clinical psychologist. Results: The prevalence of ID was 154 of the total disabilities recorded. Prevalence of ID with mild and moderate grade was higher among urban area (p=0.001) whereas case diagnosed as severe ID were more in rural area. Out of 154 patients 84% patients had significant co morbidity. The prevalence of mild & moderate grade ID was more with other group of disease (p=0.004) as compared to cases with cerebral palsy and ADHD. No notable sex difference was seen. Conclusion: Proper assessment centres for children with ID should be developed. Proper awareness, referral system, resources availability and regular follow up should be included in protocol management of ID. Provision for psycho-education for parents, teachers, society members must be a part of management protocol.

Background The objective of the present work was to determine whether fluid intelligence scores and individual temperamental traits may be used to predict drivers’ reaction times in movement anticipation tasks. Material and Methods The study encompassed 68 young female drivers (aged 20–26 years), who had received their driver’s licenses at least 2 years prior. Anticipatory performance was evaluated using the Perception Anticipation Movement Test (PAMT) consisting of 3 sets of computer tasks differing in the speed of the moving objects. The level of fluid intelligence was determined using Raven’s Standard Progressive Matrices, and the temperamental traits with the Pavlovian Temperament Survey. Results Intelligence was found to be significantly correlated with reaction time only in the second PAMT task set, for which it was also a good predictor. Findings suggested that a higher level of fluid intelligence in young female drivers was associated with longer reaction times in the movement anticipation task with objects moving at the medium speed level. Temperamental traits did not correlate with reaction times in all movement anticipation tasks, and they did not explain the participants’ performance in the PAMT task sets. Conclusions This study expands the current literature by assessing the relationship between fluid intelligence, temperamental traits and reaction times in movement anticipation tasks with objects moving at different speeds. The outcomes of this study are discussed together with those of previous research. Med Pr. 2020;71(4):421–7

The current research aims at designing a program based on using artistic activities and identifying its effect on improving the artistic talent of kindergarten children. The researcher utilized the experimental research methodology with the semi-experimental design of one group through conducting pre/post measurements. The research community was children enrolled in kindergartens of El-Minia Governorate, the academic year 2018/2019; whose ages ranged between 5-6 years old. The researcher selected the research sample randomly from one kindergarten. The exploratory research tool (Raven for successive Matrices) was applied to identify artistically talented children. Based on the results obtained, the sample was selected according to the highest quadrant in the Raven test which consisted of (32) children. For data collection, the researcher used Raven's Colored Sequence Arrays Test (to measure intelligence), artistic talent test for children (Prepared by the researcher) and the artistic activities program for kindergarten children (prepared by the researcher). The most significant results of the current research revealed the positive effect of the program based on artistic activities on developing artistic talent among kindergarten children as a training and rehabilitation approach.

The article is devoted to the analysis of the diagnostics of the educational factor influence on the level of intelligence and general intellectual abilities in police officers. In the article, it was also aimed to describe theoretical and practical studies on the diagnosing of the intelligence level and general intellectual capacities in police officers, and to assess the influence of educational factors on the level of intelligence. The instruments used in the study during the professional-psychological selection included the Brief Qualifying Selection Test, the Intelligence Structure Test developed by Rudolf Amthauer et al., and Raven’s Progressive Matrices. Based on the empirical data analysis, it was proved that the police officers’ educational level had a significant impact on their integral index value, level and structure of intelligence, and general intellectual abilities.

Regardless of family configurations, few studies address the concomitant assessment of mothers and fathers regarding their children’s behaviors and parenting practices. The objective was to compare and correlate the assessment of biological mothers and fathers of intact nuclear families on their parental practices and behavioral problems of their school-aged children. Fourth-two intact nuclear families answered to the following instruments: General Questionnaire, Parenting Style Inventory, Strengths and Difficulties Questionnaire and Raven Progressive Matrices Test - Special Scale. The quantitative analysis showed that mothers and fathers presented similar assessments regarding the behavior of their children, though mothers reported more positive practices than fathers. Negative parenting styles were positively correlated with child behavioral problems. These findings contribute to the planning of preventive strategies and interventions directed to families.

Design training programs that teach creativity often emphasize divergent thinking (generation of ideas) more than convergent thinking (evaluation of ideas). We hypothesized that training would lead to more both types of creativity, but especially divergent thinking. Three groups of university students (N=120; n=40 in each group) were recruited to participate: senior design students (graduate students with at least 4years of design training as undergraduates); junior design students (undergraduates in their first year of design training); and undergraduate students in majors unrelated to design. The students completed three tasks in a classroom setting to assess divergent thinking (Alternate Uses Task), convergent thinking (Remote Associates Task), and nonverbal abstract reasoning (Raven’s Progressive Matrices Test). The results of one-way ANOVAs showed that as expected, senior design students significantly outperformed junior design students and non-design majors in divergent thinking. However, contrary to expectations, senior design students had significantly lower scores than the non-design group on convergent thinking; the junior design students’ scores fell in the middle but were not significantly different from either of the other groups. There were no group differences in nonverbal abstract reasoning. These findings suggest that design training significantly improves students’ ability to generate ideas but does not improve, or may even hinder, their ability to evaluate whether the ideas are useful for the task at hand. The results have implications for developing a research-based curriculum in design training programs.

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

This study investigated the relationship between general intelligence and implicit memory performance in conjunction with aging. Data have been collected from 95 volunteers (49 young-46 older adults). General intelligence was measured by the Raven Standard Progressive Matrices (RSPM) test. Participants’ implicit memory performance was measured by the Word Stem Completion (WSC) task, in which the participants were presented with first three letters of a word and asked to complete this stem with the first word that comes to their mind. Explicit memory performance was also measured to be able to make a comparison with implicit memory performance and to document the differentiation between implicit and explicit memory. Although the same WSC task was used to measure implicit and explicit memory performance separately, the different instructions were used to deduce the different memory types. According to the results of factorial ANOVA, the main effect of age on general intelligence score was found to be statistically significant. After running further analyses by Pearson product-moment correlation coefficients, results indicated that RSPM test total correct score had a tendency to decrease with increasing age and RSPM test completion time had a tendency to increase with aging. Results also showed that implicit WSC task score and RSPM test total correct score were positively correlated. Similarly, explicit WSC task score and RSPM test total correct score were positively correlated, too. However, RSPM test completion time did not differ depending on implicit and explicit memory performances which were measured by WSC task. The present study indicated the relation between implicit WSC task and general intelligence. Within this context, this study is important to draw attention to the contribution of implicit memory measurement which is in the shadow of traditional explicit memory measurements to general intelligence, especially in older population.

Background Improving memory is an indicator of treatment in children with Attention Deficit Hyperactivity Disorder (ADHD). Objective The present study aimed to compare the effectiveness of Computerized Cognitive Rehabilitation Training (CCRT) , nutrition supplementation intervention, and both combined on the improvement of Working Memory (WM) in children with ADHD. Methods This was an experimental research with pre-test and post-test, follow-up and control group design. The statistical population included all of the elementary school girls of Tehran City, Iran. Using multilevel clustering, 66 children with ADHD were considered, of whom, 52 were selected for study participation and assigned into 4 experimental and control groups, each consisting of 13 individuals. SNAPIV and clinical interviews were employed to diagnose ADHD. The Raven's Standard Progressive Matrices was conducted to measure the participants’ intelligence level. The study participants were matched in age, Intelligence Quotient (IQ), and the gravity of ADHD symptoms. In group one, 22 sessions of 45-minutes of CCRT were performed using Captain's Log software. The second group received zinc, vitamin B6, and omega-3 for 4 months. In the third group, the first phase of the administration of zinc, vitamin B6, and omega-3 supplements was performed; after 15 sessions, CCRT was performed and obtained by the N-back test. Data were analyzed using repeated measures analysis of variance by SPSS. Findings The obtained results represented the increased mean score of the improvement of WM in the intervention groups, compared to the control group. However, there was no significant difference in WM score between the intervention groups. Conclusion CCRT and nutrition supplementation intervention improve WM in children with ADHD.

Although students in rural and migrant schools in China generally have not performed well, a share of each cohort has been able to thrive in school and to test into academic high school and college. To understand the origins of persistence, specifically, why some students learn more than do others, researchers have identified certain sources of the problem. Few studies, however, have paid attention to the role that low levels of cognitive development of students play in their academic performance. To address this gap, this study focuses on the role that cognition may play in terms of the academic achievement of rural students. We analyze data from more than 10,000 primary school students from private migrant schools in Beijing and Suzhou and from public rural schools in Henan and Anhui, using the Raven Standard Progressive Matrices test. Our results show high rates of developmental delay (about 33% of the students have Ravens scores that are less than one standard deviation lower than an international mean). Further, the rates of delay are large among all subgroups in the study, including rural children who attend migrant schools in cities and those who live in rural areas and attend rural public schools. The results also suggest that the cognition of students is highly correlated with their educational performance and, in fact, is by far the most important factor in their academic achievement.

Given the correlation between poverty and belonging to certain ethnic groups found by previous studies, the present study intends to apply a statistical technique to analyze the differences in intelligence on the basics of Raven's Coloured Progressive Matrices performance between indigenous children and non-indigenous children from poor rural populations when indigenous children are “treated” as (equated) non-indigenous children in terms of nutrition, maternal education and schooling. This cross-sectional study used the Oaxaca-Blinder decomposition to construct a counterfactual with which to compare both groups, distinguishing between differences due to certain characteristics of the child and those differences that are unexplained by the previous differences. The present study was carried out with a sample N = 1804 of 1460 non-indigenous and 344 indigenous children, aged between 5 and 11 years, from poor rural environments in Mexico who participated and completed a reduced version of the Raven's test of intelligence. The results indicate that, when cognitive performance was equated by age and height of the child, education level of the head of the family, help in school work, and care at home, the observed differences in such performance without being equated was reduced.

This study reports a relationship between intelligence, head circumference, body weight and height. Intelligence was measured by the Standard Progressive Matrices (SPM), a test of abstract non-verbal reasoning, in a sample of 720 school students aged 13-18 years in Libya. The results show statistically significant correlations of test scores with head circumference, body weight and height in all six age groups, with a mean of 0.27, 0.28 and 0.25 respectively. All three anthropometric measures were independent predictors in multiple regression models.

Since his pioneer studies, Raven demonstrated the importance of qualitative and quantitative analysis of the performance in his Progressive Matrices Test, both in normative and clinical samples (Raven 1936, 1941a, 2000, Raven et al., 1995). He described four types of erroneous responses, named as follow: 1) difference error; 2) figure repetition error; 3) inadequate individuation error: 4) incomplete correlate error. Raven claimed that the qualitative analysis of the pattern of errors could be useful in the analysis of the level of reasoning used during the execution of the test: each error can have a different level of sophistication, the more sophisticated error is the more similar to the correct option (Raven et al., 1995) and each error gives some indication of the processes and the strategies used during the solution of the item(Raven et al., 1990). Moreover, there is a general agreement on the usefulness of qualitative error analysis to collect more information on the reasoning abilities. The present study aims to propose some findings of the assessment of the pattern of errors on Raven’s Colored Progressive Matrices in a kindergarten and primary schoolsample and to propose some hints of analysis on the role of the evaluation of types of errors from a clinical point of view. We also discuss about the use of pattern of errors evaluation as a way to gain information about reasoning during intelligence assessment. We also discuss its use during the current COVID-19 pandemic, as a way tocollectas more information as possible about reasoning in each individual, even with the use of e-platforms, like the ones used as alternative to face-to-face assessment of intelligence.

Physical fitness is thought to promote cognitive function. Evidence about this is however lacking in the Ghanaian context. This study aimed to investigate the association between physical fitness and cognitive function among basic school children aged 8–13 years. A cross-sectional study involving 591 school children, recruited from 12 randomly selected public and private basic schools was conducted. Physical fitness tests were done using a five-test battery (Fifty metre run, handgrip strength, sit-up, flexibility and standing board jump) following standardized procedures. Cognitive function test using the Raven's Coloured Progressive Matrices (RCPM) were carried out. More girls (55%), children from 8-13 years old (49.1%) and public school children (66.1%) participated in the study. For fitness, boys performed better than girls in sit ups 3.4 ± 2.2 (mean ± SD), p = 0.012, handgrip 4.3 ± 2.0, p = 0.001 and overall fitness 4.3 ± 2.0, p = 0.007. Children in public schools performed significantly better in forward jump (p < 0.001) while those in private schools did better in 50m run (p < 0.001). For cognition, 46.1% of participants had less than 50% of the total score. Cognitive test score varied for forward jump and handgrip alone and not for sit ups, 50m run and overall score. Mean forward jump score was lowest in poor cognition group (4.9 ± 2.3), followed by good (5.3 ± 2.2) and highest among excellent (5.5 ± 2.3, p = 0.044) cognition group. Similar observation was made for handgrip. Cognition score and hand grip strength were positively but weakly correlated. (r = 0.132, p = 0.026). Although handgrip strength (measuring muscular strength) was significantly associated with cognitive function, this study found no significant association between overall physical fitness and cognitive function. These results indicate that only some components of physical fitness may be associated with cognitive function. This study is however correlational and one cannot infer causality., Physical fitness; Cognition; Academic performance; School-aged children; Ghana.

The article presents the results of an empirical study of specific characteristics of the success of boys and girls of primary school age in solving convergent problems under the condition of varying motivational attitudes. The study was conducted in the elementary school of the State Budgetary Educational Institution of Moscow “School No. 1561” educational complex in 2016-2018. The study sample includes 239 second-grade students the average age of whom was 8.2 years old. 137 of the study participants were boys and 102 were girls which constitutes 57% and 43% of the sample, respectively. Motivation is assessed via the authors’ modification of N.V. Elfimova’s method “A ladder of motives”, a version of M. Seligman’s Children’s Attributional Style Questionnaire (CASQ) modified by N.A. Baturina and D.A. Tsiring, and the authors’ modification of C. Dweck’s Implicit Theory Scale. The study of the cognitive sphere of the primary school students involves J. Raven’s progressive matrices test, P. Torrance’s test of creative thinking, and E.E. Tunik’s adaptation of J. Johnson’s creativity scale. Within the framework of the experiment, two blocks of convergent tasks are formed: one including non-verbal transitivity tasks (the logical block) and the other containing volumetric and spatial thinking tasks (the spatial block). It is established that the success of primary school students of both sexes in solving convergent tasks is associated not only with the extrinsic motivational attitude constructed through verbal instruction but also with the specific psychological characteristics of the development of the cognitive and motivational spheres in children. The relationship between the success in solving convergent tasks and the psychological characteristics of cognitive development and the motivational sphere differs for boys and girls of primary school age which manifests most intensely in the level of development of the non-verbal component, the leading motivation, and the specifics of the development of the attributional style of explaining success and failure, as well as its particular components.

Objective Previous research has shown that cognitive tests can lead to misclassification when applying non-representative norms to measure cognitive performance. The objective of this study was to investigate whether this misclassification also occurs with a non-verbal so-called “culture-free” intelligence test administered to different age groups. Method The intelligence of a sample of healthy Moroccan children (N = 147) ages 7, 9, and 11 was assessed using the Coloured Raven’s Progressive Matrices (CPM). Raw scores were used to study age differences, as well as misclassifications when applying the norms of three countries culturally different from Morocco (United Kingdom, Spain, and Oman). Results Intelligence performance was not within the normal range when non-representative norms were applied to the Moroccan raw scores. Misclassifications accounted for a large percentage of the participants that supposedly displayed intelligence deficits, especially when applying the British norms. Up to 15.68% of the healthy children fell within the “intellectually impaired” range, and up to 62.5% fell “below average,” with these percentages especially higher at older ages. Conclusions Our findings confirm that “culture-free” tests should be adapted to each culture and applied together with their culture’s specific norms to prevent misclassification and allow for a better, unbiased neuropsychological assessment.

Working memory (WM) is a predictor of school learning. This study aimed to investigate the predictive power of verbal and non-verbal working memory (WM) on students’ performance in arithmetic. 126 children between 6 and 11 years old participated in the research. The instruments were: School Performance Test, Raven’s Colored Progressive Matrices, Corsi Block-tapping Test, and Digits Subtest. The results showed strong and positive correlations of school performance with fluid intelligence r = 0.64, with verbal WM and non-verbal WM, both with r = 0.51 (p < 0.001). After multiple linear regression, it was found that the performance in visuospatial WM was a strong predictor for arithmetic, an effect not found for reading. The regression showed that WM explains 38% of the variance for arithmetic. It is concluded that WM has an expressive contribution to school performance, being more specific the contributions of visuospatial WM for arithmetic. Resumo A memória de trabalho (MT) é um preditor da aprendizagem escolar. Este estudo teve por objetivo investigar o poder preditivo da memória de trabalho (MT) verbal e não verbal sobre o desempenho da aritmética. Participaram 126 crianças entre 6 e 11 anos. Os instrumentos foram: Teste de Desempenho Escolar, Matrizes Progressivas Colorida de Raven, Cubos de Corsi e Subteste Dígitos. Os resultados demonstraram correlações fortes e positivas do desempenho escolar com inteligência fluida r = 0,64 com MT verbal e com a MT não verbal, ambas com r = 0,51 (p < 0,001). Após regressão linear múltipla, verificou-se que o desempenho na MT visuoespacial foi um forte preditor para a aritmética, efeito não encontrado para a leitura. A regressão demonstrou que a MT explica 38% da variância para a aritmética. Conclui-se que a MT tem uma contribuição expressiva para o desempenho escolar, sendo mais específicas as contribuições do esboço visuoespacial para a aritmética. Resumen La memoria de trabajo (MT) es un predictor del aprendizaje escolar. Este estudio tuvo como objetivo investigar el potencial predictivo de la MT verbal y no verbal en el rendimiento aritmético. Participaron 126 niños de entre 6 y 11 años. Los instrumentos fueron: Prueba de Rendimiento Escolar, Matrices Progresivas de Raven, Cubes de Corsi y Subprueba Dígitos. Los resultados mostraron correlaciones fuertes y positivas en el rendimiento escolar con inteligencia fluida r = 0,64 con MT verbal y MT no verbal, ambas con r = 0,51 (p < 0,001). Después de la regresión lineal, se observó que el rendimiento en la MT visuoespacial era fuerte predictor aritmético, efecto no encontrado en lectura. La regresión demostró que MT explica el 38% de la varianza en la aritmética. Se concluye que la MT tiene una contribución expresiva al rendimiento escolar, siendo las contribuciones visuoespaciales a la aritmética más específicas.

A modern athlete who plays badminton at a high level must be very well prepared physically, have a good command of various technical skills, have a wide arsenal of tactical solutions and demonstrate a high level of stress resistance. Experts point out that the assessment of athletes by psychophysiological qualities is more predictable than determining the level of physical capacity development, because psychophysiological qualities are genetically more conservative and less dynamic in ontogenesis than physical ones. Cognitive abilities are considered as individual stable features that determine the uniqueness of the strategy of information perception and processing, problem solving, learning and other types of cognitive activity. It is important that the effectiveness of highly qualified badminton players depends on the ability to perceive, analyze and process information. The study of psychophysiological functions to control the athlete functional state and to correct the training process is very important. Objective. Determine the level of cognitive functions in qualified badminton players. Methods. The research was conducted using the hardware-software computer complex «Multipsychometer-05». Сучасний спортсмен, який грає у бадмінтон на високому спортивному рівні, повинен бути дуже добре підготовлений фізично, досконало володіти різними технічними прийомами, мати широкий арсенал тактичних рішень та демонструвати високий рівень стресостійкості. Фахівці вказують, що оцінювання спортсменів за психофізіологічними якостями більш прогнозоване, ніж визначення рівня розвитку фізичних якостей, тому що психофізіологічні якості генетично більш консервативні і менш динамічні в онтогенезі, ніж фізичні. Когнітивні здібності розглядаються як індивідуальні стійкі особливості, що визначають своєрідність стратегії сприйняття і переробки інформації, вирішення завдань, навчання і інших видів пізнавальної діяльності. Актуальним є те, що ефективність бадмінтоністів високої кваліфікації залежить від здатності до сприйняття, аналізу і переробки інформації. Вивчення психофізіологічних функцій з метою контролю над функціональним станом спортсмена і корекцією тренувального процесу є дуже важливим. Мета. Визначити рівень когнітивних функцій у кваліфікованих бадмінтоністів. Методи. Дослідження проводи- лися з використанням апаратно-програмного комп’ютерного комплексу «Мультипсихо- метр-05». Для вивчення когнітивних функцій кваліфікованих бадмінтоністів були обрані просунуті прогресивні матриці Равена. У дослідженнях було застосовано першу частину тесту, що являє собою експрес-варіант, складається з 12 завдань та охоплює весь діапазон здібностей, діагностованих повним тестом. Результати. За основним інформативним показником (продуктивністю), швидкістю та точністю бадмінтоністи високої кваліфікації мають середній рівень, за показником ефективності – нижчий за середній. Аналіз тесту «Прогресивні матриці Равена» показав, що жінки мають достовірно кращі значення за основним інформативним показником продуктивності, якості (точності) та ефективності виконання тестування когнітивних здібностей.

Objectives: The aim of this study was to investigate the clinical usefulness of the Cube Copying Test (CCT) for quantitative assessment of visuo-spatial function in patients with Alzheimer’s disease (AD). Methods: The CCT, Raven’s Colored Progressive Matrices (RCPM), and other neuropsychological tests were administered to 152 AD outpatients. For the quantitative assessment of CCT, we scored the points of connection (POC) and the number of plane-drawing errors (PDE) and categorized the pattern classification (PAC). We also measured Functional Assessment Staging (FAST) to assess the severity of AD. The relationships among CCT, RCPM, and FAST were then analyzed. Results: The mean POC and PDE scores were 2.7 and 3.6, respectively, and the median PAC score was 6.0. PDE and PAC showed a linear relationship, but POC and PDE, and POC and PAC did not. Each component of CCT showed a significant correlation with RCPM scores. PDE and PAC had closer correlations with RCPM scores than POC did. The PDE and PAC results were significantly different among most of the FAST stages. Conclusions: Quantitative assessment using CCT may be effective for the quick determination of the visuo-spatial function in AD patients.

Background and objectives: The impact of cesarean and vaginal delivery on cognitive development was analyzed in 5 year old children. Materials and Methods: Two cohorts of 5 year old children born in the years 2013 and 2014 in Karvina (Northern Moravia) and Ceske Budejovice (Southern Bohemia) were studied for their cognitive development related to vaginal (n = 117) and cesarean types of delivery (n = 51). The Bender Visual Motor Gestalt Test (BG test) and the Raven Colored Progressive Matrices (RCPM test) were used as psychological tests. Results: In the comparison of vaginal delivery vs. cesarean section, the children delivered by cesarean section scored lower and, therefore, achieved poorer performance in cognitive tests compared to those born by vaginal delivery, as shown in the RCPM (p &lt, 0.001) and in the BG test (p &lt, 0.001). When mothers&rsquo, education level was considered, the children whose mothers achieved a university degree scored higher in both the RCPM test (p &lt, 0.001) and the BG test (p &lt, 0.01) compared to the children of mothers with lower secondary education. When comparing mothers with a university degree to those with higher secondary education, there was a significant correlation between level of education and score achieved in the RCPM test (p &lt, 0.001), but not in the BG test. Conclusions: According to our findings, the mode of delivery seems to have a significant influence on performance in psychological cognitive tests in 5 year old children in favor of those who were born by vaginal delivery. Since cesarean-born children scored notably below vaginally born children, it appears possible that cesarean delivery may have a convincingly adverse effect on children&rsquo, s further cognitive development.

The relationship between cognitive abilities and academic achievement across schooling from the first to the eleventh grade was analyzed. Information processing speed, visuospatial working memory, number sense, and fluid intelligence were considered predictors of general academic achievement, which was derived from grades in mathematics, language, and biology. This cross-sectional study involved 1560 pupils who were in grades 1&ndash, 11 at general education schools and were aged from 6.8 to 19.1 years (50.4% were boys). Information processing speed, visuospatial working memory, and number sense were measured using the Choice Reaction Time, Corsi Block-Tapping, and Number Sense computerized tests, respectively. Fluid intelligence was measured using the paper-and-pencil version of the Standard Progressive Matrices test. Correlation analysis and structural equation modeling were carried out. It was shown that it is possible to describe the structure of the relationship between cognitive abilities and academic achievement for all levels of schooling with a single model. In this model, information processing speed is the key predictor of fluid intelligence, working memory, and number sense, which in turn contribute to individual differences in academic success. Additionally, the specificity of the relationship between individual indicators of cognitive abilities and academic achievement at each level of schooling was revealed.

Roma children have been discriminated against for many years as they are denied access to high-quality education based on their scores on general non-verbal IQ tests. Rushton et al. (2007) showed that Roma perform more poorly than non-Roma on one such test (i.e., Raven Progressive Matrices), but suggest that this underperformance could be explained by Roma’s low socio-economic status. In this paper, we tested the non-verbal abilities of Roma children and expanded on the research of Rushton et al. (2007) by investigating empirically the potential mediating effects of socio-economic status on children’s performance on Raven Progressive Matrices. Results showed that the performance of Roma children was, on average, significantly lower than the performance of their non-Roma peers; however, the effect of ethnicity was partially mediated by the parents’ education and living conditions (while the parents’ income had no significant effect). As hypothesized by Rushton et al. (2007) some socio-economic factors can explain important variability in the performance of Roma children on general non-verbal tests, and their poor performance on such tests may lead to an underestimation of the true population mean.

We analyze a 12-item version of Raven&rsquo, s Standard Progressive Matrices test, traditionally scored with the sum score. We discuss some important differences between assessment in practice and psychometric modelling. We demonstrate some advanced diagnostic tools in the freely available R package, dexter. We find that the first item in the test functions badly&mdash, at a guess, because the subjects were not given exercise items before the live test.

Background:. Epilepsy correlates with high limitation value, disability and function loss which can give negative impact to patient's quality of life. This negative impact correlates with either epilectic seizures (motoric, sensory and behavior) or effects of anti-epileptic drugs that can cause cognitive impairment, which in this case is intelligence aspect with handicap in epilepsy patients. We determined correlation between intelligence level and handicap degree in epilepsy patients. Methods: The research was conducted in patients of Neurological Department of Dr. Soetomo General Hospital, Surabaya, Indonesia, who met inclusion and exclusion criteria, consecutively from July 2013-December 2013. Intelligence test was conducted using Standard Progressive Matrices (SPM) test, while test on handicap degree was conducted using Subjective Handicap Epilepsy (SHE) test. Results: There were 40 research subjects (19 females and 21 males) with average age of 30.9±9.6. The average score of SHE was 70.08±16/69, while the average score of SPM was 88.53±10.34. There was a weak positive correlation and statistically significant correlation between SPM and SHE scores (r = 0.345 and p = 0.029). Conclusion: There was a correlation between intelligence level and handicap degree in epilepsy patients.

The aim of the study was to investigate the associations between fluid intelligence and creativity among young adults. The sample consisted of 26 university students who were recruited through convenience sampling method. The Raven Standard Progressive Matrices (RSPM) 9 item-form and a divergent thinking test were used to measure fluent intelligence and creativity, respectively. In order to examine the associations between creativity and fluent intelligence correlational analysis was applied. The Pearson’s correlation coefficient revealed that there was no significant relationship between the tests of divergent thinking and RSPM total score. On the other hand, the results showed a significant positive correlation between the RSPM visuospatial factor and both fluency (r=.47, p

794 working people aged around 30 years completed three intelligence (Ravens Progressive matrices: GMA Numerical and GMA Verbal) and one personality test (16PF) before entering jobs in public service. They were all graduates and there were various sex differences on all measures. They were rated by supervisors each year after they joined the organisation and data were kept on their promotions. Correlations between individual difference factors and the rated criterion scores showed many significant patterns. A series of multiple regressions entered demographic factors (sex, age, social class), arts vs science background, impression management, intelligence test scores, and the personality variables. A mean rating score as well as three years supervisor ratings and number of promotions acted as the criterion scale. Whilst there were some differences between the different criteria, there were some consistent findings. Gender was a consistent predictor whilst there were relatively few personality and ability correlates. Limitations are acknowledged.

The scientific approach to the study of creative problem solving has shifted from using classic insight problems (e.g., the Nine-dots problem), towards sets of problems that have more robust psychometric properties, such as the Remote Associate Test (RAT). Because it is homogeneous, compact, quickly solvable, and easy to score, the RAT has been used more frequently in recent creativity studies. We applied the Item Response Theory (IRT) to develop an Italian version of this task. The final 51-item test was reliable (α = .89) and provided information over a wide range of ability levels, as revealed by the IRT analysis. The RAT correlated with five measures of creative performance: The Raven's Standard Progressive Matrices (SPM), three classic insight problems, a set of anagrams purposefully developed, the fluency and flexibility scores of the Alternative Uses Task (AUT), and the Creative Achievements Questionnaire (CAQ). The new measure provided is meant to encourage the study of creativity and problem solving in the Italian language.

O objetivo geral do presente estudo foi investigar a relação entre o vínculo parental e o histórico de reprovação escolar de adolescentes e seus pais1. Como objetivos específicos buscou-se identificar o perfil cognitivo e comparar o tipo de vínculo parental estabelecido entre adolescentes com e sem reprovação escolar. Para tanto, utilizou-se um delineamento correlacional e comparativo, de caráter quantitativo e transversal. Participaram 140 adolescentes matriculados em escolas municipais de São Leopoldo/RS, que responderam ao Questionário de Dados Sociodemográficos, ao Teste Matrizes Progressivas de Raven e ao Parental Bonding Instrument. Os resultados indicaram que o número de reprovações da mãe e do pai esteve positivamente associado ao número de reprovações do filho, assim como o fator cuidado da mãe e do pai ao potencial intelectual do filho. Ainda, o fator cuidado do pai relacionou-se negativamente e o fator superproteção positivamente com o número de reprovações do filho. Também se constatou que os adolescentes sem histórico de reprovação escolar percebem seus pais como mais emocionalmente disponíveis, atentos e interessados para com eles. Tais resultados destacam a importância da participação dos pais no processo de ensino-aprendizagem dos filhos.

Due to the demand for instruments to assess aspects of the personality of children, we aimed find evidence for the validity of the Zulliger test in the Comprehensive System (ZSC). 173 children participated in this study of Fortaleza-CE with ages between 6 years and 11 years and 6 months, 48.5% were from public schools and 53.1% female. The children were divided into three age groups, 6 and 7 years, 8 and 9 years and 10 and 11 years. The instruments used were the Zulliger test and the test of Raven’s Coloured Progressive Matrices - Special Scale. We made the analysis of descriptive statistics and compared the variables of Zulliger test through the One Way ANOVA test. The significant variables were FQu (p

Considering the importance of validity evidence studies when designing psychological instruments, this study intended on verifying the construct validity of reasoning subtests, through convergent evidence and CFA, as part of a battery for giftedness assessment. A Manova was also applied to evaluate sex and grade differences. The sample was composed of 96 students, in which 49 were female, with 6th grade (n=15), 7th grade (n=12), 8th grade (n=49) students and 2nd year (n=20) students from a public school in the state of São Paulo, aged between 10 and 18 (M = 13.4 years, SD = 1.8). The participants answered the Raven Progressive Matrices Test (general scale) and reasoning subtests that belong to the Battery for Giftedness Assessment (BAHA/G). The results from Pearson's correlation indicated convergence as the majority of the factors composed in BAHA/G showed positive and significant correlations with the Raven test factors, and the CFA displayed two latent variables with strong correlations, particularly among their total score (r=.976). With these results, we found the moderate relationship between these instruments. Further studies are recommended on other types of validity evidence of these subtests to confirm its psychometric qualities.

This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills. Keywords: Problem-solving, metacognition, learning disability, academic achievement.

This study was conducted to investigate the memory strategy for serial recall in adults with general intellectual disability (ID) using the picture memory span task. Relations between memory strategies and two aspects of intellectual abilities, i . e ., verbal and nonverbal abilities, were investigated. Study participants were 19 adults with general ID ( i.e., ID of unknown etiologies). The picture memory span task, which can assess features of memory coding, was administered under four conditions: control, visually similar, phonologically similar, and long-name condition. The picture vocabulary test – revised (PVTR) and Raven color progressive matrices (RCPM) were conducted. Performance on the picture memory span task revealed that participants with ID used visual and verbal strategies for memory coding. Individual differences in verbal ability were interrelated with the degree of verbal strategy use. Results of this study suggest that features of memory coding of adults with ID do not contradict their level of intellectual development.

A growing consensus is that performances on standardized intelligence tests can be positively influenced by interventions that focus on improving relational reasoning. One such intervention, known as SMART (Strengthening Mental Abilities with Relational Training), consists of presenting participants with increasingly complex exemplars of relational reasoning tasks involving premises associated along same-as, opposite-of, more-than, and less-than relations. Following multiple training and testing sessions involving these relations, increased fluency in SMART is related to enhanced performances on tests of intellectual ability (Cassidy et al., 2016). The current study expands upon previous investigations on SMART in two ways. First, we explored whether the amount of training undertaken can predict changes in intelligence test performances. Second, we assessed whether SMART training could be effective for a non-English speaking, socioeconomically disadvantaged cohort. Changes in intelligence were assessed via administrations of the standard Raven’s Progressive Matrices before and after SMART training. Our results show that the stage of SMART training completed is positively related to changes in Ravens’ performances and that such training can be effective for non-English cohorts.

The Coloured Progressive Matrices (CPM), a non-verbal reasoning test for children, was administered to a sample of 4785 primary school students aged 5-12 years in Sudan. Girls obtained higher average scores equivalent to an IQ difference of 3.56 points and showed greater variability than boys. Comparison with scores obtained in a similar study performed in the same area in 2004 shows that the female advantage that is presently seen is a recent phenomenon, and that boys scored higher than girls in the earlier study.

The Standard Progressive Matrices Plus (SPM+) was administered in Sri Lanka in 2017 to a sample of 302 school students aged 11 to 16 years. The mean score of the test was 29.2 and is equivalent to a British-scaled IQ of 83. The boys scored significantly higher than the girls.

Data are reported for the Standard Progressive Matrices Plus, applied to a sample of 1641 male and 1441 female school students aged 6 to 18 years old in Cambodia. Scores were higher than those recorded in earlier studies of non-verbal intelligence in Cambodia, indicating an average IQ near 100. There were no consistent gender differences. In addition to age and school grade, numbers of brothers and sisters were associated with test scores. Family income had virtually no relationship with test scores.

This study assesses non-verbal cognitive ability of South Sudanese refugee children, using the Colored Progressive Matrices (CPM) test. The sample consisted of 1856 South Sudanese children living in Khartoum State ranging from 6 to 12 years of age. Mean scores were very low when scaled to the IQ metric according to British 2007 norms. Importantly, group administration produced far lower scores than individual administration of the test.

The present study investigated the psychometric properties of the Raven’s Colored Progressive Matrices (CPM) test in a sample of preschoolers from Brazil ( n = 582; age: mean = 57 months, SD = 7 months; 46% female). We investigated the plausibility of unidimensionality of the items (confirmatory factor analysis) and differential item functioning (DIF) for sex and age (multiple indicators multiple causes method). We tested four unidimensional models and the one with the best-fit index was a reduced form of the Raven’s CPM. The DIF analysis was carried out with the reduced form of the test. A few items presented DIF (two for sex and one for age), confirming that the Raven’s CPM items are mostly measurement invariant. There was no effect of sex on the general factor, but increasing age was associated with higher values of the g factor. Future research should indicate if the reduced form is suitable for evaluating the general ability of preschoolers.

The aim of the current study is to provide new insights into the relationship between executive functions and intelligence measures in considering the item-position effect observed in intelligence items. Raven's Advanced Progressive Matrices (APM) and Horn's LPS reasoning test were used to assess fluid intelligence which served as criterion in investigating the relationship between intelligence and executive functions. A battery of six experimental tasks measured the updating, shifting, and inhibition processes of executive functions. Data were collected from 205 university students. Fluid intelligence showed substantial correlations with the updating and inhibition processes and no correlation with the shifting process without considering the item-position effect. Next, the fixed-link model was applied to APM and LPS data separately to decompose them into an ability component and an item-position component. The results of relating the components to executive functions showed that the updating and shifting processes mainly contributed to the item-position component whereas the inhibition process was mainly associated with the ability component of each fluid intelligence test. These findings suggest that improvements in the efficiency of updating and shifting processes are likely to occur during the course of completing intelligence measures and inhibition is important for intelligence in general.

Having a deeper understanding of determining factors in the quality of translation is in the interest of almost all scholars of translation studies. Students’ intelligence is being measured constantly in order to determine their aptitude for entering into different programs. However, in translation studies, the variable of intelligence quotient (IQ) has been curiously ignored among researchers. This study aimed to explore the strength of both IQ and reading comprehension in predicting translation quality among Iranian translation students. A sample of forty-six translation students from Alborz University of Qazvin participated in this study. Data were collected using three tests including Raven’s Advanced Progressive Matrices, Colina’s (2008) componential translation quality rating scheme and the reading comprehension test of IELTS. The results show IQ test scores and reading comprehension significantly predict translation quality assessment. Surprisingly, the most significant finding is that IQ score is by far a better predictor of translation quality than reading comprehension. Overall, it is concluded that translation quality assessment is more of a deeper cognitive function than solely language process, which could lead to more research on cognitive aspects of translation.

To evaluate the psychometric properties of the Italian version of Functional Outcome Questionnaire - Aphasia.Two hundred and five persons with stroke-related aphasia and right hemiparesis who received ongoing assistance from a family caregiver were assessed using the Functional Outcome Questionnaire - Aphasia, Aachener Aphasie Test, Token Test, Raven's Coloured Progressive Matrices, Functional Independence Measure (FIM), Functional Assessment Measure (FAM), and Quality of Life Questionnaire for Aphasics (QLQA). The Functional Outcome Questionnaire - Aphasia was translated into the Italian language using a translation and back-translation method. Reliability and construct validity of the Functional Outcome Questionnaire - Aphasia were evaluated.The Italian version of the Functional Outcome Questionnaire - Aphasia showed good internal consistency and test-retest reliability for the overall scale (α = 0.98; ICC = 0.95) and subscales (α = 0.89 for the communicating basic needs (CBN), α = 0.92 for the making routine requests (MRR), α = 0.96 for the communicating new information (CNI), α = 0.93 for the attention/other communication skills (AO); ICC = 0.95 for CBN, ICC = 0.96 for MRR, ICC = 0.97 for CNI and ICC = 0.92 for AO). Significant correlations were found between the Functional Outcome Questionnaire - Aphasia and Token Test, QLQA, Aachener Aphasie Test scores, and FAM linguistic scores, indicating good convergent validity. Low correlations were found between Functional Outcome Questionnaire - Aphasia and Raven's Coloured Progressive Matrices and FIM motor scores, showing good discriminant validity.The overall findings of this study supported the reliability and construct validity of the Italian version of the Functional Outcome Questionnaire - Aphasia. This measure holds considerable promise in assessing the functional outcomes of aphasia rehabilitation in Italian-speaking persons with aphasia. Implications for Rehabilitation Functional Outcome Questionnaire - Aphasia is a reliable and valid questionnaire in assessing functional communication of Italian-speaking people with aphasia. This measure provides critical information about people with aphasia's functional and pragmatic communication in home and community settings, contributing significantly to overall quality of life. Since the use of measures of functional communication is recommended in the clinical evaluation of language disease, the Italian version of Functional Outcome Questionnaire - Aphasia may be effective in tailoring rehabilitation treatment to the presenting communication problems of people with aphasia and their caregivers.