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PubMed1995

Quantifying the relation between speech quality and speech intelligibility.

The purpose of the present research was to examine the relation between speech quality and speech intelligibility. Speech quality measurements were made using continuous discourse and a category rating procedure for the following dimensions: intelligibility, pleasantness, loudness, effort, and total impression. Measurements were made using a group of listeners with normal hearing for a set of stimulus conditions in which intelligibility varied, and for a set of stimulus conditions in which intelligibility was held constant near 100%. When ratings were made for a set of stimulus conditions in which intelligibility was allowed to vary (a) intersubject reliability was high (i.e., different listeners interpreted the dimensions in a similar manner); and (b) the speech quality dimensions of intelligibility, effort, and loudness were indistinguishable. When ratings were made for a set of stimulus conditions in which intelligibility was held constant (a) intersubject reliability was reduced, indicating that different listeners interpreted the dimensions in different ways; (b) most listeners rated each dimension differently, indicating that the dimensions were unique; and (c) across listeners, no single dimension was highly correlated with total impression. These results can be used in order to examine the relation between speech quality and speech intelligibility.

Adult↗

PubMed1999

Vitamin-mineral intake and intelligence: a macrolevel analysis of randomized controlled trials.

CONTEXT: Two independent groups suspected that poor diets in school children might impair intelligence. Because dietary changes produce psychological effects, both groups conducted randomized trials in which children were challenged with placebo or vitamin-mineral tablets. Both reported significantly greater gains in intelligence among the actives. The findings were important because of the apparent inadequacy of diet they revealed, and the magnitude of the potential for increased intelligence. However, 5 of 11 replications were not significant, leaving the issue in doubt. OBJECTIVE: To determine if school children who receive low-dose vitamin-mineral tablets produce significantly higher IQ scores than children who receive placebo. DESIGN: A macrolevel analysis of the 13 known randomized, double-blind trials was undertaken. SETTING AND SUBJECTS: A total of 15 public schools in Arizona, California, Missouri, Oklahoma, Belgium, England, Scotland, and Wales participated, with 1477 school children, aged 6 to 17 years, and 276 young adult males, aged 18 to 25 years, in 2 American correctional facilities. MAIN OUTCOME MEASURES: All studies used 1 of 3 standardized tests of nonverbal intelligence: the Wechsler Intelligence Scale for Children-Revised, the Wechsler Adult Intelligence Scale, or the Calvert Non-verbal test. RESULTS: The activities in each study performed better, on average, than placebo in nonverbal IQ, regardless of formula, location, age, race, gender, or research team composition. The probability of 13 randomly selected experimental groups always performing better than 13 randomly selected independent control groups is one-half to the 13th power (p = 0.000122). The mean difference across all studies is 3.2 IQ points. Furthermore, the standard deviation in the variable "IQ change" was also consistently larger in each active group when compared to its controls. This confirms that a few children in each study, presumably the poorly nourished minority, were producing large differences, rather than a 3.2 point gain in all active children. CONCLUSION: There are important health risks when school children's dietary habits depart substantially from government guidelines; poor dietary habits may lead to impaired intelligence. Low-dose vitamin-mineral supplementation may restore the cognitive abilities of these children by raising low blood nutrient concentrations. However, there is also evidence that supplementation has no measurable effect on the intelligence of well-nourished children with normal blood nutrient concentrations.

Adolescent↗

PubMed2000

The effect of vitamin-mineral supplementation on the intelligence of American schoolchildren: a randomized, double-blind placebo-controlled trial.

CONTEXT: Many medical, nutrition, and education professionals have long suspected that poor diet impairs the academic performance of Western schoolchildren; academic performance often improves after improved diet. However, others have suggested that such academic gains may be due to psychologic effects rather than nutrition. To resolve this issue, two independent research teams conducted randomized trials in which children were given placebos or low-dose vitamin-mineral tablets designed to raise nutrient intake to the equivalent of a well-balanced diet. Both teams reported significantly greater gains in nonverbal intelligence among the supplemented groups. The findings were important because of the apparent inadequacy of diet they revealed and the magnitude of the potential for increased intelligence. However, none of the ten subsequent replications, or the two original trials, were without limitations leaving this issue in controversy. OBJECTIVES: To determine if schoolchildren who consume low-dose vitamin-mineral tablets will have a significantly larger increase in nonverbal intelligence than children who consume placebos in a study that overcomes the primary criticisms directed at the previous 12 controlled trials. DESIGN: A double-blind, placebo-controlled trial using stratified randomization within each teacher's class based on preintervention nonverbal intelligence. SETTINGS AND SUBJECTS: Two "working class," primarily Hispanic, elementary schools in Phoenix, Arizona, participated in the study. Slightly more than half the teachers in each school distributed the tablets daily to 245 schoolchildren aged 6 to 12 years. INTERVENTION: Daily vitamin-mineral supplementation at 50% of the U.S. daily recommended allowance (RDA) for 3 months versus placebo. OUTCOME MEASURES: Post-test nonverbal IQ, as measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), while controlling for pretest nonverbal IQ as a covariate. FOUR MAIN RESULTS: First, a significant difference of 2.5 IQ points (95% CI: 1.85-3.15) was found between 125 children given active tablets and 120 children given placebo tablets (p = 0.038). Second, this finding is consistent with the mean 3.2 IQ point net gain found in the 12 similar but less rigorous studies. Third, a significantly higher proportion of children in the active group gained 15 or more IQ points when compared to the placebo group (p < 0.01). Fourth, although 81 matched pairs produced no difference at all in nonverbal IQ gain, the modest 2.5 IQ point net gain for the entire sample can be explained by the remaining 24 children who took active tablets, and had a 16 point higher net gain in IQ than the remaining 19 placebo controls. CONCLUSIONS: This study confirms that vitamin-mineral supplementation modestly raised the nonverbal intelligence of some groups of Western schoolchildren by 2 to 3 points but not that of most Western schoolchildren, presumably because the majority were already adequately nourished. This study also confirms that vitamin-mineral supplementation markedly raises the non-verbal intelligence of a minority of Western schoolchildren, presumably because they were too poorly nourished before supplementation for optimal brain function. Because nonverbal intelligence is closely associated with academic performance, it follows that schools with children who consume substandard diets should find it difficult to produce academic performance equal to those schools with children who consume diets that come closer to providing the nutrients suggested in the U.S. RDA. The parents of schoolchildren whose academic performance is substandard would be well advised to seek a nutritionally oriented physician for assessment of their children's nutritional status as a possible etiology.

Arizona↗

PubMed1987

Reliability of audiologists' ratings of the intelligibility of hearing-impaired children's speech.

The reliability of intelligibility judgments of hearing-impaired children's speech was investigated. Twenty Australian audiologists, untrained in the use of speech intelligibility scales, rated the speech intelligibility of 20 hearing-impaired children, using the National Technical Institute for the Deaf speech intelligibility scale on one occasion and a percentage intelligible scale on another. Inter-rater reliability was high for both scales (Kendall's W greater than 0.80, p less than 0.001), as was intra-rater reliability (r greater than 0.90, p less than 0.001; rcc greater than 0.88). Training in the use of speech intelligibility rating procedures does not appear necessary for reliable judgments. However, the perceived intelligibility of some children's speech was highly listener dependent regardless of the scale used, indicating that a variance measure should be reported in addition to means in descriptions of perceived intelligibility.

Adolescent↗

PubMed2006

The spiritual intelligence of nurses in Taiwan.

The purposes of the study included: (1) defining the profile of nurses' spiritual intelligence; (2) examining the relationship between nurses' demographic characteristics and spiritual intelligence; and (3) exploring the mode of nurses' spiritual intelligence and related factors, among nurses in Taiwan. A cross-sectional descriptive study was designed and administered to 299 hospital registered nurses, who were distributed throughout metropolitan Taipei. Wolman's (2001) PsychoMatrix Spirituality Inventory, a 4-point scaled, self-reported, 49-item questionnaire covering seven spiritual factors (divinity, mindfulness, extrasensory perception, community, intellectuality, trauma, and childhood spirituality) was used to measure nurses' spiritual intelligence. Results showed that nurses' spiritual intelligence was centralized in a moderate degree, while trauma and childhood spirituality were either moderate or high. Age and childhood spirituality were the most significant variables affecting nurses' spiritual intelligence, accounting for 61.4% of the variance in nurses' spiritual intelligence. This study may contribute to a better understanding of the spiritual intelligence profile of nurses and may also help facilitate a program for nurses' spiritual development as well as improve the quality of spiritual care.

Adult↗

PubMed2005

Beneficence, determinism and justice: an engagement with the argument for the genetic selection of intelligence.

In 2001, Julian Savulescu wrote an article entitled 'Procreative Beneficence: Why We Should Select the Best Children', in which he argued for the genetic selection of intelligence in children. That article contributes to a debate on whether genetic research on intelligence should be undertaken at all and, if so, should intelligence selection be available to potential parents. As such, the question of intelligence selection relates to wider issues concerning the genetic determinism of behavioural traits, i.e. alcoholism. This article is designed as an engagement in the intelligence selection debate using an analysis of Savulescu's arguments to raise a series of problematic issues in relation to the ethics of parental selection of intelligence. These problematic issues relate to wider assumptions that are made in order to put forward intelligence selection as a viable ethical option. Such assumptions are more generic in character, but still relate to Savulescu's article, concerning issues of genetic determinism, private allocation and inequality, and, finally, individual versus aggregate justice. The conclusion focuses on what the implications are for the question of agency, especially if intelligence selection is allowed.

Beneficence↗

PubMed1990

Comparing the effects of alcohol and intelligence on text recall and recognition.

Forty male subjects were divided into two groups on the basis of their scores on a computerized intelligence test administered in a preliminary session. They then participated in a text recall and recognition experiment in which they received alcohol (1.0 ml/kg body weight) in one session and no alcohol in another session (the order being counterbalanced). Subjects were required to read a short passage, immediately recall as much of it as possible and then select from sets of four sentences the ones that appeared in the original passage (recognition). Although two different passages were used, and subjects knew about the memory tasks in advance, there was nevertheless a significant practice effect: subjects recalled 10.6 per cent more propositions on the second occasion than on the first, but this could be at least partly explained by the fact that they spent 10.0 per cent longer reading the second passage. There was also a significant 7.8 per cent slowing of reading time due to alcohol. Practice did not interact with either intelligence or alcohol on any measure of performance. Alcohol impaired the performance of high intelligence test scorers more than low scorers. The effects of intelligence and alcohol on free recall were quantitatively similar: high intelligence test scorers recalled 8.7 more propositions than low scorers; with alcohol, subjects recalled 8.3 fewer propositions than without alcohol. However, the effects were qualitatively different. The effect of intelligence was primarily on the recall of lower level propositions, whereas alcohol impaired the recall of both higher and lower level propositions. Furthermore, while there was no effect of intelligence on recognition, alcohol impaired performance such that more incorrect sentences were erroneously recognized, particularly those which altered the meaning of the original sentence, rather than merely its surface structure. In terms of Kintsch & van Dijk's (1978) model of text processing, the results are interpreted as suggesting that, while both intelligence and alcohol affect the capacity of the short-term memory buffer, there is an additional impairment with alcohol in the ability to select between higher and lower level propositions prior to filling the buffer.

Adolescent↗

PubMed1979

The effect of timing errors on the intelligibility of deaf children's speech.

The purpose of this study was to quantify the effect of timing errors on the intelligibility of deaf children's speech. Deviant timing patterns were corrected in the recorded speech samples of six deaf children using digital speech processing techniques. The speech waveform was modified to correct timing errors only, leaving all other aspects of the speech unchanged. The following six-stage approximation procedure was used to correct the deviant timing patterns: (1) original, unaltered utterances, (2) correction of pauses only, (3) correction of relative timing, (4) correction of absolute syllable duration, (5) correction of relative timing and pauses, and (6) correction of absolute syllable duration and pauses. Measures of speech intelligibility were obtained for the original and the computer-modified utterances. On the average, the highest intelligibility score was obtained when relative timing errors only were corrected. The correction of this type of error improved the intelligibility of both stressed and unstressed words within a phrase. Improvements in word intelligibility, which occurred when relative timing was corrected, appeared to be closely related to the number of phonemic errors present within a word. The second highest intelligibility score was obtained for the original, unaltered sentences. On the average, the intelligibility scores obtained for the other four forms of timing modification were poorer than those obtained for the original sentences. Thus, the data show that intelligibility improved, on the average, when only one type of error, relative timing, was corrected.

Adolescent↗

PubMed2002

Relation of an ability measure of emotional intelligence to personality.

Is emotional intelligence simply a naive theory of personality, or is it a form of intelligence? If emotional intelligence is to be of value, it must measure something unique and distinct from standard personality traits. To explore this question, this study examined an ability test of emotional intelligence and its relationship to personality test variables to determine the extent to which these constructs overlap. A sample of 183 men and women took the Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1999), an ability measure of emotional intelligence as well as measures of career interests, personality, and social behavior. Emotional intelligence was measured reliably and was relatively independent of traditionally defined personality traits, supporting the discriminant validity of the emotional intelligence construct.

Adolescent↗

PubMed2005

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

BACKGROUND: More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. AIMS: The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. SAMPLES: The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. METHODS: The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. RESULTS: Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self-regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self-regulated learning. CONCLUSIONS: Epistemological beliefs predict self-regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self-regulated learning may vary with academic context.

Adolescent↗

PubMedDate not supplied

Intelligibility of vowels produced by post-lingually deafened cochlear implant users.

The present study addresses the effect of cochlear implantation on the intelligibility of vowels produced by 20 post-lingually deafened Dutch subjects. All subjects received the Nucleus-22 cochlear implant (3 WSP and 17 MSP processors). Speech recordings were made pre-implantation and three and twelve months post-implantation with the implant switched on and off. Vowel intelligibility (monophthongs only) was determined using a panel of listeners. For all implanted subjects intelligibility was measured in a noisy background. For seven poorly speaking subjects it was also measured in a quiet background. After implantation with the Nucleus-22 device the results showed that vowel intelligibility, measured for all subjects in a noisy background, increased for most of them (about 15), while it increased for about half the number of poorly speaking subjects measured in a quiet background. Twelve months after implantation vowel intelligibility, measured for all subjects in noise, appeared to be based on first and second formant information. This was also found for the subgroup of seven subjects performing poorly pre-implantation when analysed separately. However, vowel intelligibility for this subgroup, when measured in a quiet background, was based also on vowel duration. The differences between the overall result in noise and the results of the subgroup in quiet should be attributed mainly to the noise and not to aspects of poor speech production in the subgroup. In addition, this study addresses the relationship between the intelligibility scores and objective measurements of vowel quality performed in a previous study. The results showed that the vowel intelligibility scores are mainly determined by the position of the second formant frequencies.

Adult↗

PubMed1999

[Influence of intelligence level of the type I diabetic patients handling hi-tech glycemia monitoring system on the effectiveness of intensive insulin treatment].

An intensive care system designed and developed in IBBE PAS allows for electronic storage and automatic transmission of BG values and other parameters directly from a patient's BG meter and electronic logbook (Glucometer M+ Bayer) to central clinical computer by telematic connection. Despite effort made to keep the system as simple as possible, its proper handling still requires some additional skills from the patient. Thus, effectiveness of the intensive insulin treatment supported by the system may be influenced by the patient's intelligence level. The aim of this work was to evaluate influence of the intelligence level of type 1 diabetic patients equipped with designed system on effectiveness of a long-term intensive insulin treatment. The study group consisted of 17 type 1 diabetic pregnant women randomly divided in two sub-groups. Eight patients used the transmission system and the remaining 9 patients were treated classically. Patient's intelligence level was assessed according Wechsler scale. Analysis of variance indicated that intelligence level did not influence significantly on average result of the treatment (p > 0.05) in whole study group and in both subgroups. Generally, in patients with lower (93 +/- 2.0) and higher (114.1 +/- 1.2) intelligence level glycemic control indices were found to be similar and did not differ significantly. Performed analysis indicated that the designed system could be properly handled by diabetic patients within wide range of intelligence level. However, despite not statistically significant influence of the patients intelligence level on obtained glycemic control, tendency was observed to obtain better average long-term glycemic control in patients with lower intelligence level using telematic data transmission in comparison with the patients treated in classical way (SDWG = 7.0 +/- 0.4 vs. 8.1 +/- 1.0 mmol/l and J = 30.3 +/- 4.4 vs. 39.0 +/- 12.2).

Adult↗

PubMed2006

Concepts and possibilities in forensic intelligence.

Forensic intelligence can be viewed as comprising two parts, one directly concerning intelligence delivery in forensic casework, the other considering performance aspects of forensic work, loosely termed here as business intelligence. Forensic casework can be viewed as processes that produce an intelligence product useful to police investigations. Traditionally, forensic intelligence production has been confined to discipline-specific activity. This paper examines the concepts, processes and intelligence products delivered in forensic casework, the information repositories available from forensic examinations, and ways to produce within- and across-discipline casework correlations by using information technology to capitalise on the information sets available. Such analysis presents opportunities to improve forensic intelligence services as well as challenges for technical solutions to deliver appropriate data-mining capabilities for available information sets, such as digital photographs. Business intelligence refers primarily to examination of efficiency and effectiveness of forensic service delivery. This paper discusses measures of forensic activity and their relationship to crime outcomes as a measure of forensic effectiveness.

Data Collection↗

PubMed2002

Intelligibility of modified speech for young listeners with normal and impaired hearing.

Exposure to modified speech has been shown to benefit children with language-learning impairments with respect to their language skills (M. M. Merzenich et al., 1998; P. Tallal et al., 1996). In the study by Tallal and colleagues, the speech modification consisted of both slowing down and amplifying fast, transitional elements of speech. In this study, we examined whether the benefits of modified speech could be extended to provide intelligibility improvements for children with severe-to-profound hearing impairment who wear sensory aids. In addition, the separate effects on intelligibility of slowing down and amplifying speech were evaluated. Two groups of listeners were employed: 8 severe-to-profoundly hearing-impaired children and 5 children with normal hearing. Four speech-processing conditions were tested: (1) natural, unprocessed speech; (2) envelope-amplified speech; (3) slowed speech; and (4) both slowed and envelope-amplified speech. For each condition, three types of speech materials were used: words in sentences, isolated words, and syllable contrasts. To degrade the performance of the normal-hearing children, all testing was completed with a noise background. Results from the hearing-impaired children showed that all varieties of modified speech yielded either equivalent or poorer intelligibility than unprocessed speech. For words in sentences and isolated words, the slowing-down of speech had no effect on intelligibility scores whereas envelope amplification, both alone and combined with slowing-down, yielded significantly lower scores. Intelligibility results from normal-hearing children listening in noise were somewhat similar to those from hearing-impaired children. For isolated words, the slowing-down of speech had no effect on intelligibility whereas envelope amplification degraded intelligibility. For both subject groups, speech processing had no statistically significant effect on syllable discrimination. In summary, without extensive exposure to the speech processing conditions, children with impaired hearing and children with normal hearing listening in noise received no intelligibility advantage from either slowed speech or envelope-amplified speech.

Audiometry, Pure-Tone↗

PubMed2005

Effect of slow-acting wide dynamic range compression on measures of intelligibility and ratings of speech quality in simulated-loss listeners.

The purpose of this study was twofold: (a) to determine the extent to which 4-channel, slow-acting wide dynamic range amplitude compression (WDRC) can counteract the perceptual effects of reduced auditory dynamic range and (b) to examine the relation between objective measures of speech intelligibility and categorical ratings of speech quality for sentences processed with slow-acting WDRC. Multiband expansion was used to simulate the effects of elevated thresholds and loudness recruitment in normal hearing listeners. While some previous studies have shown that WDRC can improve both speech intelligibility and quality, others have found no benefit. The current experiment shows that moderate amounts of compression can provide a small but significant improvement in speech intelligibility, relative to linear amplification, for simulated-loss listeners with small dynamic ranges (i.e., flat, moderate hearing loss). This benefit was found for speech at conversational levels, both in quiet and in a background of babble. Simulated-loss listeners with large dynamic ranges (i.e., sloping, mild-to-moderate hearing loss) did not show any improvement. Comparison of speech intelligibility scores and subjective ratings of intelligibility showed that listeners with simulated hearing loss could accurately judge the overall intelligibility of speech. However, in all listeners, ratings of pleasantness decreased as the compression ratio increased. These findings suggest that subjective measures of speech quality should be used in conjunction with either objective or subjective measures of speech intelligibility to ensure that participant-selected hearing aid parameters optimize both comfort and intelligibility.

Acoustic Stimulation↗

PubMed2001

Changes in speech intelligibility of postlingually deaf adults after cochlear implantation.

OBJECTIVE: This study examines changes in the intelligibility of CVC words spoken by postlingually deafened adults after they have had 6 to 12 mo of experience with a cochlear implant. The hypothesis guiding the research is that the intelligibility of these speakers will improve after extended use of a cochlear implant. The paper also describes changes in CVC word intelligibility analyzed by phoneme class and by features. DESIGN: The speech of eight postlingually deaf adults was recorded before activation of the speech processors of their cochlear implants and at 6 mo and 1 yr after activation. Seventeen listeners with no known impairment of hearing completed a word identification task while listening to each implant user's speech in noise. The percent information transmitted by the speakers in their pre- and postactivation recordings was measured for 11 English consonants and eight vowels separately. RESULTS: An overall improvement in word intelligibility was observed: seven of the eight speakers showed improvement in vowel intelligibility and six speakers showed improvement in consonant intelligibility. However, the intelligibility of specific consonant and vowel features varied greatly across speakers. CONCLUSIONS: Extended use of a cochlear implant by postlingually deafened adults tends to enhance their intelligibility.

Aged↗

PubMed1999

Separating visual perception and non-verbal intelligence in children with early brain injury.

The relationship between impairments of visual perception and of non-verbal intelligence was studied in 28 children who, due to the nature of their neurological pathology, were at risk for visual perceptual impairments (high-risk), and 18 mentally disabled children without such risk (low-risk). Their age range was 3-14 years. A child was considered specifically visual-perceptually impaired (VPI) if performance on the De Vos task, a visual object recognition task, was weaker than expected from the baseline performance level obtained on non-verbal intelligence subtests. Accordingly, 22 high-risk children (79%) were classified VPI, against only four low-risk children (22%). Comparing intelligence data of children with and without VPI revealed a WPPSI non-verbal to verbal intelligence impairment in the former. At the subtest level, comparing five verbal and five non-verbal WPPSI subtests, and five subtests from the Snijders-Oomen non-verbal intelligence scale, revealed a difference only on Animal House. The absence of any systematic effects of specific visual perceptual impairment on intelligence subtest performance leads us to conclude that in these children VPI and selective non-verbal intelligence impairment coexist as two separate and irreducible deficits.

Brain Injuries↗

PubMed2002

Correlation between spectral EEG parameters and intelligence test variables in school-age children.

OBJECTIVES: The objective of the study was to investigate the relationship between the degree of intelligence and spectral electroencephalographic (EEG) parameters and to find out which EEG variables are relevant for this correlation. METHODS: Bipolar 1 min EEG recordings were derived for the fronto-central and parieto-occipital leads from 155 clinically healthy 10-year-old children in vigilance state awake with eyes closed. Relative spectral power parameters were calculated by Fast Fourier Transform. Two-group t tests according to the score values of the 'WISC-R' intelligence test as well as univariate and multiple correlation analyses between spectral and intelligence test variables were carried out. RESULTS: A statistically significant positive correlation of the intelligence test variables with the spectral alpha power and a significant negative correlation with the spectral power of lower frequency bands was observed. Predicting the spectral parameters by means of intelligence test variables, significant multiple correlation coefficients were revealed in the frequency ranges: 0.5-1.5, 3.0-5.0 and 9.0-10.5 Hz. The highest significance (P<0.0001) was found for the spectral value at 9.0 Hz. CONCLUSIONS: The results of t tests and correlation analyses confirm the strong relationship between spectral EEG parameters and the degree of intelligence indicating that the 'EEG recordings do reflect intellectual abilities'. It may be supposed that the amount of the intelligence quotient is correlated with the degree of EEG maturation and thus reflects the active number of synapses and the degree of differentiation of the neuronal controlling system.

Alpha Rhythm↗