Assessment Of Cognitive Abilities Research Articles

Going beyond video game consumption when considering Internet Gaming Disorder

BackgroundRecognizing the crucial importance of understanding the impact of video games on health in today's gaming-dominated world, our study aimed to investigate the relationship between gaming time and Internet Gaming Disorder (IGD). Despite the widespread assumption that a connection exists both, previous studies have revealed highly variable associations, highlighting significant weaknesses in establishing a robust link. MethodsTo unravel this complex relationship, we recruited two independent samples of League of Legends players. We combined the collection of self-reported and actual gameplay data, together with assessments of mental health, personality traits, and cognitive abilities. ResultsSurprisingly, none of the gaming variables demonstrated a robust and stable association with IGD, regardless of whether players spent less than or >30 h per week gaming—a threshold suggested by the as a potential indicator of disordered gaming. Notably, mental health factors, such as anxiety, depression and ADHD, emerged as the most influential predictors of IGD. ConclusionThese findings, replicated across two independent samples, challenge the prevailing belief that limiting screen time alone effectively combats IGD. Instead, mental health factors play a crucial role in mitigating risks associated with gaming. Policies focusing solely on restricting screen time are insufficient in reducing the prevalence or symptoms of IGD. Rather, a comprehensive approach that considers mental health and key personality traits must be adopted to safeguard the well-being of individuals engaged in gaming.

The older population is more cognitively able than in the past and age-related deficits in cognition are diminishing over time

Increased lifespan in the population was historically driven by reductions in infant mortality but is now driven by reduced mortality in older adults. Research is beginning to show reduced incidence of many age-related diseases, but there have been some mixed trends observed in assessment of cognitive ability in healthy ageing research. Across three studies, time-based trends in older adults’ cognition were assessed. In a meta-analysis of literature largely studying different waves of longitudinal data, Study 1 showed cognitive improvement in later-recruited waves of older adults compared to earlier-recruited waves. In a second meta-analysis of studies comparing young and older adults’ cognition, Study 2 showed that age-related cognitive deficits were becoming smaller over time. Finally, in an analysis of historic data from a single laboratory, Study 3 confirmed the findings of Study 2 and demonstrated that time-based reductions in age-related cognitive deficits were largely driven by improvement in cognition over time in older groups, whilst young adults’ cognition remained relatively flat across time. It is argued that later tested groups of older adults are benefiting from environmental advantages to cognition (e.g., education, healthcare, nutrition) that might previously have mainly applied to young adult groups in research. These results have implications for cognitive ageing research which will likely yield smaller age differences than historic work. It is also argued that definitions of cognitive impairment related to dementia diagnosis may need to be periodically revised.

How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study.

The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in an online proctored test session, providing socio-demographic information and completing cognitive ability, personality, and language proficiency assessments, was used to test this hypothesis. The total sample was divided into three equal groups (low, average, high) using percentiles as the cutoff point to investigate the effects of cognitive ability. An ANCOVA demonstrated the significant effect of cognitive ability on personality traits, controlling for language proficiency. Principal component analyses showed that the personality structure differed between the cognitive ability groups, with the high-cognitive-ability group having an additional personality component. Similarly, analyses across job complexity levels indicated more personality components for high-job-complexity positions. The implications, limitations, and future directions of this study are discussed.

Associations between the resting EEG aperiodic slope and broad domains of cognitive ability.

Recent studies suggest that the EEG aperiodic exponent (often represented as a slope in log-log space) is sensitive to individual differences in momentary cognitive skills such as selective attention and information processing speed. However, findings are mixed, and most of the studies have focused on just a narrow range of cognitive domains. This study used an archival dataset to help clarify associations between resting aperiodic features and broad domains of cognitive ability, which vary in their demands on momentary processing. Undergraduates (N = 166) of age 18-52 years completed a resting EEG session as well as a standardized, individually administered assessment of cognitive ability that included measures of processing speed, working memory, and higher-order visuospatial and verbal skills. A subsample (n = 110) also completed a computerized reaction time task with three difficulty levels. Data reduction analyses revealed strong correlations between the aperiodic offset and slope across electrodes, and a single component accounted for ~60% of variance in slopes across the scalp, in both eyes-closed and eyes-open conditions. Structural equation models did not support relations between the slope and specific domains tapping momentary processes. However, secondary analyses indicated that the eyes-open slope was related to higher overall performance, as represented by a single general ability factor. A latent reaction time variable was significantly inversely related to both eyes-closed and eyes-open resting exponents, such that faster reaction times were associated with steeper slopes. These findings support and help clarify the relation of the resting EEG exponent to individual differences in cognitive skills.

Minocycline alleviates LPS-induced cognitive dysfunction in mice by inhibiting the NLRP3/caspase-1 pathway.

Growing experimental evidence indicates that cognitive impairment is linked to neuroinflammation. Minocycline (MINO), an antibiotic known for its anti-inflammatory, has shown promise in alleviating cognitive impairment. Nonetheless, the exact mechanism through which MINO improves cognitive impairment is not yet understood. A neuroinflammatory model was establish by utilizing lipopolysaccharide. The assessment of mice's cognitive and learning abilities was conducted through the MWM and Y-maze tests. The evaluation of hippocampal neuronal injury and microglial activation were achieved by performing HE staining and IHC, respectively. To evaluate BV2 cell viability and apoptosis, the CCK-8 and Hoechst 33342/PI staining assays were employed. In order to assess the protein and RNA expression levels of NLRP3, caspase-1, IL-1β, IL-18, Iba-1, and Bcl2/Bax, WB and RT-qPCR were utilized. Additionally, the inhibitory effect of MINO on apoptosis by targeting the NLRP3/caspase-1 pathway was investigated using Nigericin. MINO was effective in reducing the time it took for mice to escape from the test, increasing the number of platforms they crossed, and mitigating damage to the hippocampus while also suppressing microglial activation and the expression of Iba-1 in a neuroinflammatory model caused by LPS. Furthermore, MINO improved the viability of BV2 cell and reduced apoptosis. It also had the effect of reducing the expression levels of NLRP3/Caspase-1, IL-1β, IL-18, and BAX, while upregulating the expression of Bcl2. Additionally, MINO was found to downregulate the NLRP3 expression, which is specifically activated by nigericin. The protective effect of MINO relies on the crucial involvement of the NLRP3/caspase-1 pathway.

Validation of a computerized driving simulator test of cognitive abilities for fitness-to-drive assessments.

Driving requires a series of cognitive abilities, many of which are affected by age and medical conditions. The psychosocial importance of continued driving ushers the need for valid measurements in fitness-to-drive assessments. A driving simulator test could prove useful in these assessments, having greater face validity than other off-road tests and being more cost-effective and safer than ordinary on-road testing. The aim of this study was to validate a driving simulator test for assessment of cognitive ability in fitness-to-drive assessments. The study included 67 healthy participants. Internal consistency of the simulator subtests was estimated. A correlation analysis between results on the simulator and the cognitive tests Trail Making Test (TMT) A and B and the Useful field of View test (UFOV) and multiple regression analysis were conducted. Finally, a comparison of results between age groups (>65 years) and (<65 years) was done. Results showed good internal consistency. Significant and moderate correlations were found for all reaction time in the simulator's subtests and UFOV 3, and all but two with TMT A. Lane positioning in the simulator showed significant and low to moderate correlations with UFOV 3 in all subtests. Reaction time and Double reaction time on subtest 3 were significantly correlated with UFOV 2 and UFOV 3 and TMT A, respectively. Test on Centerline (position) in subtest 3 as dependent variable was significantly correlated with UFOV 3. Significant means differences and large effect sizes between the age groups were found for all reaction time and lane positioning tests. The findings of concurrent validity, especially with TMT A and UFOV 3 and its sensitivity for age-related differences, indicate potential for the simulator to be used as a complement in fitness-to-drive assessments. However, a clinical study is necessary to further examine its usefulness for patients with cognitive deficits.

Psychotherapeutic interventions in the system of psychosocial rehabilitation of patients with cognitive disorders on the background of COVID-19

It is a well-known fact that for most people who have had coronavirus disease, cognitive impairment is one of the most persistent and debilitating consequences, along with anxiety and depressive disorders. The aim of the study was to develop and test a set of psychotherapeutic interventions in the system of psychosocial rehabilitation of patients with cognitive disorders in the setting of COVID-19. To achieve this goal, subject to the signing of informed consent in compliance with the principles of bioethics and deontology, we conducted a comprehensive clinical, psychopathological and psychodiagnostic examination of 75 patients (37 women and 38 men) with cognitive disorders in the setting of COVID-19, both sexes, with an average age of (39.0±3.4) years. According to the results of the study, 56.2% of men and 57.9% of women had mild cognitive disorders and 43.8% and 42.1%, respectively, moderate cognitive disorders, which were manifested by a decrease in verbal, concentration, distraction, and slower information processing speed, difficulty in remembering recent events, difficulty in long-term concentration and slowing down the pace, slight difficulty in orientation, decreased perceptual and diagnostic performance, decreased speed of counting operations, and a pronounced reaction of mental fatigue. According to the results of the study, against the background of the developed complex of psychotherapeutic interventions, 84.8% of the examined men and 86.3% of women showed positive dynamics of psychopathological symptoms, improvement of cognitive status and increased psychosocial adaptation. There was an improvement in overall cognitive performance according to the Addenbrooke's Scale for the Assessment of Cognitive Abilities (79.6% and 81.2% of the subjects, respectively). The data obtained in the course of the study indicate the effectiveness of a complex of psychotherapeutic interventions using cognitive training, cognitive behavioral psychotherapy, art therapy and psychoeducation in the system of psychosocial rehabilitation of patients with cognitive disorders in the setting of COVID-19. Keywords: SARS-CoV-2 virus, cognition, cognitive abilities.

Using virtual reality-based neurocognitive testing and eye tracking to study naturalistic cognitive-motor performance

Natural human behavior arises from continuous interactions between the cognitive and motor domains. However, assessments of cognitive abilities are typically conducted using pen and paper tests, i.e., in isolation from “real life” cognitive-motor behavior and in artificial contexts. In the current study, we aimed to assess cognitive-motor task performance in a more naturalistic setting while recording multiple motor and eye tracking signals. Specifically, we aimed to (i) delineate the contribution of cognitive and motor components to overall task performance and (ii) probe for a link between cognitive-motor performance and pupil size. To that end, we used a virtual reality (VR) adaptation of a well-established neurocognitive test for executive functions, the ‘Color Trails Test’ (CTT). The VR-CTT involves performing 3D reaching movements to follow a trail of numbered targets. To tease apart the cognitive and motor components of task performance, we included two additional conditions: a condition where participants only used their eyes to perform the CTT task (using an eye tracking device), incurring reduced motor demands, and a condition where participants manually tracked visually-cued targets without numbers on them, incurring reduced cognitive demands. Our results from a group of 30 older adults (>65) showed that reducing cognitive demands shortened completion times more extensively than reducing motor demands. Conditions with higher cognitive demands had longer target search time, as well as decreased movement execution velocity and head-hand coordination. We found larger pupil sizes in the more cognitively demanding conditions, and an inverse correlation between pupil size and completion times across individuals in all task conditions. Lastly, we found a possible link between VR-CTT performance measures and clinical signatures of participants (fallers versus non-fallers). In summary, performance and pupil parameters were mainly dependent on task cognitive load, while maintaining systematic interindividual differences. We suggest that this paradigm opens the possibility for more detailed profiling of individual cognitive-motor performance capabilities in older adults and other at-risk populations.

Don't waste your time measuring intelligence: Further evidence for the validity of a three-minute speeded reasoning test

The rise of large-scale collaborative panel studies has generated a need for fast, reliable, and valid assessments of cognitive abilities. In these studies, a detailed characterization of participants' cognitive abilities is often unnecessary, leading to the selection of tests based on convenience, duration, and feasibility. This often results in the use of abbreviated measures or proxies, potentially compromising their reliability and validity. Here we evaluate the mini-q (Baudson & Preckel, 2016), a three-minute speeded reasoning test, as a brief assessment of general cognitive abilities. The mini-q exhibited excellent reliability (0.96–0.99) and a substantial correlation with general cognitive abilities measured with a comprehensive test battery (r = 0.57; age-corrected r = 0.50), supporting its potential as a brief screening of cognitive abilities. Working memory capacity accounted for the majority (54%) of the association between test performance and general cognitive abilities, whereas individual differences in processing speed did not contribute to this relationship. Our results support the notion that the mini-q can be used as a brief, reliable, and valid assessment of general cognitive abilities. We therefore developed a computer-based version, ensuring its adaptability for large-scale panel studies. The paper- and computer-based versions demonstrated scalar measurement invariance and can therefore be used interchangeably. We provide norm data for young (18 to 30 years) and middle-aged (31 to 60 years) adults and provide recommendations for incorporating the mini-q in panel studies. Additionally, we address potential challenges stemming from language diversity, wide age ranges, and online testing in such studies.

Early nap cessation in young children as a correlate of language and psychosocial outcomes: Evidence from a large Canadian sample

ObjectivesMost children stop napping between 2 and 5years old. We tested the association of early nap cessation (ie, children who stopped before their third birthday) and language, cognition functioning and psychosocial outcomes. MethodsData were from a national, longitudinal sample of Canadian children, with three timepoints. Children were 0-to-1 year old at T1, 2-to-3 years old at T2, and 4-to-5 years old at T3. Early nap cessation was tested as a correlate of children’s psychosocial functioning (cross-sectionally and longitudinally), cognitive function (longitudinally), and language skills (longitudinally). There were 4923 children (50.9% male; 90.0% White) and their parents in this study who were included in the main analyses. Parents reported on demographics, perinatal and developmental variables, child functioning, and child sleep. Children completed direct assessments of receptive language and cognitive ability. Nap cessation, demographic, and developmental-control variables were tested as correlates of cross-sectional and longitudinal outcomes using linear regression (with a model-building approach). ResultsEarly nap cessation correlated with higher receptive language ability (β = 0.059 ± 0.028) and lower anxiety (β = −0.039 ± 0.028) at T3, after controlling for known correlates of nap cessation, nighttime sleep, and other sociodemographic correlates of the outcomes. Cognitive ability, hyperactivity-inattention, and aggression were not correlated with nap cessation. ConclusionsEarly nap cessation is related to specific benefits (ie, better receptive language and lower anxiety symptoms). These findings align with previous research. Future research should investigate differences associated with late nap cessation and in nap-encouraging cultures, and by ethnicity.

Validity of Intelligence Assessment Among the Roma Minority Population

An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language Interpretative Matrix (C-LIM), have not been empirically substantiated. We tested the applicability of the C-LIM in the European context, by comparing selected test scores from the Woodcock-Johnson-IV Test of Cognitive Abilities (WJ-IV) between Roma children aged 7–11 years ( n = 399) and their counterparts from the normative population ( n = 131). The largest differences were detected in WJ-IV tests requiring abstract reasoning and manipulation with complex signs. Furthermore, the C-LIM did not reliably discriminate between our groups and its use appears to be inappropriate for making diagnostic decisions about children from populations that do not traditionally rely on processes such as categorical thinking, abstract reasoning, and generalization.

Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE.

Developed more than 2 decades ago, the MEZURE (Assessment Technologies, 1995-2020; https://www.mezure.com/) has received increased attention as a result of the COVID-19 pandemic. It is the first individualized test of cognitive ability created to use an online (local or remote) assessment modality. The MEZURE claims to be aligned both with the extended Gf-Gc theory and the Cattell-Horn-Carroll model of abilities. Whereas the test publisher claims it used exploratory factor analysis to investigate the instrument's factor structure, only the subtest factor loadings on the Gf-Gc factors were furnished. No other structural validity information was provided, suggesting that users of the instrument should interpret the scores produced by the MEZURE with caution. Accordingly, the present study used exploratory and confirmatory factor analysis to more fully investigate the structural validity of the MEZURE. The results revealed that the MEZURE contains a combined perceptual reasoning (i.e., [Gf/Gv]/working memory [Gwm]) group factor, a verbal ability group factor, and a relatively weak general factor that is dominated by perceptual reasoning. The finding of a paltry general factor that is weakly loaded by verbal subtests is inconsistent with the broader research on traditional cognitive ability assessment and could be related to the online administration format of the test. Future research is required to better understand this finding. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Influence of intermittent iron and folic acid supplementation on cognitive abilities among adolescent girls in northwestern Tanzania.

Iron and folic acid (IFA) supplementation to reduce anemia is key for improving substantial lost disability adjusted life years (DALYs) for adolescent girls. This study assessed the impact of weekly IFA supplementation (WIFAS) on cognitive ability among adolescent girls in the Simiyu Region in northernwestern Tanzania. This cross-sectional comparative evaluation study of 770 adolescent girls (396 -WIFAS supplemented; 374 -not supplemented) evaluated the association between WIFAS and cognitive ability through a face-to-face survey and cognitive ability assessment using standardized tests (Span-forward Test, Span-backward Test and Maze Test). Using a modified Poisson regression, we controlled for the geographic setting (urban vs rural), availability of potable water and feeding programs in schools, age and school level of adolescent girls, parental status, main parental economic activities, and the number of teachers. Participants were between the ages of 11 and 19 years, with more than half (57%) between 12-15 years of age. Those with WIFAS had higher cognitive ability (Span-forward scores, χ2 = 46.34% p <0.001; Span-forward, χ2 = 46.34% p <0.001; and Global Composite Cognitive Performance (GCCP), χ2 = 32.52% p<0.001). Among the IFA supplemented adolescent girls, secondary school level had a significantly higher score with respect to Span-backward (aPR = 1.43, 95% CI = 1.06-1.62); Span-forward ability (aPR = 1.26, 95% CI = 1.04-1.53) and Maze Test ability (aPR = 1.12, 95% CI = 1.01-1.25) as compared to their counterpart in primary school level. Individual adolescent girls with WIFAS and living with both parents performed much better on the Span-backward Test (aPR = 1.22, 95% CI = 1.07-1.68) as compared to those living with relatives and/or orphans. The presence of potable water program among the WIFAS schools resulted in a higher Span-backward ability (aPR = 1.34, 95% CI = 1.03-1.89); and GCCP (aPR = 1.27, 95% CI = 1.03-1.75). Adolescent girls from WIFAS schools with feeding program had higher Span-forward (aPR = 1.38, 95% CI = 1.03-1.63) ability as well as a higher Maze Test (aPR = 1.15, 95% CI = 1.07-1.26) score. The present study provides compelling evidence that WIFAS is positively associated with higher cognitive ability among adolescent girls. Nevertheless, IFA interventions are still rare in communities across Tanzania.

Atypical Associations between Functional Connectivity during Pragmatic and Semantic Language Processing and Cognitive Abilities in Children with Autism.

Autism Spectrum Disorder (ASD) is characterized by both atypical functional brain connectivity and cognitive challenges across multiple cognitive domains. The relationship between task-dependent brain connectivity and cognitive abilities, however, remains poorly understood. In this study, children with ASD and their typically developing (TD) peers engaged in semantic and pragmatic language tasks while their task-dependent brain connectivity was mapped and compared. A multivariate statistical approach revealed associations between connectivity and psychometric assessments of relevant cognitive abilities. While both groups exhibited brain-behavior correlations, the nature of these associations diverged, particularly in the directionality of overall correlations across various psychometric categories. Specifically, greater disparities in functional connectivity between the groups were linked to larger differences in Autism Questionnaire, BRIEF, MSCS, and SRS-2 scores but smaller differences in WASI, pragmatic language, and Theory of Mind scores. Our findings suggest that children with ASD utilize distinct neural communication patterns for language processing. Although networks recruited by children with ASD may appear less efficient than those typically engaged, they could serve as compensatory mechanisms for potential disruptions in conventional brain networks.

The Social, Cognitive and Socio-Demographic Profile of Potentially Gifted Children

The research results suggest that teachers find potentially gifted children to be academically more competent and sociable as opposed to students without the same potential. Likewise, potentially gifted children tend to have better academic achievements. When it comes to their socio-demographic profile, there seem to be more female students than male, and they often live in urban areas. Additionally, both parents of potentially gifted children show higher levels of education when compared to parents of non-potentially gifted children. The results of the hierarchical regression analysis point to significant effects by gender, place of residence and parental education have in explaining children’s academic competence and sociability; results also reveal significant incremental validity in the assessment of cognitive ability, motivation, and creativity.

The Social, Cognitive and Socio-Demographic Profile of Potentially Gifted Children

The research results suggest that teachers find potentially gifted children to be academically more competent and sociable as opposed to students without the same potential. Likewise, potentially gifted children tend to have better academic achievements. When it comes to their socio-demographic profile, there seem to be more female students than male, and they often live in urban areas. Additionally, both parents of potentially gifted children show higher levels of education when compared to parents of non-potentially gifted children. The results of the hierarchical regression analysis point to significant effects by gender, place of residence and parental education have in explaining children’s academic competence and sociability; results also reveal significant incremental validity in the assessment of cognitive ability, motivation, and creativity.

Development and Replication of Objective Measurements of Social Visual Engagement to Aid in Early Diagnosis and Assessment of Autism

Autism spectrum disorder is a common and early-emerging neurodevelopmental condition. While 80% of parents report having had concerns for their child's development before age 2 years, many children are not diagnosed until ages 4 to 5 years or later. To develop an objective performance-based tool to aid in early diagnosis and assessment of autism in children younger than 3 years. In 2 prospective, consecutively enrolled, broad-spectrum, double-blind studies, we developed an objective eye-tracking-based index test for children aged 16 to 30 months, compared its performance with best-practice reference standard diagnosis of autism (discovery study), and then replicated findings in an independent sample (replication study). Discovery and replication studies were conducted in specialty centers for autism diagnosis and treatment. Reference standard diagnoses were made using best-practice standardized protocols by specialists blind to eye-tracking results. Eye-tracking tests were administered by staff blind to clinical results. Children were enrolled from April 27, 2013, until September 26, 2017. Data were analyzed from March 28, 2018, to January 3, 2019. Prespecified primary end points were the sensitivity and specificity of the eye-tracking-based index test compared with the reference standard. Prespecified secondary end points measured convergent validity between eye-tracking-based indices and reference standard assessments of social disability, verbal ability, and nonverbal ability. Data were collected from 1089 children: 719 children (mean [SD] age, 22.4 [3.6] months) in the discovery study, and 370 children (mean [SD] age, 25.4 [6.0] months) in the replication study. In discovery, 224 (31.2%) were female and 495 (68.8%) male; in replication, 120 (32.4%) were female and 250 (67.6%) male. Based on reference standard expert clinical diagnosis, there were 386 participants (53.7%) with nonautism diagnoses and 333 (46.3%) with autism diagnoses in discovery, and 184 participants (49.7%) with nonautism diagnoses and 186 (50.3%) with autism diagnoses in replication. In the discovery study, the area under the receiver operating characteristic curve was 0.90 (95% CI, 0.88-0.92), sensitivity was 81.9% (95% CI, 77.3%-85.7%), and specificity was 89.9% (95% CI, 86.4%-92.5%). In the replication study, the area under the receiver operating characteristic curve was 0.89 (95% CI, 0.86-0.93), sensitivity was 80.6% (95% CI, 74.1%-85.7%), and specificity was 82.3% (95% CI, 76.1%-87.2%). Eye-tracking test results correlated with expert clinical assessments of children's individual levels of ability, explaining 68.6% (95% CI, 58.3%-78.6%), 63.4% (95% CI, 47.9%-79.2%), and 49.0% (95% CI, 33.8%-65.4%) of variance in reference standard assessments of social disability, verbal ability, and nonverbal cognitive ability, respectively. In two diagnostic studies of children younger than 3 years, objective eye-tracking-based measurements of social visual engagement quantified diagnostic status as well as individual levels of social disability, verbal ability, and nonverbal ability in autism. These findings suggest that objective measurements of social visual engagement can be used to aid in autism diagnosis and assessment.

Eye-Tracking–Based Measurement of Social Visual Engagement Compared With Expert Clinical Diagnosis of Autism

In the US, children with signs of autism often experience more than 1 year of delay before diagnosis and often experience longer delays if they are from racially, ethnically, or economically disadvantaged backgrounds. Most diagnoses are also received without use of standardized diagnostic instruments. To aid in early autism diagnosis, eye-tracking measurement of social visual engagement has shown potential as a performance-based biomarker. To evaluate the performance of eye-tracking measurement of social visual engagement (index test) relative to expert clinical diagnosis in young children referred to specialty autism clinics. In this study of 16- to 30-month-old children enrolled at 6 US specialty centers from April 2018 through May 2019, staff blind to clinical diagnoses used automated devices to measure eye-tracking-based social visual engagement. Expert clinical diagnoses were made using best practice standardized protocols by specialists blind to index test results. This study was completed in a 1-day protocol for each participant. Primary outcome measures were test sensitivity and specificity relative to expert clinical diagnosis. Secondary outcome measures were test correlations with expert clinical assessments of social disability, verbal ability, and nonverbal cognitive ability. Eye-tracking measurement of social visual engagement was successful in 475 (95.2%) of the 499 enrolled children (mean [SD] age, 24.1 [4.4] months; 38 [8.0%] were Asian; 37 [7.8%], Black; 352 [74.1%], White; 44 [9.3%], other; and 68 [14.3%], Hispanic). By expert clinical diagnosis, 221 children (46.5%) had autism and 254 (53.5%) did not. In all children, measurement of social visual engagement had sensitivity of 71.0% (95% CI, 64.7% to 76.6%) and specificity of 80.7% (95% CI, 75.4% to 85.1%). In the subgroup of 335 children whose autism diagnosis was certain, sensitivity was 78.0% (95% CI, 70.7% to 83.9%) and specificity was 85.4% (95% CI, 79.5% to 89.8%). Eye-tracking test results correlated with expert clinical assessments of individual levels of social disability (r = -0.75 [95% CI, -0.79 to -0.71]), verbal ability (r = 0.65 [95% CI, 0.59 to 0.70]), and nonverbal cognitive ability (r = 0.65 [95% CI, 0.59 to 0.70]). In 16- to 30-month-old children referred to specialty clinics, eye-tracking-based measurement of social visual engagement was predictive of autism diagnoses by clinical experts. Further evaluation of this test's role in early diagnosis and assessment of autism in routine specialty clinic practice is warranted. ClinicalTrials.gov Identifier: NCT03469986.

Reading the mind in the eyes and cognitive ability in schizophrenia- and autism spectrum disorders.

Schizophrenia (SZ) and autism spectrum disorders (ASD) are characterized by difficulties in theory of mind (ToM). We examined group differences in performance on a ToM-related test and associations with an estimated IQ. Participants [N = 1227, SZ (n = 563), ASD (n = 159), and controls (n = 505), 32.2% female] completed the Reading the Mind in the Eyes Test (RMET) and assessments of cognitive ability. Associations between IQ and group on RMET were investigated with regression analyses. SZ (d = 0.73, p < 0.001) and ASD (d = 0.37, p < 0.001) performed significantly worse on the RMET than controls. SZ performed significantly worse than ASD (d = 0.32, p = 0.002). Adding IQ to the model, SZ (d = 0.60, p < 0.001) and ASD (d = 0.44, p < 0.001) continued to perform significantly worse than controls, but no longer differed from each other (d = 0.13, p = 0.30). Small significant negative correlations between symptom severity and RMET performance were found in SZ (PANSS positive: r = -0.10, negative: r = -0.11, both p < 0.05). A small non-significant negative correlation was found for Autism Diagnostic Observation Schedule scores and RMET in ASD (r = -0.08, p = 0.34). SZ and ASD are characterized by impairments in RMET. IQ contributed significantly to RMET performance and accounted for group differences in RMET between SZ and ASD. This suggests that non-social cognitive ability needs to be included in comparative studies of the two disorders.

Особливості розробки комунікативного паспорту як засобу формування комунікативної взаємодії у дітей з тяжкими порушеннями мовлення

The communicative process is the basis of communication, the organization of which depends on understanding the system and structure of the process, as well as the nature of the communicative act. Children with severe speech disorders experience difficulties in implementing communication skills. Developmental disorders significantly hinder and limit the full communication of a child with severe speech disorders. One of the means that can help children of this category to interact with the surrounding people is the use of a communicative passport in everyday life. It was determined that the communicative passport of a student with severe speech disorders is a document that displays the basic information about the child necessary for the organization of his full-fledged life in society. This is a practical and individualized method of supporting children, adolescents and adults who find it difficult to talk about themselves. A passport combines versatile information about a person, which is presented in a clear and simple form. In order to develop a communicative passport, an observation of a child with speech disorders, a conversation and a questionnaire of parents were conducted aimed at finding out: assessment of communicative, cognitive, linguistic, psychosocial and motor abilities of a child with severe speech disorders. The results were reflected in the child's communicative passport in an accessible form, taking into account the student's current and potential communicative needs. The content of the communicative passport of a child with speech disorders includes the following sections: informative (this is a personal first page - information about yourself and close adults); communicative (information about how the child expresses his thoughts, how best to communicate with him, how he reacts to strangers, etc.); cognitive and behavioral (here the basic skills of the child and its character, inclination, warning about the emotional features of the child, about possible negative manifestations in its behavior are described); medical (this block includes a set of medical indications and contraindications for the child, which drugs may be vitally necessary). It was determined that the use of a communicative passport for a student with severe speech disorders is a necessary condition for her optimal and full socialization in the modern world. In the process of collecting information for filling out the communicative passport, the accumulated information about the child is updated and revised, both by parents and by pedagogical workers interacting with the student. The result of such cooperation is a communicative passport that meets the needs of the child, the requests of parents and the teaching staff.