Culture Fair Intelligence Test Research Articles

Fluid intelligence, emotional intelligence, and the Iowa Gambling Task in children

This study explored the roles of fluid intelligence and emotional intelligence (EI) in predicting performance on the Iowa Gambling Task (IGT) in intellectually average and gifted children. One hundred and twenty-five average children and ninety-eight gifted children were tested with Cattell's Culture Fair Intelligence Test, the Trait Emotional Intelligence Questionnaire-Child Form and the IGT. It was currently found that intellectually gifted children demonstrated better IGT performance than their average peers, including superior decision-making strategies, decision-making speeds and conceptual knowledge stages in the IGT. Fluid intelligence and emotional intelligence played different roles in predicting IGT performance in average and gifted children: average children's IGT performance was related to fluid intelligence and EI, whereas gifted children's IGT performance was associated only with fluid intelligence. IGT performance was more strongly associated with cognitive processes compared to emotional processes. The present study helps to explain how cognitive and emotional processes interact in intellectually average and gifted children's decision making.

ANEMIA, PRESTASI, DAN KECERDASAN PADA REMAJA AWAL LAKI-LAKI DAN PEREMPUAN

Background. Anemia and IDD are interlinked nutritional problem especially indeveloping countries. Anemic conditions has been known to decreased iodiumefectivity. Attention in adolescence nutritional status is still limited that studies onnutrition and micronutrient status of adolescents are still needed. Relationshipsbetween micronurient and cognitive development in adolescents require clarification.Objective. To determine the relationship between anemia status with cognitivefunction, using level of intelligence and learning achievement, in early adolescenceperiode. Method. This was a cross-sectional study conducted in the Bulu and Kedudistrict, Temanggung. Samples were 120 first grade junior high school students. Datacollected include cognitive function, with level of intelligence and learning achievementas indicators. Intelligence was measured with CFIT (Culture Fair Intelligence Test)and academic achievement measured by standardized tests on mathematics. Anemiastatus was measured with hemoglobin levels using CyanmetHb method. Researchdata were analyzed by independent sample t-test and linear regression. Results. Theresults showed that student with cognitive function with intelligence level indicator onis quite high (62.9%). Female in early adolescent had 1.5 times risks to have anemiathan male, but statistically not significant (OR: 1.55; 95% CI; 0.61-3.93). There wasno association between anemia status (p>0.05) and gender (p>0.05) with intelligence(p>0.05) and learning achievement (p>0.05). Intelligence level contributed most tomathematics achievement (beta=0.257 p<0.05). Conclusion. There is no differencein the level of intelligence and learning achievement in early adolescence period,based on the anemia status and gender. Intelligence is a dominant factor influencingmathematics achievement. Further research is necessary in the middle or lateadolescence to obtain more comprehensive understanding in the effect of anemiaon adolescents cognitive function.Keywords: anemia status, cognitive function, early adolescents

Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

External Validity of the Indonesian Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV-ID)

In this research, we investigated the external validity of WAIS-IV-ID using other intelligence tests and educational achievement as criteria. We had 194 participants in total. The results showed the Full-Scale IQ score (FSIQ) of the WAIS-IV-ID had moderate yet significant correlation with three intelligence tests, namely Standard Progressive Matrices (SPM, n = 194), Cattell’s Culture Fair Intelligence Test (CFIT, n = 134), and the Wechsler-Bellevue Intelligence Scale (WBIS, n = 44). There was also a significant positive correlation between the FSIQ and educational achievement score, the Grade Point Average (GPA, n = 51). The four indexes of the WAIS-IV-ID had a significant positive correlation with the SPM, CFIT, and WBIS, except for Verbal Comprehension Index (VCI). We found significant correlations between full-scale IQ with GPA. For the index score, we found significant correlations between Processing Speed Index (PSI) with GPA. We conclude that the WAIS-IV-ID is valid externally.

Hans J. Eysenck and Raymond B. Cattell on intelligence and personality

The two most prominent individual differences researchers of the twentieth century were Hans J. Eysenck and Raymond B. Cattell. Both were giants of scientific psychology, each publishing scores of books and hundreds of empirical peer-reviewed journal articles. Influenced by Hebb's distinction between physiological (Intelligence A) and experiential (Intelligence B), Eysenck focused on discovering the underlying biological substrata of intelligence. Analogously, Cattell proposed the Gf–Gc theory which distinguishes between fluid and crystallised intelligence. Cattell's Culture Fair Intelligence Test (CFIT), a measure primarily of fluid intelligence, was constructed specifically to minimise differences in test bias in IQ scores between different ethnic/racial groups. Within the personality realm, Eysenck adopted a pragmatic three-factor model as measured via the Eysenck Personality Questionnaire (EPQ-R) and its variants. In contrast, Cattell employed a lexical approach that resulted in a large number of primary and secondary normal and abnormal personality trait dimensions, measured via the Sixteen Personality Factor Questionnaire (16PF), and the corresponding Clinical Analysis Questionnaire (CAQ), respectively. Recent molecular genetics findings provide empirical confirmation of Eysenck and Cattell's positions on the biological underpinnings of personality and ability traits, allowing an improved understanding of the causes of individual differences.

Predicting Fluid Intelligence by Components of Reaction Time Distributions from Simple Choice Reaction Time Tasks

Mean reaction times (RT) and the intra-subject variability of RT in simple RT tasks have been shown to predict higher-order cognitive abilities measured with psychometric intelligence tests. To further explore this relationship and to examine its generalizability to a sub-adult-aged sample, we administered different choice RT tasks and Cattell’s Culture Fair Intelligence Test (CFT 20-R) to n = 362 participants aged eight to 18 years. The parameters derived from applying Ratcliff’s diffusion model and an ex-Gaussian model to age-residualized RT data were used to predict fluid intelligence using structural equation models. The drift rate parameter of the diffusion model, as well as σ of the ex-Gaussian model, showed substantial predictive validity regarding fluid intelligence. Our findings demonstrate that stability of performance, more than its mere speed, is relevant for fluid intelligence and we challenge the universality of the worst performance rule observed in adult samples.

The relation over time between achievement motivation and intelligence in young elementary school children: A latent cross-lagged analysis

Children undergo considerable change in both their intelligence and achievement motivation during their early elementary school years. Previous studies have already identified a significant correlation between the achievement motive and intelligence. However, it is still unknown whether and to which extent both variables might influence each other in their development. This study examined how hope for success and fear of failure were each linked over time with intelligence and vice versa. A sample of N = 157 first-graders (M = 6.67 years, SD = 0.50) was followed for 9 months. At two measurement occasions, the children were administered the Culture Fair Intelligence Test – Scale 1 and a questionnaire assessing achievement motivation. After establishing measurement invariance across time, latent cross-lagged analyses were applied. Results showed that base-level fear of failure negatively predicted development in intelligence (β = −0.26), especially in children with lower base-level intelligence, whereas there was no effect of hope for success. Results are discussed with regard to potential mediating factors and implications for instruction to foster both motivational and intellectual development in elementary school children.

Egg supplementation to improve cognitive ability in elementary school children with iodine deficiency

Background: Elementary school children who live in iodine deficient areas have lower cognitive abilities than children from iodine sufficient area. This study aimed to investigate the effect of supplementation of egg with iodine and iron on cognitive ability (IQ score) in elementary school children with iodine deficiency. Methods: This was a randomized double-blind controlled trial involving 109 elementary school children aged 8-13 years in endemic iodine deficient District, Kismantoro, Wonogiri. Subjects were divided into 4 groups which are group A (iodine + iron + eggs); B (iron + eggs); C (iodine + eggs); and D (eggs) and supplementation were given for 16 weeks. Cognitive abilities (IQ score) was measured by CFIT (culture fair intelligence test) measured pre and post intervention. Results: There was a significant difference on cognitive abilities (IQ) within group of intervention after 16 weeks of intervention (p 0.05). Conclusions: There was found that children who received egg alone or in combination with iodine and iron have the highest cognitive abilities compared with supplementation of egg with iron. In addition, children who received egg alone or combination with iron and iodine can increase the IQ score by 4 point. Supplementation with egg alone or in combination with iodine and iron improve the cognitive abilities (IQ score) of primary school children who suffer from iodine deficiency disorders.

Individual differences in Personality, Perception, and Intelligence of Successful and Non-Successful Thought Suppressors

Several research studies showed unequivocal results in the area of thought suppression. Some studies revealed immediate enhancement of the suppressed thought while others found the rebound effect and late rebound effect. Some studies could not report any such effects implying that individuals are successful at suppressing their thoughts. Researchers of this relatively new area of investigation suggested the mediating effects of individual variables on efficacy levels of suppressing a thought. This study compared certain personality, perception and intelligence variables of successful and non-successful thought suppressors. Among the 48 subjects of the suppression groups, 12 of them are found to be successful thought suppressors and six of them are found to be non-successful thought suppressors. Group Embedded Figures Test, Culture Fair Intelligence Test, A-State scale and selected factors of the 16 Personality Questionnaire are administered on the sample. The results revealed that successful thought suppressors are found to be significantly more practical and less imaginative than non-successful thought suppressors. Women with higher intelligence and are independent had lower thought intrusions.

Impact of Antenatal Glucocorticoid Therapy and Risk of Preterm Delivery on Intelligence in Term-Born Children.

Women at risk of preterm delivery are routinely treated with synthetic glucocorticoids (sGCs). Although this therapy substantially reduces neonatal morbidity, concerns remain whether sGC excess may disrupt neurodevelopmental trajectories underlying cognitive functioning. The present study is the first to disentangle direct effects of antenatal sGC treatment on possible long-term cognitive disadvantages from those of pregnancy complications and prematurity. This cross-sectional study included a mixed-sex cohort of 222 term-born children (aged 6-11 years) consisting of three groups: children of mothers admitted to hospital for threatening preterm delivery who had been treated (n = 97) or untreated (n = 36) with sGCs, and controls without pregnancy complications (n = 89). Antenatal sGC treatment consisted of single courses with dexamethasone or betamethasone. Psychometric intelligence was assessed using a German adaption of Cattell's Culture Fair Test. Children born to mothers at risk for preterm delivery scored, on average, 6-7 IQ points below children of mothers without pregnancy complications, irrespective of antenatal sGC treatment. Compared to females, boys were found to be more susceptible to cognitive disadvantages associated with maternal risk for preterm delivery. Our data indicate that conditions related to a threatening preterm delivery rather than antenatal sGC treatment per se are associated with long-term decreases in the child's intelligence. Although these findings imply that a single course of sGC therapy does not aggravate long-term cognitive deficits, they highlight the need for interventions to reduce the detrimental consequences of distress induced by a threatening preterm delivery.

Developing Counseling Priorities of Filipino Children in Conflict with the Law

Philippine laws protect the rights of children in conflict with the law (CICL) detained in rehabilitation centers. Detention in such centers is not punitive in nature. Counseling is deemed as essential to their rehabilitation. This descriptive study aims to identify educational priorities of CICL through standardized and non-standardized measures. Standardized tests included the Culture Fair Intelligence Test, the Mooney Problem Checklist and the Brainard Occupational Preference Inventory. Results show that the participants have CFIT IQ scores at the below average range, implying the need for simplified counseling methods to be employed. The top concern identified by the participants of the study is on Future Vocational and Educational Plans. Given this, the Brainard Occupational Preference Inventory was given and results show that majority (57%) had a career preference towards agriculture. Non-standardized measures include interviews and review of case profiles of the participants. Plans after release from the center were also identified.

Reading instead of reasoning? Predictors of arithmetic skills in children with cochlear implants

ObjectivesThe aim of the present study was to evaluate whether the arithmetic achievement of children with cochlear implants (CI) was lower or comparable to that of their normal hearing peers and to identify predictors of arithmetic achievement in children with CI. In particular we related the arithmetic achievement of children with CI to nonverbal IQ, reading skills and hearing variables. Methods23 children with CI (onset of hearing loss in the first 24 months, cochlear implantation in the first 60 months of life, atleast 3 years of hearing experience with the first CI) and 23 normal hearing peers matched by age, gender, and social background participated in this case control study. All attended grades two to four in primary schools. To assess their arithmetic achievement, all children completed the “Arithmetic Operations” part of the “Heidelberger Rechentest” (HRT), a German arithmetic test. To assess reading skills and nonverbal intelligence as potential predictors of arithmetic achievement, all children completed the “Salzburger Lesetest” (SLS), a German reading screening, and the Culture Fair Intelligence Test (CFIT), a nonverbal intelligence test. ResultsChildren with CI did not differ significantly from hearing children in their arithmetic achievement. Correlation and regression analyses revealed that in children with CI, arithmetic achievement was significantly (positively) related to reading skills, but not to nonverbal IQ. Reading skills and nonverbal IQ were not related to each other. In normal hearing children, arithmetic achievement was significantly (positively) related to nonverbal IQ, but not to reading skills. Reading skills and nonverbal IQ were positively correlated. Hearing variables were not related to arithmetic achievement. ConclusionsChildren with CI do not show lower performance in non-verbal arithmetic tasks, compared to normal hearing peers.

Short-term storage is a stable predictor of fluid intelligence whereas working memory capacity and executive function are not: A comprehensive study with Iranian schoolchildren

The present study investigates the simultaneous relationship among short-term memory (STM), working memory capacity (WMC), executive function (EF) and fluid intelligence (Gf) across two age groups using multi-group confirmatory factor analysis (MG-CFA). A total of 356 children recruited from primary school in Tehran were tested. Gf was assessed by the four subtests of the Cattell Culture Fair Intelligence Test. Digit Span, Letter Span, and the Kim Karad Visual Memory Test were used for measuring STM. WMC was measured by Backward Digit Span, Backward Letter Span, and Counting Span. Finally, the Stroop Task, the Wisconsin Card Sorting Test, and the Keep Track task measured EF. The key results derived from the analysis of the considered four-way relationships showed that STM did predict individual differences in Gf for both age groups with the same regression value. Furthermore, the contribution of specific WMC and EF variance (with their STM component removed) changed across age demonstrating a substantial instability for these constructs.

Sex differences in fluid intelligence: Some findings from Bosnia and Herzegovina

This study has been conducted with the aim of analyzing sex differences in fluid intelligence of schoolchildren of different ages. Three samples of schoolchildren participated in this study. Fluid intelligence was measured by Raven’s Standard Progressive Matrices (SPM), Raven’s Standard Progressive Matrices Plus (SPM Plus), Raven’s Advanced Progressive Matrices (APM), Culture fair intelligence test, Scale II, (CFIT), D-70 and Problem solving test, (PT). Results obtained in our study indicate that at ages of 12.6 and 16 effect sizes of sex difference in performance on tests of fluid intelligence were small. At age of 17.2 boys scored almost one standard deviation higher than girls. Gender stratification could have led to different experience of boys and girls, which, in turn, could have caused investment of cognitive resources in different domains.

Cognitive Skills and Academic Achievement of Deaf Children with Cochlear Implants

To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition. Cross-sectional study with comparison group, diagnostic test assessment. Data were collected in the authors' clinic (children with CI) and in Austrian schools (normal-hearing children). Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese-Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected. The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFT1 (CFIT, younger children). Social variables explain 55% of CFT1 and 24.5% of the Corsi test. This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.

Neurocognitive Outcomes in Young Adults With Early-Onset Type 1 Diabetes

OBJECTIVEThe aim of this study was to reexamine the neurocognitive function of a cohort of young adults with early-onset type 1 diabetes and compare their cognitive function to a matched control group. We also examined whether cognitive function was related to prospectively obtained severe hypoglycemia history, long-term glycemic control, or severe diabetic ketoacidosis.RESEARCH DESIGN AND METHODSTesting included Wechsler Intelligence Scale for Children and Adults, Wechsler Memory Scale, Cattell Culture Fair Intelligence Test (CCFIT), Wisconsin Card Sorting Test (WCST), youth and adult self-report, and Beck Depression Inventory. We tested 34 control subjects (mean ± SE, age 19.5 ± 0.5 years) and 33 type 1 diabetic subjects (age 19.3 ± 0.5 years, age at type 1 diabetes onset 3.3 ± 0.3 years, A1C from diagnosis 8.7 ± 0.1%, and diabetes duration 16.0 ± 0.5 years).RESULTSThere was no difference in full-scale IQ scores in type 1 diabetic and control subjects (100.7 ± 2.0 vs. 102.5 ± 1.4). There was no difference between groups in memory subtests or in reporting of emotional and behavioral difficulties. The type 1 diabetes group scored lower on the CCFIT for fluid intelligence compared with control subjects (P = 0.028) and also scored lower on WCST with more perseverative errors (P = 0.002) and fewer categories completed (P = 0.022).CONCLUSIONSThese data suggest no difference in general intellectual ability, memory, and emotional difficulties in our cohort of young adults with early-onset type 1 diabetes compared with control subjects and no deterioration over time. There were, however, findings to suggest subtle changes leading to poorer performance on complex tasks of executive function.

Intelligence does not correlate with inhibitory ability at every age

Accumulating evidence suggests that inhibitory ability is related to intelligence, while other studies don’t confirm this finding. This study explored the relationship of intelligence to inhibitory control in primary school children, aged 7- to 8-year-old, 9- to 10-year-old and 11- to 12-year-old. Raven's advanced progressive matrices and Cattell's Culture Fair Test were administered. The inhibitory ability was measured with a computerized Stroop Test. There was only significant correlation between intelligence and Stroop Test on 11- to 12-year-old children. These results suggested that the relationship between intelligence and inhibitory control was dependent on the participants’ age. © 2009 Published by Elsevier Ltd.

Conflict control of children with different intellectual levels: An ERP study

Conflict control is an important cognitive ability in human behavioral regulation. The Eriksen flanker task was employed to explore the neural correlation between conflict control and intelligence with the aid of event-related potential (ERP) techniques. Two groups of early adolescents with different intellectual levels participated in the current study (an intellectually gifted group of 20 children vs. an intellectually average group of 21 children, with mean scores of 43 vs. 35.7 in Cattell's Culture Fair Test, respectively). Behavioral results indicate that the gifted children had better conflict control performances, with increased accuracy and faster response speeds than the intellectually average children. Electrophysiological results further show that the gifted children had more efficient N2 activations during conflict monitoring processing, faster P3 responses over frontal regions, and stronger P3 activations over central–parietal regions during attentional control processing. The difference waveform analysis showed that the gifted children had the weakest N2d activations when elicited by multiple conflicts. N2d amplitudes can be used to distinguish a stimulus conflict from a response conflict, and P3d amplitudes can be used to separate multiple conflicts from a single conflict. The results support the neural efficiency hypothesis of intelligence and shed light on the close relationship between conflict control ability and human intelligence.

The Direct and Indirect Effects of the Achievement Motivation on Nurturing Intellectual Giftedness

Achievement motivation is believed to promote giftedness attracting people to invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on the fluid intelligence and extends to more specific abilities through the growth and inputs from the achievement motivation. Acknowledging the roles played by the motivation in the development of giftedness leads to an effective nurturing of gifted individuals. However, no study has investigated the direct and indirect effects of the achievement motivation and fluid intelligence on intellectual giftedness. Thus, this study investigated the contribution of motivation factors to giftedness development by conducting tests of fluid intelligence using Cattell Culture Fair Test (CCFT) and analytical abilities using culture reduced test items covering problem solving, pattern recognition, audio-logic, audio-matrices, and artificial language, and self report questionnaire for the motivational factors. A number of 180 high- scoring students were selected using CCFT from a leading university in Malaysia. Structural equation modeling was employed using Amos V.16 to determine the direct and indirect effects of achievement motivation factors (self confidence, success, perseverance, competition, autonomy, responsibility, ambition, and locus of control) on the intellectual giftedness. The findings showed that the hypothesized model fitted the data, supporting the model postulates and showed significant and strong direct and indirect effects of the motivation and fluid intelligence on the intellectual giftedness. Keywords—Achievement motivation, Intellectual Giftedness, Fluid Intelligence, Analytical Giftedness, CCFT, Structural Equation Modeling.

Geschlechterdifferenzen in der Ergotherapie bei Kindern mit umschriebenen Entwicklungsstörungen – eine retrospektive Datenerhebung anhand standardisierter Testverfahren

INTRODUCTION: Against the background of the discussion about gender differences with regard to performance in various areas, it can be stated that boys receive more prescriptions than girls for occupational therapy measures at a ratio of 3 : 1. This study empirically examines whether these gender differences can be confirmed by an occupational therapy practice. Additional topics of research include whether gender differences occur when inquiring about a patient’s medical history and testing a patient’s performance in visual and auditory perception, motor function, and intelligence in the case of children with a circumscribed developmental disorder and whether the correlation between these performance areas and the development of the patient’s medical history is statistically significant. METHOD: In a quantitative, cross-sectional, full population study, 2466 patient records from an occupational therapy practice were selected and analyzed. Among other things, these records contained recordings of medical history discussions and the results of a wide range of standardized developmental tests such as DEVELOPMENTAL TEST OF VISUAL PERCEPTION (DTVP-1), CULTURE FAIR INTELLIGENCE TEST (CFIT), FROSTIG MOVEMENT SKILLS TEST BATTERY (MSB) and MOTTIER. RESULTS: It was determined that boys make up a higher percentage of children in occupational therapy treatment for developmental disorders than girls. Significant gender differences were identified with regard to motor function and in various areas of the patients’ medical histories. Girls displayed superior performance in balance and flexibility, while boys performed better at motor function tasks that require strength and hand-eye coordination. Males were diagnosed with diseases and speech abnormalities as well as poorer results in auditory perception at a conspicuously higher rate, which results in a ”vicious cycle model”. CONCLUSIONS: The increased need for occupational therapy measures for boys means that in the field of child development, emphasis should continue to be placed on males. When working with groups of children, particularly with heterogeneous groups, boys should receive individual attention, especially in the light of the gender differences in motor function. In addition, early diagnosis and treatment of infections and abnormalities of the ear, nose, and throat is essential to both one’s sense of hearing and one’s sense of balance. This could help prevent the vicious cycle of syndromes, such as speech development abnormalities and behavioral problems. This especially applies to the detection of abnormalities in boys, as they perform significantly poorer than girls of the same age and therefore must be classified as being in greater need of therapy.