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PubMed2005

National intelligence, suicide rate in the elderly, and a threshold intelligence for suicidality: an ecological study of 48 Eurasian countries.

Across 85 countries around the world, Voracek (2004) found a significant positive relation between estimated national intelligence (IQ) and national male and female suicide rate. The relation was not attenuated when countries' per capita Gross Domestic Product (GDP) and type of national IQ estimation were statistically controlled. Independently, investigating the total national suicide rate only, Lester (2003) arrived at the same conclusion. These two findings are consistent with a corollary of de Catanzaro's (1981) evolutionary theory of human suicide, namely that a threshold intelligence is necessary for suicidality and that intelligence and suicide mortality should thus be positively related. Here, further evidence for this hypothesis is bolstered by focusing on suicide rates of the elderly. Across 48 Eurasian countries, estimated national IQ was significantly positively related to national suicide rates of people aged 65 years and over. This new ecological-level finding survived statistical controlling for a set of seven variables (type of national IQ estimation, national GDP, stableness and recency measures for suicide rates, and rates of adult literacy, urbanization and Roman Catholics), which thus are not confounding factors for the relation of intelligence and suicide mortality. Based on ecological data, the threshold IQ for suicidality is predicted to be 70 or slightly over, an estimate that is consistent with various suicidological observations.

Aged↗

PubMed2006

A dynamical model of general intelligence: the positive manifold of intelligence by mutualism.

Scores on cognitive tasks used in intelligence tests correlate positively with each other, that is, they display a positive manifold of correlations. The positive manifold is often explained by positing a dominant latent variable, the g factor, associated with a single quantitative cognitive or biological process or capacity. In this article, a new explanation of the positive manifold based on a dynamical model is proposed, in which reciprocal causation or mutualism plays a central role. It is shown that the positive manifold emerges purely by positive beneficial interactions between cognitive processes during development. A single underlying g factor plays no role in the model. The model offers explanations of important findings in intelligence research, such as the hierarchical factor structure of intelligence, the low predictability of intelligence from early childhood performance, the integration/differentiation effect, the increase in heritability of g, and the Jensen effect, and is consistent with current explanations of the Flynn effect.

Humans↗

PubMed2000

Evaluation of the validity of the Wechsler Intelligence Scale for Children--Third Edition comprehension and picture arrangement subtests as measures of social intelligence.

Clinical lore suggests that the Wechsler Intelligence Scale for Children--Third Edition (D. M. Wechsler, 1991) Comprehension and Picture Arrangement scores may be used as indices of social intelligence. This study evaluated this supposition by comparing these subtest scores with mother- and teacher-reported social functioning in 142 children with ADHD and 30 control children. After general intelligence was partialled out, the Comprehension subtest related to some aspects of social functioning, but the clinical significance of this was limited. The Picture Arrangement subtest was unrelated to social functioning, once general intelligence was controlled. These findings were consistent across study groups.

Attention Deficit Disorder with Hyperactivity↗

PubMed1982

Intelligence and non-intelligence factors contributing to scores on the Rorschach Prognostic Rating Scale.

The relationship between the Rorschach Prognostic Rating Scale (RPRS) and the Wechsler Adult Intelligence Scale (WAIS) was investigated to identify the factors, intelligence and others, which contribute to the RPRS. Correlation between the RPRS total and WAIS FSIQ showed that approximately 43% of the variance in the RPRS total can be accounted for by the variance in the FSIQ. Verbal IQ is not significantly more highly correlated with the RPRS total than the Performance IQ (p less than .10). Factor analysis of the six RPRS subscores resulted in two factors. Subsequent factor analysis of the six RPRS subscores plus FSIQ and the factor analysis of the six RPRS subscores plus PIQ and VIQ showed the first factor to be an intelligence factor accounting for 85% of the common variance. The RPRS variables FL, FM, M and Sh loaded most heavily on this factor. The second factor was a non-intelligence factor accounting for 15% of the common variance. Small m is clearly the main determinant of this factor, followed by Sh.

Adolescent↗

PubMed2001

Emotional intelligence as an aspect of general intelligence: what would David Wechsler say?

R. D. Roberts, M. Zeidner, and G. Matthews (2001) have carefully examined the controversial issue of whether emotional intelligence (EI) should be classified as an intelligence and whether EI's constructs meet the same psychometric standards as general intelligence's constructs. This article casts their efforts into the framework of both historical and modern IQ-testing theory and research. It details David Wechsler's attempts to integrate EI into his tests and how his conception of a good clinician would be that of an emotionally intelligent clinician. Current theories and research on IQ also have a role in EI beyond what Roberts et al. described, including J. L. Horn's (1989) expanded model and A. R. Luria's (1966) neuropsychological research, and better criteria than the Armed Services Vocational Aptitude Battery should be used in future EI studies. The authors look forward to more research being conducted on EI, particularly in future performance-based assessments.

Emotions↗

PubMedDate not supplied

[Intelligence and prognosis in severe traumatic brain injury: a neuropsychological study with the Wechsler adult intelligence scale (WAIS-III)].

OBJECTIVE: To evaluate the utility of the Wechsler adult intelligence scale III (WAIS-III) as a measure of intelligence after severe brain injury, and to elucidate prognostic factors associated with intelligence coefficients (IQs). METHODS: Forty-six patients (age: 27.4 +/- 12.8 years) attending our service after a severe head injury were included in our study (chronicity: 315.3 +/- 330 days after injury). All patients were assessed with the WAIS-III. WAIS-III IQs were correlated (Pearson and Spearman) with clinical and demographic data. A significance level of p < 0.05 was used in all comparisons. IQs between 1 and 2 standard deviation (SD) below normative data were considered "mild abnormal" while indexes below 2 SD were considered "abnormal". RESULTS: Only eleven patients (25 %) showed normal total IQ with predominance of manipulative (77.7 %) compared to verbal (64.5 %) impairment. Thirty-eight patients (95 %) had difficulties in speed processing, thirty-six (85.6 %) had problems with working-memory, twenty-five (62.5 %) showed impairments in perceptual organization, and twenty-six (62 %) had verbal comprehension deficits. WAIS-III IQs showed significant correlations with length of coma and posttraumatic amnesia duration (p < 0.05). CONCLUSIONS: The WAIS-III is a valid and sensible tool to detect cognitive deficits associated with brain injury. Almost all patients with severe brain injury show abnormal IQs with a slow processing speed as predominant symptom. Length of coma and posttraumatic amnesia seems to be the most relevant parameter related to intelligence in severe brain-injured patients.

Adolescent↗

PubMedDate not supplied

Relation of nonverbal intelligence assessed by Cattell's Culture Fair Intelligence Test to latencies of the somatosensory evoked potentials elicited by stimulation of the posterior tibial nerves in right-handed male and female subjects.

The association of nonverbal intelligence (NVI) with latencies of the somatosensory evoked potentials from the right and left posterior tibial nerves (PTNs) was studied in right-handed male and female subjects without familial sinistrality (FS-). There was a significant negative linear correlation between N49-P39 interpeak latencies from the right and left PTNs in females and a significant positive linear correlation between these parameters in males. There was no significant correlation between P58-N49 interpeak latencies and NVI in females, but a significant negative linear correlation in males. The N76-P58 interpeak latencies were found to be positively linearly related to NVI only in females; there was no correlation between these parameters in males. There was no significant correlation between IQ and side differences in SEP latencies in females. The right minus left P39 latencies from the right and left PTN were found to be negatively linearly related to IQ in males. In females with nearly equal heights, latencies of N49 waves were found to be negatively linearly related to IQ. In males with nearly equal heights, only P39 and P58 waves from the right PTN were found to be negatively linearly related to IQ. These results did not support the hypothesis of speed of information processing by the brain in behavioral intelligence. An asymmetrical organization of the male brain seems to be disadvantageous for nonverbal intelligence; the female brain appeared to be independent of the degree of asymmetrical organization of the brain in this respect.

Adult↗

PubMed1996

[Intelligence and intelligence tests].

In psychology, the term intelligence has been introduced for the description of the certain, theoretically postulated complex of psychical events (thinking, attention, imagination, memory etc.). Intelligence belongs to the category of personality features, to its attributes. It has certain structure, which has been shown from the viewpoint of ontogeny, to be dynamical during the development of the individual. Intelligence testing belongs to one of the oldest psychodiagnostic methods used to measure not only ones mental abilities, but also the current individual mental level. This is the reason why careful interpretation of its results is always so crucial. Mentioned are examples of some of these tests, its interpretation, quality and proficiency. Discussed are also questions of the diagnostic usefulness of these tests.

Humans↗

PubMed2001

A revalidation of the Thurstone Test of Mental Alertness as a brief measure of intelligence through comparison with the Wechsler Adult Intelligence Scale-III.

In earlier research, Rossini, Wygonik, Barrett, and Friedman (1994) demonstrated that the Thurstone Test of Mental Alertness (TMA) is a valid, brief measure of intelligence by comparing it to the Wechsler Scale of Adult Intelligence-Revised, which was at that time the "gold standard" of IQ assessment. Since that study, the WAIS has again been revised and reissued in a third edition, the WAIS-III. We assessed the relationship between scores on the Thurstone Test of Mental Alertness and this latest WAIS test to see if there is still a predictive relationship between the two tests. Correlations between the two tests and the accuracy of TMA point estimates of IQ indicate that the Thurstone Test of Mental Alertness remains a viable brief measure of adult intelligence.

Adult↗

PubMed2001

Does emotional intelligence meet traditional standards for an intelligence? Some new data and conclusions.

Performance-based measures of emotional intelligence (EI) are more likely than measures based on self-report to assess EI as a construct distinct from personality. A multivariate investigation was conducted with the performance-based, Multi-Factor Emotional Intelligence Scale (MEIS; J. D. Mayer, D. Caruso, & P. Salovey, 1999). Participants (N = 704) also completed the Trait Self-Description Inventory (TSDI, a measure of the Big Five personality factors; Christal, 1994; R. D. Roberts et al.), and the Armed Services Vocational Aptitude Battery (ASVAB, a measure of intelligence). Results were equivocal. Although the MEIS showed convergent validity (correlating moderately with the ASVAB) and divergent validity (correlating minimally with the TSDI), different scoring protocols (i.e., expert and consensus) yielded contradictory findings. Analyses of factor structure and subscale reliability identified further measurement problems. Overall, it is questionable whether the MEIS operationalizes EI as a reliable and valid construct.

Adolescent↗

PubMed2001

Emotional intelligence as a standard intelligence.

The authors have claimed that emotional intelligence (EI) meets traditional standards for an intelligence (J. D. Mayer, D. R. Caruso, & P. Salovey, 1999). R. D. Roberts, M. Zeidner, and G. Matthews (2001) questioned whether that claim was warranted. The central issue raised by Roberts et al. concerning Mayer et al. (1999) is whether there are correct answers to questions on tests purporting to measure EI as a set of abilities. To address this issue (and others), the present authors briefly restate their view of intelligence, emotion, and EI. They then present arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable.

Emotions↗

PubMed2001

Slow down, you move too fast: emotional intelligence remains an "elusive" intelligence.

Commentators on the R. D. Roberts, M. Zeidner, and G. Matthews (2001) article on the measurement of emotional intelligence (EI) made various pertinent observations that confirm the growing interest in this topic. This rejoinder finds general agreement on some key issues: learning from the history of ability testing, developing more sophisticated structural models of ability, studying emotional abilities across the life span, and establishing predictive and construct validity. However, scoring methods for tests of EI remain problematic. This rejoinder acknowledges recent improvements in convergence between different scoring methods but discusses further difficulties related to (a) neglect of group differences in normative social behaviors, (b) segregation of separate domains of knowledge linked to cognitive and emotional intelligences, (c) potential confounding of competence with learned skills and cultural factors, and (d) lack of specification of adaptive functions of EI. Empirical studies have not yet established that the Multi-Factor Emotional Intelligence Scale and related tests assess a broad EI factor of real-world significance.

Adaptation, Psychological↗

PubMed1999

Comparison of the Kaufman Brief Intelligence Test and the Wechsler Intelligence Scale for Children-Third Edition in economically disadvantaged African American youth.

The Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) are compared in 35 economically disadvantaged African American youth presenting for treatment in a community mental health setting. Significant correlations were found between K-BIT Composite and WISC-III Full Scale IQ scores. Results revealed significant differences between K-BIT and WISC-III scores; K-BIT Composite and Matrices mean scores were found to be 6 and 11 points higher than respective WISC-III Full Scale IQ and Performance IQ mean scores. No significant differences were obtained between K-BIT Vocabulary and WISC-III Verbal IQ scores. Our findings support the authors' recommendations for use of the Matrices subtest alone with African American youth from economically disadvantaged backgrounds (Kaufman & Kaufman, 1990).

Adolescent↗

PubMed1995

Intelligibility and phonetic contrast errors in highly intelligible speakers with amyotrophic lateral sclerosis.

Intelligibility data, phonetic contrast errors, and information regarding subsystem involvement were examined in 29 highly intelligible subjects (18 women and 11 men) with amyotrophic lateral sclerosis. Results are discussed in terms of data for individual subjects, the group as a whole, and for subgroups based on dysarthric status and gender. Of particular interest are findings that suggest early laryngeal involvement as well as gender-related differences for several contrasts.

Adult↗

PubMed1979

Standard intelligence tests are valid instruments for measuring the intellectual potential of urban children: comments on pitfalls in the measurement of intelligence.

Hardy, Welcher, Mellitis, and Kagan altered standard WISC administrative and scoring procedures and, from the resulting higher subtest scores, concluded that IQs based on standardized tests are inappropriate measures for inner-city children. Careful examination of their study reveals many methodological inadequacies and problematic interpretations. Three of these are as follows: (a) failure to use any external criterion to evaluate the validity of their testing-of-limits procedures; (b) the possibility of examiner and investigator bias; and (c) lack of any comparison group that might demonstrate that poor children would be helped more than others by the probes recommended. Their report creates misleading doubts about existing intelligence tests and does a disservice to inner-city children who need the benefits of the judicious use of diagnostic procedures, which include standardized intelligence tests. Consequently, their assertion concerning the inappropriateness of standardized test results for inner-city children is not only premature and misleading, but it is unwarranted as well.

Adolescent↗

PubMed1998

Shipley institute for living scale and the Kaufman Brief Intelligence Test as screening instruments for intelligence.

This study assessed the comparability and acceptability of two tests used to screen for overall intelligence levels in adults. At issue is whether either of these two tests is preferable for a definable subject population. Participants drawn from college (n = 30) and forensic (n = 50) settings completed the Shipley Institute for Living Scale (SILS), the Kaufman Brief Intelligence Test (K-BIT), and the reading section of the Wide Range Achievement Test-Revised (WRAT-R). The correlation between the SILS IQ and the K-BIT IQ scores was .77 for the college sample and .83 for the forensic group, with no significant differences between SILS and K-BIT mean IQ scores within each sample. Reading level also was significantly correlated with SILS and K-BIT IQ scores for both groups. A preference for the SILS over the K-BIT was expressed by two overlapping groups: college students and above average readers, while a majority of the forensic sample and poorer readers chose the K-BIT. Although the SILS and K-BIT yield comparable IQ scores within a sample, clinicians may want to consider the subject's reading ability, educational history, and feelings and attitudes about the assessment situation in deciding which of these two IQ screening tests to utilize.

Achievement↗

PubMed1990

Comparison of the Test of Nonverbal Intelligence and Wechsler Intelligence Scale for children--revised in rural Native American and white children.

The Test of Nonverbal Intelligence (TONI) and Wechsler Intelligence Scale for Children--Revised (WISC--R) were administered to 46 Native American and white students who were suspected by their classroom teachers of having learning handicaps. Pearson correlations between these sets of IQs ranged from .42 (TONI and WISC--R Performance) to .89 (WISC--R Verbal and Full Scale).

Adolescent↗

PubMed1992

Correlations for Wechsler Intelligence Scale for Children--Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian children.

This study focused on the relationship between the Wechsler Intelligence Scale for Children--Revised (WISC--R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC--R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC--R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC--R and WPPSI are based are related.

Child↗