PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Intelligence”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 127 records · Page 7Linked to original sources

Intelligibility of average talkers in typical listening environments.

Intelligibility of conversationally produced speech for normal hearing listeners was studied for three male and three female talkers. Four typical listening environments were used. These simulated a quiet living room, a classroom, and social events in two settings with different reverberation characteristics. For each talker, overall intelligibility and intelligibility for vowels, consonant voicing, consonant continuance, and consonant place were quantified using the speech pattern contrast (SPAC) test. Results indicated that significant intelligibility differences are observed among normal talkers even in listening environments that permit essentially full intelligibility for everyday conversations. On the whole, talkers maintained their relative intelligibility across the four environments, although there was one exception which suggested that some voices may be particularly susceptible to degradation due to reverberation. Consonant place was the most poorly perceived feature, followed by continuance, voicing, and vowel intelligibility. However, there were numerous significant interactions between talkers and speech features, indicating that a talker of average overall intelligibility may produce certain speech features with intelligibility that is considerably higher or lower than average. Neither long-term rms speech spectrum nor articulation rate was found to be an adequate single criterion for selecting a talker of average intelligibility. Ultimately, an average talker was chosen on the basis of four speech contrasts: initial consonant place, and final consonant place, voicing, and continuance.

Adult↗

Speech intelligibility in children after cochlear implantation.

OBJECTIVE: This study aimed to evaluate the long-term speech intelligibility of young deaf children after cochlear implantation. STUDY DESIGN: The study design was a prospective study following a large group of consecutively implanted deaf children with up to 5 years' cochlear implant use. SETTING: The study was conducted at a pediatric tertiary referral center for cochlear implantation. PATIENTS: All children in the study were congenitally deaf or deafened before 3 years of age. They each received a Nucleus multichannel cochlear implant before the age of 7 years. Eighty-four subjects were evaluated up to 5 years after cochlear implantation. INTERVENTION: Cochlear implantation followed by an intensive program of local and center-based assessment and rehabilitation was performed. MAIN OUTCOME MEASURES: A speech intelligibility rating scale evaluated the spontaneous speech of each child before and at yearly intervals for 5 years after implantation. RESULTS: After cochlear implantation, the difference between the speech intelligibility ratings increased significantly each year for 4 years (Mann-Whitney U-test). For the first 2 years, the average rating remained "prerecognizable words" or "unintelligible speech." It was not until the 3-year interval that the average intelligibility rating became category 3 (intelligible speech if someone concentrates and lip-reads). At the 4-year interval, 85% of children had some intelligible connected speech. This improvement continued, and at the 5-year interval, the median speech intelligibility was category 4 (intelligible speech to a listener with a little experience of deaf speech) and the mode was category 5 (intelligible speech to all listeners). CONCLUSION: Congenital and prelingually deaf children gradually develop intelligible speech that does not plateau 5 years after implantation.

Cochlear Implantation↗

Cognitive deficits in the elderly: interactive theories and a study of environmental effects on psychometric intelligence.

Problems related to psychometric measures of intelligence are discussed with regard to both the general characteristics and metric properties (validity, reliability and sensibility) of mental tests, and interindividual differences (cultural background, education, life contents and age-cohorts). Currently used standard intelligence tests explore the structure of intelligence only in part, so a distinction must be made between true actual intelligence, potential inheritance of intelligence, and psychometrical or scored intelligence. The correct use of intelligence testing, however, does provide some relevant and objective information regarding the evolution of cognitive structure during adulthood and in relationship to aging. Cognitive performance in the elderly follows a downward curve that is not explained as a result of aging on physiological responses (i.e., reaction time delay, signal-noise ratio in the CNS, degenerative loss of cortical cells, etc.). Biologically based theories of intelligence cannot explain the large individual differences in cognitive abilities observed in subjects who have very similar physical characteristics. Cognitive approaches to intelligence enable us to better understand the causal factors of the cognitive deficits in the elderly, and an interactive model permits us to fully integrate both the individual differences in cognitive abilities and the large consistency in performances. We compared the cognitive performances of two groups of elderly subjects, ranging in age from 65 to 97 years; we observed some statistically significant effects on cognitive deficit that could be explained as fully deriving from emotional and extra-cognitive responses to environmental changes.

Aged↗

Intelligence and brain size in 100 postmortem brains: sex, lateralization and age factors.

The neural basis of variation in human intelligence is not well delineated. Numerous studies relating measures of brain size such as brain weight, head circumference, CT or MRI brain volume to different intelligence test measures, with variously defined samples of subjects have yielded inconsistent findings with correlations from approximately 0 to 0.6, with most correlations approximately 0.3 or 0.4. The study of intelligence in relation to postmortem cerebral volume is not available to date. We report the results of such a study on 100 cases (58 women and 42 men) having prospectively obtained Full Scale Wechsler Adult Intelligence Scale scores. Ability correlated with cerebral volume, but the relationship depended on the realm of intelligence studied, as well as the sex and hemispheric functional lateralization of the subject. General verbal ability was positively correlated with cerebral volume and each hemisphere's volume in women and in right-handed men accounting for 36% of the variation in verbal intelligence. There was no evidence of such a relationship in non-right-handed men, indicating that at least for verbal intelligence, functional asymmetry may be a relevant factor in structure-function relationships in men, but not in women. In women, general visuospatial ability was also positively correlated with cerebral volume, but less strongly, accounting for approximately 10% of the variance. In men, there was a non-significant trend of a negative correlation between visuospatial ability and cerebral volume, suggesting that the neural substrate of visuospatial ability may differ between the sexes. Analyses of additional research subjects used as test cases provided support for our regression models. In men, visuospatial ability and cerebral volume were strongly linked via the factor of chronological age, suggesting that the well-documented decline in visuospatial intelligence with age is related, at least in right-handed men, to the decrease in cerebral volume with age. We found that cerebral volume decreased only minimally with age in women. This leaves unknown the neural substrate underlying the visuospatial decline with age in women. Body height was found to account for 1-4% of the variation in cerebral volume within each sex, leaving the basis of the well-documented sex difference in cerebral volume unaccounted for. With finer testing instruments of specific cognitive abilities and measures of their associated brain regions, it is likely that stronger structure-function relationships will be observed. Our results point to the need for responsibility in the consideration of the possible use of brain images as intelligence tests.

Aged↗

Artificial Intelligence for Colorectal Surgeons-Part II: Research Applications, Challenges in Adoption, and Practical Resources.

BACKGROUND: This is part II of a 2-part series examining artificial intelligence in colorectal surgery. Part I established foundational concepts and clinical applications. Implementation, however, requires understanding research methodologies, available resources, and the specific challenges currently limiting widespread adoption. These topics are the focus of part II. OBJECTIVE: To examine artificial intelligence's transformation of surgical research, provide practical implementation resources, address adoption challenges, and explore future directions in colorectal surgery. METHODS: Comprehensive literature review focusing on artificial intelligence research methodology, implementation barriers, educational resources, and emerging technologies relevant to colorectal surgeons. RESULTS: Artificial intelligence streamlines clinical trial design through predictive modeling and natural language processing, reducing enrollment challenges that contribute to failed or inadequate trial accrual. Machine learning enables heterogeneity analysis within clinical trials, identifying treatment-responsive subgroups. Foundation models unlock analysis of unstructured electronic health record data at scale. Professional societies and universities offer specialized artificial intelligence education programs, with open-access data sets facilitating research participation. However, implementation faces multifaceted challenges: technical infrastructure demands, with real-time processing requiring dedicated graphics processing unit clusters; regulatory frameworks struggling with continuously evolving algorithms; undefined liability distribution for artificial intelligence-assisted decisions; algorithmic bias risking health care disparities; and the "black box" problem limiting clinical trust. Economic barriers include substantial initial costs without clear reimbursement pathways. Future directions include multimodal artificial intelligence integrating imaging, genomics, and histopathology; cognitive robotic systems with real-time decision support; digital twin technology for patient-specific surgical simulation; and global surgical artificial intelligence networks enabling distributed learning across institutions. CONCLUSIONS: Although artificial intelligence offers transformative potential for colorectal surgery research and practice, successful implementation requires addressing technical, regulatory, ethical, and economic challenges. The surgeon's evolving role demands both traditional expertise and computational fluency. Future advances in multimodal integration, autonomous systems, and global collaboration will fundamentally reshape surgical practice but will require thoughtful implementation prioritizing patient benefit and clinical value.

Humans↗

Lower precombat intelligence is a risk factor for posttraumatic stress disorder.

The authors examined the relation between intelligence and posttraumatic stress disorder (PTSD) by studying the association among precombat intelligence, current intelligence, and self-reported PTSD symptoms. Military aptitude test results were obtained in 59 PTSD and 31 non-PTSD Vietnam combat veterans who had undergone a psychodiagnostic interview and current intelligence testing. People with lower precombat intelligence were more likely to develop PTSD symptoms as assessed by the Clinician-Administered PTSD Scale even after adjustment for extent of combat exposure. The association between current intelligence and PTSD was no longer significant after adjusting for precombat intelligence. These results suggest that lower pretrauma intelligence increases risk for developing PTSD symptoms, not that PTSD lowers performance on intelligence tests.

Adult↗

Connected speech intelligibility of children with cochlear implants and children with normal hearing.

The objective of this study was to compare the connected speech intelligibility of children who use cochlear implants with that of children who have normal hearing. Previous research has shown that speech intelligibility improves from before cochlear implantation to after implantation and that the speech intelligibility of children who use cochlear implants compares favorably with that of children who use conventional hearing aids. However, no research has yet addressed the question of how the speech intelligibility of children who use cochlear implants compares to that of children with normal hearing. In the current study, archival data on connected speech intelligibility from 51 children with cochlear implants were compared with newly collected data from 47 children with normal hearing. Results showed that for children with cochlear implants, greater intelligibility was associated with both increased chronological age and increased duration of cochlear implant use. Consistent with previous studies, children with normal hearing achieved adult-like or near-adult-like intelligibility around the age of 4 years, but a similar peak in intelligibility was not observed for the children who used cochlear implants. On the whole, children with cochlear implants were significantly less intelligible than children with normal hearing, when controlling both for chronological age and for length of auditory experience. These results have implications for the socialization and education of children with cochlear implants, particularly with respect to on-time placement in mainstream educational environments with age peers.

Child↗

Zulu mothers' beliefs about their own and their children's intelligence.

Zulu women (N = 133) were given a structural interview concerning their own and their children's multiple intelligences. The best predictor of their own self-estimated overall intelligence rating was mathematical and spatial intelligence. Mothers showed few significant differences in their estimates of their sons and daughters' overall or multiple intelligences. However, they rated their daughters' interpersonal intelligence higher than those of their sons, and their sons' bodily-kinesthetic intelligence higher than those of their daughters. The mothers believed that overall their children were about 6 IQ points more intelligent than themselves. Although mothers estimated their own spatial, inter-, and intrapersonal intelligence to be higher than those of their children, they also believed that their children had higher mathematical intelligence.

Adolescent↗

Reliability of a rating scale for measuring speech intelligibility after pediatric cochlear implantation.

OBJECTIVE: To evaluate the reliability of the Speech Intelligibility Rating scale to monitor the speech intelligibility of deaf children who have received cochlear implants. STUDY DESIGN: A prospective study assessing the speech intelligibility of deaf children with cochlear implants by local and cochlear implant program speech and language therapists. SETTING: Pediatric tertiary referral center for cochlear implantation. PATIENTS AND METHODS: Fifty-four children were each rated by two speech and language therapists, one working with the child locally and the other working with the child at the cochlear implant program. All children were between 1.2 and 10.9 years of age at the time of implantation (median, 4.0 years). The follow-up intervals ranged from before implantation to 9 years after implantation. MAIN OUTCOME MEASURE: Correlation coefficient, intraclass correlation coefficient, and kappa statistics were used to assess the interobserver reliability of the Speech Intelligibility Rating scale. RESULTS: Spearman rank correlation coefficient and intraclass correlation coefficient were 0.82 with high statistical significance (p < 0.00001). Kappa statistical analysis revealed a moderate to substantial agreement between the ratings. This agreement also reached a high statistical significance (overall kappa = 0.53, p < 0.000001). The Speech Intelligibility Rating scale was found to be able to discriminate speech intelligibility among subjects, and the ratings covaried with high consistency. CONCLUSION: The study found a high rate of agreement between observers when they used the Speech Intelligibility Rating scale to assess the speech intelligibility of deaf children after cochlear implantation. Because the scale presents information in a format that is understood by parents, local professionals, and health care purchasers, it will be useful to provide them with accessible information on speech intelligibility outcomes of deaf children who have received cochlear implants.

Child↗

Artificial intelligence and the future.

We consider some of the ideas influencing current artificial-intelligence research and outline an alternative conceptual framework that gives priority to social relationships as a key component and constructor of intelligent behaviour. The framework starts from Weizenbaum's observation that intelligence manifests itself only relative to specific social and cultural contexts. This is in contrast to a prevailing view, which sees intelligence as an abstract capability of the individual mind based on a mechanism for rational thought. The new approach is not based on the conventional idea that the mind is a rational processor of symbolic information, nor does it require the idea that thought is a kind of abstract problem solving with a semantics that is independent of its embodiment. Instead, priority is given to affective and social responses that serve to engage the whole agent in the life of the communities in which it participates. Intelligence is seen not as the deployment of capabilities for problem solving, but as constructed by the continual, ever-changing and unfinished engagement with the social group within the environment. The construction of the identity of the intelligent agent involves the appropriation or 'taking up' of positions within the conversations and narratives in which it participates. Thus, the new approach argues that the intelligent agent is shaped by the meaning ascribed to experience, by its situation in the social matrix, and by practices of self and of relationship into which intelligent life is recruited. This has implications for the technology of the future, as, for example, classic artificial intelligence models such as goal-directed problem solving are seen as special cases of narrative practices instead of as ontological foundations.

Artificial Intelligence↗

Emotional intelligence in nursing work.

BACKGROUND: Emotional labour has been widely accepted in the literature as part of nursing work, however the contribution of emotional intelligence in the nursing context requires further study. AIM: This paper aims to present an analysis of the literature on emotional intelligence and emotional labour, and consider the value of emotional intelligence to nursing. METHOD: A literature search was undertaken using the CINAHL and MEDLINE databases. Search terms used were 'emotions', 'intelligence', 'emotions and intelligence' and 'emotional labour'. A hand-search of relevant journals and significant references added to the data. RESULTS: Emotional intelligence plays an important part in forming successful human relationships. Emotional labour is important in establishing therapeutic nurse-patient relationships but carries the risk of 'burnout' if prolonged or intense. To prevent this, nurses need to adopt strategies to protect their health. The potential value of emotional intelligence in this emotional work is an issue that still needs to be explored. CONCLUSIONS: Analysis of the literature suggests that the modern demands of nursing draw on the skills of emotional intelligence to meet the needs of direct patient care and co-operative negotiations with the multidisciplinary team. The significance of this needs to be recognized in nurse education. The link between emotional intelligence and emotional labour is a fruitful area for further research. The potential benefits of gaining a better understanding of how these concepts interact is largely conjecture until we have more evidence. The prospect that there may be advantages to both nurses and patients is a motivating factor for future researchers.

Delivery of Health Care↗

Estimating the intelligibility of speakers with dysarthria.

Many speakers with dysarthria have reduced intelligibility, and improving intelligibility is often a primary intervention objective. Consequently, measurement of intelligibility provides important information that is useful for clinical decision-making. The present study compared two different measures of intelligibility obtained in audio-only and audio-visual modalities for 4 different speakers with dysarthria (2 with mild-moderate dysarthria; 2 with severe dysarthria) secondary to cerebral palsy. A total of 80 college-aged listeners provided word-by-word transcriptions and made percent estimates of intelligibility which served as dependent variables. Group results showed that transcription measures were higher than percent estimates of intelligibility overall. There was also an interaction between speakers and measures of intelligibility, indicating that the difference between transcription scores and percent estimates varied among individual speakers. Results revealed a significant main effect for presentation modality, with the audio-visual modality having slightly higher scores than the audio-only modality; however, presentation modality did not interact with speakers or with measures of intelligibility. Results suggest that standard clinical measurement of intelligibility using orthographic transcription may be more consistent than the use of more subjective percent estimates.

Adult↗

Speech intelligibility and childhood verbal apraxia in children with Down syndrome.

Many children with Down syndrome have difficulty with speech intelligibility. The present study used a parent survey to learn more about a specific factor that affects speech intelligibility, i.e. childhood verbal apraxia. One of the factors that affects speech intelligibility for children with Down syndrome is difficulty with voluntarily programming, combining, organising, and sequencing the movements necessary for speech. Historically, this difficulty, childhood verbal apraxia, has not been identified or treated in children with Down syndrome but recent research has documented that symptoms of childhood verbal apraxia can be found in children with Down syndrome. The survey examined whether and to what extent childhood verbal apraxia is currently being identified and treated in children with Down syndrome. The survey then asked parents to identify certain speech characteristics that occur always, frequently, sometimes or never in their child's everyday speech. There were 1620 surveys received. Survey results indicated that approximately 15% of the parents responding to the survey had been told that their child has childhood verbal apraxia. Examination of the everyday speech characteristics identified by the parents indicated that many more children are showing clinical symptoms of childhood verbal apraxia although they have not been given that diagnosis. The most common characteristics displayed by the subjects included decreased intelligibility with increased length of utterance, inconsistency of speech errors, difficulty sequencing oral movements and sounds, and a pattern of receptive language superior to expressive language. The survey also examined the impact of childhood verbal apraxia on speech intelligibility. Results indicated that children with Down syndrome who have clinical symptoms of childhood verbal apraxia have more difficulty with speech intelligibility, i.e. there was a significant correlation between childhood verbal apraxia and parental intelligibility ratings. Children with apraxia often do not begin to speak until after age 5. There was a significant correlation between speech intelligibility and age at which the child began to speak, i.e. children who began to speak after age 5 had lower parental intelligibility ratings. A diagnosis of difficulty with oral motor skills is more frequently given than a diagnosis of apraxia; 60.2% of parents had been given this diagnosis. According to survey results, it is rare (2%) for a diagnosis of childhood verbal apraxia to be made without a diagnosis of difficulty with oral motor skills.

Adolescent↗

Important considerations about nursing intelligence and information systems.

This discussion focuses on the importance of nursing intelligence to the organisation, and the nurses' role in gathering and utilising such intelligence. Deliberations with professional colleagues suggest that intelligence can only be utilised fully when the information systems are developed in such a way as to meet the needs of the people who manage and provide nursing care at the consumer level; that is, the activity of nursing itself. If accommodation is made for the recycling of nursing intelligence, there would be a support and furtherance of 'professional' intelligence. Two main issues emerge: how can nurses support the needs of management to optimise intelligence input? how can organisations optimise the contribution of nurses to its information processes and interpretation of intelligence? The expansion of this 'professional' intelligence would promote a generation of constantly reviewed data, offering a quality approach to nursing activities and an organisation's intelligence system.

Humans↗

Intelligibility of bandpass speech: effects of truncation or removal of transition bands.

An intelligibility of over 90% was reported for keywords in "everyday" 1/3-octave sentences centered on 1500 Hz and having steep transition band slopes of 100 dB/octave [Warren et al., Percept. Psychophys. 57, 175-182 (1995)]. A subsequent study by Warren and Bashford [J. Acoust. Soc. Am. 106, L47-L52 (1999)] found that it was not the 1/3-octave passband, but the transition bands that were chiefly responsible for this high intelligibility: When the passband and transition bands were segregated using filter slopes of 1000 dB/octave, the isolated passband had an intelligibility score of only 24%, while the pair of transition bands had a score of over 80%. In the present study, experiment 1 examined the distribution of information along the transition bands' slopes by truncation at graded downpoints: Truncation at downpoints of 40 dB or more produced no significant change in intelligibility. Experiment 2 closed the gap separating the transition bands so that their slopes intersected at 1500 Hz. This triangular band had a negligible passband (as defined conventionally by 3-dB downpoints) and an intelligibility score of 60%; truncation at downpoints of 50 dB or more produced no significant change in intelligibility. Experiment 3 determined the intelligibilities of rectangular bands (1000-dB/octave slopes) centered on 1500 Hz. Their bandwidths ranged from 3 to 12 semitones in 1-semitone steps, resulting in intelligibility scores increasing monotonically from 14% to 94%. Calculations based upon experiments 2 and 3 showed that the triangular band truncated at 30-dB downpoints had half the intelligibility of a rectangular band having the same frequency range.

Humans↗

Giftedness and intelligence: one and the same?

Giftedness, like other rare phenomena, is often explained by principles beyond those used to explain the normal variation of mental ability. Before parsimony is abandoned and additional principles are invoked, the following five points should be considered. (1) Gifted samples often have restricted ranges, reducing correlations with intelligence and making standard tests insensitive to relationships that may exist. Though this is an obvious point, it is frequently overlooked. (2) Theories of intelligence that view g as a single global ability are inadequate. Intelligence is better seen as a complex system of independent but interrelated parts. Measures of g are global ratings of system functioning, but global measures do not explain mental ability in terms of either more basic cognitive abilities or underlying brain functioning. More basic explanations of intelligence are essential for understanding giftedness. (3) Correlations among intellectual abilities are lowest for persons of high intelligence. Specific skills will be less highly correlated among the gifted. (4) Heritability of cognitive abilities may differ across the intelligence range, though evidence on this point is mixed. (5) Achievement and intelligence are different things. Discrepancies between intelligence and achievement are due to environment. Such a finding is consistent with the idiosyncratic development of giftedness.

Adolescent↗

[Does hearing loss in adults diminish intelligence?].

BACKGROUND AND OBJECTIVE: Mean curves of the age course of intelligence drop shortly after early adulthood. This is particularly true of fluid intelligence, which corresponds to the immediate management of information. Less affected is crystallized intelligence, i.e. acquired knowledge. Overviews indicate that visual impairment such as cataracts explain a large portion of this intelligence loss, and that the restitution of visual capacity conspicuously increases fluid intelligence. The question also arises as to whether hearing loss acquired in adulthood can cause a similar loss in mental efficiency. METHODS: This question was investigated by reviewing the relevant literature. RESULTS: Several studies were found involving aspects of the relationship between acquired hearing loss and the impairment of intelligence. In general, the expected association was confirmed. CONCLUSIONS: By and large,we can expect acquired hearing loss to lead to an impairment of fluid intelligence. In the long-term, such a loss can also reduce the crystallized intelligence. Such decreases are disadvantageous in many areas of an information based society.

Adult↗

How AI-supported intelligent systems support infection prevention and control training in healthcare: A systematic review of educational functions and outcomes.

AIMS: Artificial intelligence (AI)-supported intelligent systems have been increasingly incorporated into infection prevention and control (IPC) education and training, primarily to support the monitoring of observable behaviors and the provision of feedback. However, existing evidence has focused largely on short-term compliance outcomes, with limited synthesis of the educational role of AI-supported intelligent systems in supporting sustained IPC competence. This systematic review examined how AI-supported intelligent systems have been designed and used to support IPC education and training, with a focus on system characteristics, educational functions, and reported outcomes. DESIGN: A systematic literature search was conducted across the PubMed/MEDLINE, Embase, Cochrane, and CINAHL databases. DATA SOURCES: A total of 18 studies met the inclusion criteria. Findings were qualitatively synthesized according to system design characteristics, educational functions, and outcome domains. REVIEW METHODS: Methodological quality was appraised using the Mixed Methods Appraisal Tool. RESULTS: Most AI-supported intelligent systems focused on hand hygiene and relied on fully automated monitoring systems to capture behaviors and provide performance feedback. Educational functions were predominantly limited to performance assessment, automated feedback, and reminders. Outcomes were mainly measured using compliance or performance metrics, whereas sustained behavioral change and decision quality were rarely assessed. CONCLUSIONS: AI-supported intelligent systems have been used primarily to reinforce short-term IPC performance and compliance. However, their current applications for supporting sustained competence over time remain limited. The findings of this review suggest that AI-supported intelligent systems may serve as maintenance-oriented educational support by extending learning beyond initial instruction through repeated practice and feedback. Future research should prioritize outcome measures that capture the durability of performance and decision-making processes to better align AI-supported intelligent systems used in IPC education and training with the educational demands of clinical practice.

Humans↗