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PubMed2002

Generalized cognitive impairments, ability to perform everyday tasks, and level of independence in community living situations of older patients with psychosis.

OBJECTIVE: This study examined the relationship between performance of instrumental activities of daily living, as measured with the University of California, San Diego, Performance-Based Skills Assessment (UPSA), and measures of cognitive functioning and independence in the community living situation of older outpatients with psychotic disorders. METHOD: One hundred eleven middle-aged and elderly outpatients with primary psychotic disorders were administered the UPSA, the Mattis Dementia Rating Scale, and standardized measures of psychopathology. Independence in the community living situation was rated on a scale from 1 to 5, with 5 representing the highest level of independence, such as living alone in an apartment or house. Ability in seven domains of neuropsychological functioning was assessed in 67 participants. RESULTS: Total scores on the University of California, San Diego, Performance-Based Skills Assessment were significantly correlated with total and subscale scores on the Mattis Dementia Rating Scale, level of independence in the community living situation, and scores on the neuropsychological measures in the subset of patients who underwent neuropsychological testing. Lower scores on the Mattis Dementia Rating Scale memory subscale and more severe negative symptoms were significantly associated with worse performance on the skills assessment. Performance on the skills assessment contributed uniquely to prediction of independence in the community living situation. CONCLUSIONS: Generalized cognitive abilities are associated with everyday functioning capacity in older patients with psychosis. Reduction of cognitive deficits and negative symptoms may improve patients' ability to function independently in the community.

Activities of Daily Living↗

PubMed2002

Individual differences in faking integrity tests.

The present study assessed whether success at faking a commercially available integrity test relates to individual differences among the test takers. We administered the Reid Report, an overt integrity test, twice to a sample of college students with instructions to answer honestly on one administration and "fake good" on the other. These participants also completed a measure of general cognitive ability, the Raven Advanced Progressive Matrices. Integrity test scores were 1.3 standard deviations higher in the faking condition (p<.05). There was a weak, but significant, positive relation between general cognitive ability and faking success, calculated as the difference in scores between the honest and faked administrations of the Reid Report (r=.17, p<.05). An examination of the correlations between faking success and general cognitive ability by item type suggested that the relation is due to the items that pose hypothetical scenarios, e.g., "Should an employee be fired for stealing a few office supplies?" (r=.22, p<.05) and not the items that ask for admissions of undesirable past behaviors. e.g., "Have you ever stolen office supplies?" (r=.02, p>.05: t=2.06, p<.05) for the difference between correlations. These results suggest that general cognitive ability is indeed an individual difference relevant to success at faking an overt integrity test.

Adult↗

PubMed1999

Team effectiveness: beyond skills and cognitive ability.

On the basis of job analysis results, the validity of using measures of general cognitive ability, job-specific skills, and personality traits jointly at both the individual level and the group level to predict the performance of 79 four-person, human resource work teams was evaluated. Team member trait and job skill scores were aggregated with a conjunctive model of task performance. At the individual level of analysis, measures of personality (i.e., Agreeableness and Conscientiousness) predicted peer ratings of team member performance beyond measures of job-specific skills and general cognitive ability. Similarly, at the group level of analysis, both Agreeableness and Conscientiousness predicted supervisor ratings of work team performance, objective measures of work team accuracy, and work completed. At both the individual and group levels, the trait of Agreeableness predicted Interpersonal Skills.

Adult↗

PubMed2002

Child psychopathology and lower cognitive ability: a general population twin study of the causes of association.

Previous work has demonstrated associations between lower cognitive ability and childhood and adult non-psychotic psychopathology. As both cognitive ability (CA) and child psychopathology (CP) are influenced by genetic factors, one explanation for the association is that they are the pleiotropic manifestations of the same underlying genetic factors. The present paper examines three possible causes of the association: additive genetic factors, common environmental factors and individual-specific environmental factors. Three hundred and seventy-six twin pairs from the East Flanders Prospective Twin Survey were examined with the Child Behaviour Checklist and the Wechsler Intelligence Scale for Children-Revised. The cross-twin within-variable, within-twin cross-variable and cross-twin cross-variable correlations were calculated. Using structural equation modelling, bivariate models were fitted. The best fitting model was chosen, based on likelihood and parsimony. The observed phenotypic correlation between CP and CA was -0.19 (95% CI: -0.09, -0.27), with genetic factors accounting for about 84% of the observed correlation. Bivariate model fitting quantified the genetic correlation between CP and CA at -0.27 (95% CI: -0.12, -0.42) and the individual-specific environmental correlation at -0.17 (95% CI: -0.03, -0.31). In children, three different genetic factors may exist: one that solely affects the liability to CP, one that has only an effect on CA and one that influences both CP and CA. While individual-specific environmental factors can influence the liability to both traits, our results suggest that most of the environmental factors that increase the risk of CP do not influence CA and vice versa.

Adolescent↗

PubMed2001

The stability of validity coefficients over time: Ackerman's (1988) model and the general aptitude test battery.

This study examined P. L. Ackerman's (1988) model of skill acquisition within an applied setting. Differences were examined between jobs on the basis of task consistency: changes in performance variability across experience, learning curves, and stability of ability-performance correlations across experience. Results showed the degree of task consistency influenced the shape of learning curves, with jobs composed of primarily consistent tasks improving more rapidly and reaching asymptote sooner. In addition, trends in ability-performance correlations were moderated by the degree of task consistency within ajob. Specifically, forjobs with primarily consistent tasks, general cognitive ability best predicted early performance whereas psychomotor ability best predicted later performance. In contrast, general cognitive ability was the strongest predictor across experience for jobs with primarily inconsistent tasks.

Aptitude Tests↗

PubMed1999

Relation of cranial ultrasound abnormalities in low-birthweight infants to motor or cognitive performance at ages 2, 6, and 9 years.

This study sought to determine whether neonatal cranial ultrasound abnormalities are related to motor and cognitive outcomes in low-birthweight (LBW, <2000 g) children without major motor or cognitive disability. The relation of neonatal cranial ultrasound abnormalities to motor performance and general cognitive ability at ages 2, 6, and 9 years was examined in a prospectively followed regional cohort of LBW children, excluding those with major disability, and controlling for other risk factors. Compared with children without ultrasound abnormalities, children with abnormalities indicative of ischemic white-matter injury had poorer motor performance at all three ages and, at age 2, lower general cognitive ability. The latter finding was not seen when motor performance was also controlled for. It was concluded that in LBW children without major motor or cognitive disability, ischemic white-matter injury indicated by neonatal cranial ultrasound abnormalities adversely affected motor performance at ages 2, 6, and 9 years, but not general cognitive ability.

Age Factors↗

PubMed1992

Growth and academic achievement in inner-city kindergarten children. The relationship of height, weight, cognitive ability, and neurodevelopmental level.

Measures of height, weight, nonverbal cognitive ability (Ravens progressive matrix), visual-motor-perceptual ability (Beery-Buktenica test of Visual Motor Integration [VMI]), the imitation-of-gestures technique, and academic achievement (Stanford Early Achievement) were obtained for a sample of 82 children from a poor inner-city community. In contrast to prior reports from the United States and about other developed countries, anthropometric measures were related both to academic achievement and to these measures of neurodevelopment. They were not consistently related to measures of nonverbal cognitive ability. Regression analyses revealed that general cognitive ability contributed more variance (39%) to predictions of achievement than all other variables, including weight for age (13%) and VMI (6%). Children with reduced somatic growth were likely to do poorly in school, but the data do not show that undernutrition causes learning failure. Rather, they suggest that environmental problems affecting the development of thought processes and nutrient intake precede both growth and learning failure.

Achievement↗

PubMed1993

Genetics and high cognitive ability.

More is known about the genetics of general cognitive ability (g) than any other trait in psychology. Recent findings on the genetics of g include the following three examples: (1) heritability increases throughout the lifespan; (2) heritabilities of performance in cognitive tests are strongly correlated with the tests' loadings on a g factor; and (3) genetic effects on scholastic achievement largely overlap with genetic effects on cognitive ability. This body of genetic research addresses the aetiology of individual differences in the normal range. Much less is known about the genetics of the high end of the distribution. Finding heritability in the normal range of cognitive ability does not imply that high ability is also genetic in origin. However, the first twin study of high IQ children, which uses a new technique that analyses the average difference between extreme groups and the rest of the population, suggests that high IQ is as heritable as individual differences in the normal range. We are currently engaged in a molecular genetic study that attempts to identify specific genes that contribute to high ability.

Adolescent↗

PubMed1983

Longitudinal stability of cognitive ability in the Colorado Adoption Project.

Measures of general cognitive ability in 1- and 2-year-old adopted and nonadopted infants and their parents were subjected to path analysis to estimate the contribution of genetic and environmental factors to short-term stability. Although significant genetic influences were found at both 1 and 2 years of age, no significant environmental influences shared by parents and children were observed at these ages. Short-term stability of mental ability between the 2 ages was relatively independent of both between-family genetic and environmental influences. However, genetic factors may contribute importantly to long-term stability.

Adoption↗

PubMed2001

Everyday memory and cognitive ability in children born very prematurely.

In light of recent reports of episodic memory difficulties linked to early childhood hypoxia (Isaacs et al., 2000; Vargha-Khadem et al., 1997), preliminary findings of everyday memory function are reported for 20 children born at or before 32 weeks gestation, compared to 20 children born at term. Memory skills were assessed using the Rivermead Behavioural Memory Test for Children (Wilson, Ivani-Chalian, & Aldrich, 1991) at 5 years of age. Everyday memory problems were not found to be a general feature of children born prematurely, and performance was closely linked to receptive language ability but not general cognitive ability in both groups of children. Three children in the preterm group did obtain scores in the impaired range of the RBMT, and in two of these children memory impairment could not be predicted from their receptive language ability. This suggests an increased risk of everyday memory difficulties in populations of preterm children that may be enhanced in further studies by sampling children with greater risk of hypoxic insult.

Child, Preschool↗

PubMed1996

U.S. Air Force pilot selection tests: what is measured and what is predictive?

Selection of military pilots has long included the use of multiple aptitude test batteries. Although the names and appearances of the tests used in pilot selection vary, most are to a large extent measures of general cognitive ability, or g. This is consistent with the central role played by cognitive ability measures in the prediction of numerous job training (r = 0.43) and performance (r = 0.34) criteria. Measures of specific cognitive abilities (e.g., verbal, quantitative, spatial, perceptual speed) have shown little incremental validity beyond g (increase in correlation of about 0.02). The incremental validity, beyond g, of measures of pilot job knowledge (e.g., aviation concepts, instruments, principles and terms; increase in correlation beyond g of about 0.08), psychomotor abilities, and personality scores (increase in correlation beyond g between 0.02 and 0.04) also has been small, but significant. The unavoidable requirement to reason in responding to test material causes g to be measured. In broad-ability-range samples, the positive correlations of the measures demonstrate that general cognitive ability is always present as a higher-order factor. Future measures of pilot aptitude may include tests based on cognitive components, chronometric methods, neural conductive velocity, or other methods. These measures, despite their appearance, have been shown to mostly measure g. Subsequently, we expect that future U.S. Air Force pilot selection tests will mostly be measures of g and will, therefore, continue to be predictive of performance.

Cognition↗

PubMed2005

The influence of the dopaminergic system on cognitive functioning: A molecular genetic approach.

Many pharmacological and clinical studies have demonstrated the importance of the dopaminergic (DA) system for cognitive functioning but little is known about the genetic basis of general cognitive ability that has been demonstrated to be highly heritable. Attempts to detect associations between certain gene loci and endophenotypes of general cognitive ability have turned out to be more promising. Therefore, the aim of the present study was to investigate two dopaminergic candidate genes (COMT VAL158MET and DRD2 TAQ IA) for endophenotypes of cognitive functioning i.e. attention, vigilance, interference, time estimation and sensoric and motoric reaction times. Out of a gene data bank of more than 600 healthy Caucasian participants, 96 subjects (n = 48 males and n = 48 females) were recruited according to their genotype/allele pattern, resulting in six independent groups (COMT: VAL/VAL, VAL/MET, MET/MET)x(DRD2: A1-, A1+) of n = 16 subjects each. Results showed associations of the COMT gene with attention and with time estimation but most noteworthy was an interaction effect DRD2xVAL on interference performance as measured by the STROOP-test explaining 13% of the variance. Findings suggest that a balance between DA related catabolic enzyme activity and receptor density are good predictors for the endophenotype of cognitive interference and that the COMT gene is in accordance with previous studies related to cognitive functioning.

Analysis of Variance↗

PubMed2004

Emotion processing in Alzheimer's disease.

To date, there have been few studies of emotion processing in those suffering from Alzheimer's disease, yet this may have an important effect on the quality of life of both sufferers and their families. This paper describes an investigation of the relative changes in cognition and in recognition and identification of non-verbal communicative signals of emotion in those suffering from Alzheimer's disease, and seeks to address the implications for clinical practice. Twelve adults with a diagnosis of "probable" Alzheimer's disease and 12 matched older adult healthy comparison participants undertook a series of tasks involving face and prosody discrimination. Facial stimuli were presented on cards, and prosodic stimuli on audiotape. Scores were compared with a measure of general cognitive ability. There was a significant difference between the Alzheimer's disease group and healthy older adult group on emotion and cognition tasks respectively. However, the ability to recognize and identify non-verbal affect cues in emotional facial expression and emotional prosody was preserved relative to general cognitive ability in those suffering from Alzheimer's disease. In addition, there were no differences found in the recognition of different emotions (happiness, sadness, anger, fear or neutral). This relative sparing of non-verbal emotional processing skills has implications for provision of assessment and interventions based on the creation of effective forms of communication that are less reliant on cognitive ability.

Aged↗

PubMed2006

Early exposure to haptic feedback enhances performance in surgical simulator training: a prospective randomized crossover study in surgical residents.

BACKGROUND: In the literature of skill acquisition and transfer of skills, it often is assumed that the rate of skill acquisition depends on what has been learned in a similar context (i.e., surgical simulators providing haptic feedback). This study aimed to analyze whether the addition of haptic feedback early in the training phase for image-guided surgical simulation improves performance. METHODS: A randomized crossover study design was used, in which 38 surgical residents were randomized to begin a 2-h simulator training session with either haptic or nonhaptic training followed by crossover after 1 h. The graphic context was a virtual upper abdomen. The residents performed two diathermy tasks. Two validated tests were used to control for differences in visual-spatial ability: the BasIQ general cognitive ability test and Mental Rotation Test A (MRT-A). RESULTS: After 2 h of training, the group that had started with haptic feedback performed the two diathermy tasks significantly better (p < 0.05, unpaired t-test). Only the group that had started with haptic training significantly improved during the last 1-h session (p < 0.01, paired t-test). CONCLUSION: The findings indicate that haptic feedback could be important in the early training phase of skill acquisition in image-guided surgical simulator training.

Abdomen↗

PubMed2005

The sensory-cognition association in adulthood: Different magnitudes for processing speed, inhibition, episodic memory, and false memory?

One hundred and forty-six participants (age range = 20-80) completed a battery of tests designed to measure visual acuity, processing speed, inhibition, episodic memory and false memory. The relations between visual acuity and general cognitive ability, as well as between visual acuity and the indicators of this construct, were evaluated with structural equation modeling. The measurement model confirmed that the indicators of the individual cognitive abilities could be grouped into a general cognitive functioning factor. However, the relation between episodic and false memory was not completely explained by the shared association with this general factor. Furthermore, visual acuity predicted approximately half of the age-related variance in the general cognition factor. Also, the proportion of age-related variance shared with vision was highest in inhibition and lowest in false memory. The results are discussed in the light of common cause accounts of cognitive aging.

Adult↗

PubMed2000

Neurophysiological measures of working memory and individual differences in cognitive ability and cognitive style.

The capacity to deliberately control attention in order to hold and manipulate information in working memory is critical to higher cognitive functions. This suggests that between-subject differences in general cognitive ability might be related to observable differences in the activity of brain systems that support working memory and attention control. To test this notion, electroencephalograms were recorded from 80 healthy young adults during spatial working memory tasks. Measures of task-related neurophysiological and behavioral variables were derived from these data and compared to scores on a test battery commonly used to assess general cognitive ability (the WAIS-R). Subjects who scored high on the psychometric test also tended to respond faster in the experimental tasks without any loss of accuracy. The amplitude of the late positive component of the event-related potential was larger in high-ability subjects, and the frontal midline theta component of the EEG signal was also selectively enhanced in this group under conditions of sustained performance and high working memory load. These results suggest that subjects who scored high on the WAIS-R were better able to focus and sustain attention to task performance. Changes in the EEG alpha rhythm in response to manipulations of task practice and load were also examined and compared between frontal and parietal regions. The results indicated that high-ability subjects developed strategies that made relatively greater use of parietal regions, whereas low-ability subjects relied more exclusively on frontal regions. Other analyses indicated that hemispheric asymmetries in alpha band measures distinguish between individuals with relatively high verbal aptitude and those with relatively high nonverbal aptitude. In particular, subjects with a verbal cognitive style tended to make greater use of the left parietal region during task performance, and subjects with a nonverbal style tended to make greater use of the right parietal region. These results help clarify relationships between task-related brain activity and individual differences in cognitive ability and style.

Adolescent↗

PubMed2000

Developmental instability and schizotypy.

INTRODUCTION: It has been suggested that evidence of developmental disturbance of cognition and lateralisation in schizophrenia can be best understood from the perspective of developmental stability (DS), an indicator of the extent to which an individual develops according to a specified ontogenic programme in the presence of environmental noise. Higher levels of fluctuating asymmetry (FA; the difference between right and left side of a quantitative morphological trait such as dermatoglyphics) are thought to reflect less DS. We examined this issue for dimensions of schizotypy. METHODS: Associations between FA, measures of laterality and cognitive function on the one hand, and negative and positive dimensions of schizotypy on the other, were examined in a sample of 260 healthy adolescents aged 11.9-15.6years. FA was measured as a-b ridge count right-left differences. Neuropsychological measures yielded a general cognitive ability score and a frontal function score. Laterality was assessed with the Annett scale. RESULTS: Measures of psychosis proneness were normally distributed. Negative schizotypy was associated with more FA and lower general cognitive ability in a dose-response fashion. The association with FA was more apparent in boys. No associations existed with laterality or frontal function. CONCLUSION: The negative dimension of schizotypy may be associated with early developmental instability, resembling the pattern seen in the negative symptom dimension of schizophrenia. Measures of fluctuating asymmetry may be more sensitive with regard to the schizotypy phenotype than measures of laterality.

Adolescent↗

PubMed2004

A longitudinal genetic analysis of low verbal and nonverbal cognitive abilities in early childhood.

By middle childhood, the same genetic factors are largely responsible for individual differences in verbal and nonverbal abilities, suggesting a genetic basis for general cognitive ability ("g"). Our previous work on verbal and nonverbal abilities throughout the normal range of variation during infancy and early childhood suggests that genetic influences show domain-specific as well as domain-general effects, implying that the switch to nearly complete domain-general effects occurs later in development. Much less is known about the genetic structure of low cognitive performance, although our previous work has shown that a composite measure of low "g" is highly heritable at 2, 3 and 4 years of age. We report the first multivariate, longitudinal analyses of low verbal and nonverbal cognitive abilities (defined as the lowest 10% of the distribution) at 2, 3 and 4 years of age using data from 9026 pairs of UK twins assessed by their parents as part of the Twins Early Development Study (TEDS). Domain-general genetic influences increased significantly from 2 to 3 to 4 years. Although the phenotypic polychoric correlation between low verbal and low nonverbal ability was similar at 2, 3 and 4 years (.36,.43,.35), the genetic contribution to the phenotypic correlation increased dramatically (.37,.47,.76), with a corresponding decrease in the comorbid influence of shared environment (.61,.44,.35). We conclude that for low ability, as well as for normal variation in ability, genetic "g" emerges during early childhood but is not fully developed until middle childhood.

Child, Preschool↗