Cognitive Proficiency Research Articles

Diagnostic Utility of the WISC-IV GAI > CPI Cognitive Score Profile for a Referred Sample of Children and Adolescents with Autism

Individuals with autism spectrum disorder (ASD) are hypothesized to exhibit relative strengths in verbal and non-verbal reasoning and weaknesses in working memory and speed of information processing. The purpose of the present investigation was to determine the degree to which this cognitive profile as measured by the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV; Wechsler 2003a) cognitive proficiency index (CPI; measure of working memory and processing speed) and general ability index (GAI; measure of verbal and non-verbal reasoning) could accurately distinguish between a referred sample of 79 school-aged students diagnosed with ASD and two non-clinical comparison groups: (a) 2200 children in the WISC-IV standardization sample and (b) 216 school-aged students referred for psychoeducational testing whose school-based evaluations did not result in a diagnosis. Results indicated that the ASD sample exhibited significantly lower mean scores on the CPI when compared to the two control groups. However, diagnostic utility statistics indicated that a randomly selected participant from the ASD subgroup would exhibit a larger difference between the GAI and CPI than a randomly selected participant from the two control groups 51.9–66.0% of the time. Consequently, the GAI > CPI cognitive score profile exhibits low diagnostic accuracy for individuals with ASD. Psychologists who work in applied settings are cautioned against using group trends to guide decision-making for individual clients.

The Influence of Effortful Thought and Cognitive Proficiencies on the Conjunction Fallacy: Implications for Dual-Process Theories of Reasoning and Judgment.

Human judgment often violates normative standards, and virtually no judgment error has received as much attention as the conjunction fallacy. Judgment errors have historically served as evidence for dual-process theories of reasoning, insofar as these errors are assumed to arise from reliance on a fast and intuitive mental process, and are corrected via effortful deliberative reasoning. In the present research, three experiments tested the notion that conjunction errors are reduced by effortful thought. Predictions based on three different dual-process theory perspectives were tested: lax monitoring, override failure, and the Tripartite Model. Results indicated that participants higher in numeracy were less likely to make conjunction errors, but this association only emerged when participants engaged in two-sided reasoning, as opposed to one-sided or no reasoning. Confidence was higher for incorrect as opposed to correct judgments, suggesting that participants were unaware of their errors.

Scores in Space: Multidimensional Scaling of the WISC-V

The purpose of this study was to use multidimensional scaling (MDS) to investigate relations among scores from the standardization sample of the Wechsler Intelligence Scale for Children–Fifth edition (WISC-V; Wechsler, 2014). Nonmetric two-dimensional MDS maps were selected for interpretation. The most cognitively complex subtests and indexes were located near the center of the maps. Subtests were also grouped together in the way that they are organized in the primary and complementary indexes, and not necessarily on content surface features. Naming Speed and Symbol Translation scores may be better off kept as separate indexes, and Digit Span Sequencing appeared to add more complexity to the Digit Span subtest. One implication related to score interpretation is that General Ability Index (GAI) and Cognitive Proficiency Index (CPI) may be distinguished by the level of complexity of the subtests included in each index (i.e., more complex subtests included in GAI and less complex subtests included in the CPI).

Intelligence measures as diagnostic tools for children with specific learning disabilities

The assessment of intelligence has always been an essential part of the diagnostic process of children with specific learning disabilities (SLD). Recently, emphasis has been placed on the profile of intellectual strengths (e.g. in reasoning) and weaknesses (e.g., in working memory and processing speed). In this study, we compared the WISC-IV intellectual profile of 1383 children with SLD to the normative data for typically developing children; in particular, we analyzed the predictive power of WISC-IV indexes and their discrepancies–especially the general ability index (GAI) vs. the cognitive proficiency index (CPI) or vs. the full-scale (FSIQ)–as markers of the SLD condition. Results showed that the intellectual profile in general, and the GAI-CPI or GAI-FSIQ discrepancy in particular, represents an effective criterion for differentiating between groups. Examining the underlying cognitive profile might be useful when dealing with children who have SLD, as discrepancies could be effectively used to support a diagnosis.

Individual Factors Influencing Citation Competence in L2 Academic Writing

Citation competence is an intertextual skill of referencing which clarifies and expresses writer stance and attains rhetorical functions in academic writing. This study, while sampling 115 undergraduates majoring in English from one of the key Chinese universities as participants, investigated the individual factors influencing citation competence in L2 academic writing, which was based on the classroom academic read-to-write task. Four factors (Cognitive Proficiency of Source Use; Academic Reading Proficiency; Academic Writing Proficiency; Citing Motivation) were identified in this study by employing the structural equation modelling approach. The results revealed that these four factors are interrelated, and cognitive proficiency of source use contributes significantly to the development of academic reading and writing; while academic reading proficiency is positively and significantly related to academic writing proficiency. Moreover, cognitive proficiency of source use had the most influential total impact on citation competence; while academic reading proficiency reflects the greatest direct impact on citation competence. It is concluded that the model of citation competence constructed in this study identified the first three as major impact factors, which reveals the acquisition process and features of citation competence for L2 novice writers.

Cognitive Characteristics of Attention-Deficit Hyperactivity Disorder in Korean Wechsler Intelligence Scale for Children-Fourth Edition: Focused on General Ability Index and Cognitive Proficiency Index

Cognitive Characteristics of Attention-Deficit Hyperactivity Disorder in Korean Wechsler Intelligence Scale for Children-Fourth Edition: Focused on General Ability Index and Cognitive Proficiency Index

La memoria de trabajo, capacidad y procedimientos, en el trastorno específico del lenguaje: análisis visual de eventos y su expresión oral

PurposeThis study is grounded on the perspective which holds that cognitive abilities contribute to the specific language impairment (SLI). The goal of this research is to find out if distinct procedures can be measures and identified in their working memory (WM). The task employed in the comparative experiment involves the visual analysis and perception of events, its representations and description of images depicting mental events. MethodTwo groups of 13 children from 5 to 8 years old, SLI and a normal developing group (ND) conform the sample. The study comprises the eye tracked visual analysis of images illustrating mental events, and their video registered oral description that requires 2 verbs. ResultsThe results of the visual analysis have not supported the majority of predictions. They validated only the predictions about fluency, readiness in the beginning of the oral description, the clutter of constituents, and the time elapsed until uttering the verbs. All of them are informative about the processes hold in the WM. The differences with young SLI have been much more important than those found in the older groups. ConclusionThe results reflect some differences in the non verbal WM procedures, mainly in their level of cognitive proficiency (temporal data), and only some, like planning and constituent order have been found diverse. The differences are much more evident for the young SLI group.

Do effects of center-based care and education on vocabulary and mathematical skills vary with children's sociocultural background?: disparities in the use of and effects of early childhood services

Using data from a survey on cognitive proficiency levels of first graders in Switzerland (N = 1.830), this study analyzes (1) who has access to institutional childcare, (2) whether institutional childcare affects cognitive skills of children who differ in terms of socioeconomic status, home literacy, native country, and home language, and (3) how duration and intensity of childcare affect children's skills. The findings indicate sociocultural disparities in access to childcare. Multiple hierarchical regression analyses suggest that childcare experience did not enhance children's outcomes when social and cultural background characteristics were held constant. For childcare attendees, however, a longer duration of attendance had a positive effect on vocabulary and a higher intensity was related negatively to vocabulary. Children who did not speak German at home benefitted more from childcare in terms of vocabulary skills than German-speaking children. Social background was a significant predictor of vocabulary and math skills. Cultural background additionally impacted on vocabulary skills when social background was controlled for. Implications for policy are discussed.International Research in Early Childhood Education, vol. 3, no. 1, p. 17-40

WAIS-IV GAI and CPI discrepancies in multiple sclerosis and traumatic brain injury

ABSTRACTWe examined relationships between the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) General Ability Index (GAI) and Cognitive Proficiency Index (CPI) in two clinical samples. The mean pattern produced by 42 individuals with multiple sclerosis (MS) and 47 with traumatic brain injury (TBI) was the same, GAI > CPI. This pattern occurred in 61.9% and 78.7% of the protocols of patients with MS or TBI, respectively. The MS sample earned a significantly larger CPI mean than did patients with TBI. The group means did not differ on the GAI. Patients with TBI had significantly larger GAI-CPI discrepancy score means than those with MS. Receiver operating characteristics (ROC) analysis assessed the ability of GAI-CPI discrepancies to differentiate the samples. The area under curve (AUC) was 0.67, 95% [0.55, 0.78], which indicated low accuracy in terms of group classification.

Instrument Training for Gynecologic Laparoscopy: A Pilot-Scale Randomized Control Trial to Improve Women's Safety

BACKGROUND: Inadequate technical proficiency in laparoscopy has a substantial negative effect on the safety of laparoscopic gynecologic procedures. Of errors due to lack of technical competence, 58% have been attributed to a deficiency in proper instrument training. METHODS: Forty-two medical trainees were randomized to standard training (ST, N=20) versus enhanced training (ET, N=22). ST participants were shown a 31 seconds instructional video akin to a typical industry briefing, while ET participants viewed a 2:42 seconds video incorporating additional safety information. Participants were then given a ten-question quiz and practice time with the instrument (1 minute for ST, 5 minutes with a tissue sample for ET) followed by a standardized laparoscopic simulator assessment using the instrument on chicken skin models. RESULTS: Quiz scores were significantly higher for ET participants (mean=6.3/10) as compared to ST participants (mean=4.1/10; P<.01). ET participants' psychomotor task times were also significantly faster than ST times (ET mean=113.4 seconds, ST mean=186.7 seconds; P=.02). A significant negative correlation was noted between quiz scores and task times (P=.01); ie, participants that performed better on the quiz tended to complete the task faster. DISCUSSION: This study demonstrates that a brief, structured training intervention improves both competence and efficiency on a laparoscopic instrument, suggesting that interventions designed to optimize cognitive proficiency and psychomotor skill in situ may decrease morbidity associated with new devices in the operating room.

Committee Opinion No 674 Summary: Guiding Principles for Privileging Of Innovative Procedures in Gynecologic Surgery.

New or emerging surgical procedures and technologies continue to be developed at a rapid rate and must be implemented safely into clinical practice. Additional privileging may be required if substantively new technical or cognitive skills are required to implement an innovative procedure or technology. Guiding principles for privileging should include cognitive and technical assessment to ensure appropriate patient selection and performance of the new procedure. Implementation also should include pertinent institutional and staff support as needed. A dynamic process for assessment and maintenance of current competency will enhance the safety of implementation and continued application of emerging procedures and technologies. The number of cases needed to demonstrate cognitive and technical proficiency will vary depending on many factors, including the health care provider's baseline expertise and technical acumen.

Utility of the General Ability Index (GAI) and Cognitive Proficiency Index (CPI) with survivors of pediatric brain tumors: Comparison to Full Scale IQ and premorbid IQ estimates

ABSTRACTIntroduction. Pediatric brain tumor survivors are at risk for working memory and processing speed impairment. The General Ability Index (GAI) provides an estimate of intellectual functioning that is less influenced by working memory and processing speed than a Full Scale IQ (FSIQ). The Cognitive Proficiency Index (CPI) provides a measure of efficient information processing derived from working memory and processing speed tasks. We examined the utility of the GAI and CPI to quantify neurocognitive outcomes in a sample of pediatric brain tumor survivors. Method. GAI, CPI, and FSIQ scores from the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV) were examined for 57 pediatric brain tumor survivors (ages 6–16 years) treated with cranial radiation therapy (RT). Results. GAI scores were higher than FSIQ and CPI scores, both p < .001. Lower CPI scores were associated with history of craniospinal irradiation and time since RT. Lower FSIQ and GAI scores were associated with higher RT dose and time since RT. The rate of clinically significant GAI–FSIQ discrepancies in our sample was greater than that observed in the WISC–IV standardization sample, p < .001. Estimated premorbid IQ scores were higher than GAI, p < .01, and FSIQ scores, p < .001. Conclusions. Pediatric brain tumor survivors exhibit weaker cognitive proficiency than that expected for age, while general reasoning ability remains relatively spared. The GAI may be useful to quantify the intellectual potential of a survivor when appropriate accommodations are in place for relative cognitive proficiency weaknesses. The CPI may be a particularly sensitive outcome measure of treatment-related cognitive change in this population.

WISC-IV GAI and CPI profiles in healthy children and children with learning disabilities

IntroductionIn addition to the FSIQ, the General Ability Index (GAI) and the Cognitive Proficiency Index (CPI) are two ancillary scores that can be calculated for the Wechsler Intelligence Scale. The GAI and the CPI have been proposed to assist in identifying cognitive strengths and weaknesses, and thus to provide different views into individual's cognitive abilities. ObjectiveThe purpose of the present study is to provide the frequency of GAI/CPI score difference by direction, the frequency of FSIQ/GAI score difference, and the frequency of FSIQ/CPI score difference, for the French Wechsler Intelligence Scale for Children and Adolescents–Fourth Edition (WISC-IV). MethodThese frequencies are provided for a sample of healthy children (n=483), and for a sample of children with learning disabilities (LD, n=370). The GAI comprises verbal comprehension and perceptual reasoning subtests, while CPI comprises working memory and processing speed subtests. ResultsResults indicated that the healthy sample performed better than the LD sample for all composite scores. The FSIQ was lower than the GAI for both groups and this difference was slightly larger for the LD sample (−1.35 points vs. −3.22 points). The GAI was higher than the CPI for both samples, but this difference was not significantly larger for the LD sample (4.2 points vs. 6.16 points). Finally, while the FSIQ was higher than the CPI for both groups, this difference was not larger for the LD sample (2.85 points vs. 2.95 points). ConclusionThese findings support the use of the GAI and the CPI, in addition to the FSIQ.

Effects of Partial Sleep Deprivation on Information Processing Speed in Adolescence.

Although chronic sleep loss is highly common among teens, few objective sleep studies have examined its effects on cognitive performance, and specifically on information processing speed (IPS), a measure of cognitive proficiency. Forty-five adolescents underwent four consecutive nights of monitored sleep restriction (6-6.5 hr/night) and four nights of sleep extension (10-10.5 hr/night), in counterbalanced order, and separated by a washout period. Following each sleep period, cognitive performance was assessed, at a fixed morning time, using a computerized neuropsychological battery including an IPS task, a timed test providing both accuracy and reaction time outcome measures. Overall IPS performance was poorer in the restricted when compared to the extended condition. Increasing task load and pace were associated with increased accuracy for both sleep conditions. However, a significant pace by load interaction effect was only found in the extended condition, with post hoc tests showing that for medium and hard loads, IPS accuracies were better with increasing pace of task. Differences in IPS reaction times were not found between the sleep conditions. In addition, sleep-related changes in IPS indices were correlated with changes in executive function, motor skill, and attention performance. Adolescents' ability to process information may be especially vulnerable to sleep loss. Under ideal sleep conditions, however, they seem to be able to achieve optimal performance, particularly on more challenging problems. The functional implications of these findings may be particularly relevant to teens, who are often sleep deprived and are constantly required to process academic, social, and emotional input.

The determinants of cognitive and non-cognitive educational outcomes: empirical evidence in Spain using a Bayesian approach

ABSTRACTThis article aims to extend the literature about the role played by socio-economic and family background in educational outcomes by comparing the determinants of two different dimensions of educational output: academic achievement and non-cognitive traits. To do this, we explore the information provided by a self-report survey developed specifically for the purpose of this research. This will provide us with an innovative measure of non-cognitive performance based on particular personal traits, such as responsibility, effort, motivation and critical capacity, as well as a common measure of cognitive proficiency. We use a Bayesian approach to estimate the potential influence of multiple individual and family variables on both dimensions of educational output. From our results, we find that, despite some similarities, there are several important divergences with regard to some socio-economic variables that have been traditionally considered to be the most influential determinants of academic achievement which do not appear to have a significant impact on non-cognitive outcomes.

Relationship between the Onset Age of Bilingualism and Development of Cognitive Control among Nigerians

An increasing body of studies suggests that bilingual persons are better than monolinguals on a variety of cognitive measures. Thus, the present study investigates the relationship between the onset age of bilingual and the development of cognitive control among Nigerians. 10 bilingual students studying at University Putra Malaysia have been selected to participate in this study. They are divided into two groups: 5 early and 5 late bilinguals. The data are collected using online English proficiency test and E-prime software as instruments. Both groups are examined for English proficiency and performance on a flanker task. The result demonstrates that early bilinguals are more proficient in English than late bilinguals. Moreover, early bilingual performs better than late bilingual on flanker task. Based on these findings, it can be concluded that being early active bilinguals tend to have greater advantages in cognitive control and higher language proficiency. Keywords: onset age, bilingualism, and cognitive control

Vocabulary Skills of Spanish-English Speaking Elementary Students: A Pilot Study

Introduction Bilingualism is the norm worldwide. Despite the fact that nearly one in five individuals (17.9%; U.S. Census Bureau, 2007) speaks another language other than English in the home, knowledge regarding the nature of bilingualism and school performance, particularly vocabulary skills in bilingual children, is still needed. Purpose This study investigated vocabulary skills of bilingual, Spanish-English speaking students enrolled in 3rd, 4th, and 5th grades. Methods Fifteen Spanish-English speaking students were administered English and Spanish receptive and expressive vocabulary measures. Total conceptual vocabulary scores were also obtained for both the English and Spanish measures. Results Results indicated significant differences for 3rd and 5th grade groups on the Spanish expressive vocabulary measure and also on the expressive total conceptual vocabulary measure. Conclusions The bilingual students, although the majority had been mainstreamed and exited from ESOL classes and services, appeared to be still acquiring English vocabulary skills and may have not attained complete cognitive academic English language proficiencies. Therefore, it is possible that incomplete vocabulary skills may affect overall academic language skills and overall academic performance. Speech-language pathologists (SLPs) must strive to maintain native language skills that facilitate reading comprehension and English academic success.

Criterion Validity of the WAIS-IV Cognitive Proficiency Index (CPI)

Objective: The current study sought to validate the Cognitive Proficiency Index (CPI) against similar, well-established measures of attention and processing speed. Additionally, the sensitivity of the CPI and Attention Index of the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) and their ability to differentiate among clinical groups were compared. Method: The first objective was accomplished by calculating correlation coefficients between the CPI and similar attention and processing speed measures. The second objective was accomplished using a clinical group of 25 individuals with Mini-Mental State Exam (MMSE) scores of less than or equal to 23 matched to a non-clinical group of 43 participants with MMSE scores of 30, all derived from the original sample. Results: The CPI correlated in expected ways with other measures of attention and processing speed (magnitude of r = .19–.77). ANCOVA, receiver operating characteristic, and discriminant function analyses suggested that the CPI is superior to the RBANS Attention Index in differentiating between clinical and non-clinical groups. Conclusions: These findings provide support for convergent validity and criterion-related concurrent validity for the CPI.

Street Crossing Performance In Persons With Multiple Sclerosis

The ability to cross the street successfully requires both physical and cognitive proficiency. Multiple sclerosis (MS), a progressive, neurological disease affecting the central nervous system, leads to impairments in physical and cognitive functioning, and thus might impact the ability to safely navigate a roadway environment. PURPOSE: To examine (1) differences in street crossing performance between people with MS and non-MS controls and (2) fitness and functional outcomes as correlates of street crossing performance within the MS sample. METHODS: Participants included 27 persons with MS and 19 controls who completed 60 trials of a virtual street crossing task that involved walking on a manual treadmill through a 3-dimensional roadway environment. There were 3 crossing conditions (i.e., no distraction, phone, digits), and participants performed 20 trials per condition. Participants were instructed to cross the street successfully across all conditions. Street crossing performance was assessed as trial duration, success rate, and collision rate. Participants further completed measures of overground walking speed and endurance, cognition, aerobic capacity, and muscular strength. RESULTS: Participants with MS took longer to cross the street than controls (p = .003), but there were no differences in success and collision rates. Participants with moderate MS had lower success rates (p = .03) and higher collision rates (p = .03) than people with mild MS. Among those with MS, walking speed correlated with trial duration, success rate and collision rate (r = .52-.58, all p < .05). Walking endurance correlated with trial duration, success rate and collision rate (r = .55-.59, p < .05). Aerobic capacity correlated with success rate and collision rate (both r = .42, p = .03). Regression analyses revealed that walking speed and endurance explained a significant amount of variance in street crossing performance (R2>.27, all p < .01). CONCLUSION: Street crossing performance is impaired in persons with MS compared to controls, and further as a function of disability level in persons with MS. Rehabilitation interventions should target walking ability for improving real world street crossing and pedestrian safety in MS. Supported, in part, by National MS Society IL 0003.

Right Frontal Pole Cortical Thickness and Social Competence in Children With Chronic Traumatic Brain Injury

To examine the association between right frontal pole cortical thickness, social competence, and cognitive proficiency in children participants with a history of chronic traumatic brain injury (TBI). Twenty-three children (65% male; M age = 12.8 years, SD = 2.3 years) at least 1 year post-injury (M = 3.3 years, SD = 1.7 years) were evaluated with the Cognitive Proficiency Index (CPI) from the Wechsler Intelligence Scale for Children, 4th Edition, and their caregiver completed the Child Behavior Checklist. Social competence was evaluated with the Social Competence and Social Problems subscales from the Child Behavior Checklist. Right frontal pole cortical thickness was calculated via FreeSurfer from high-resolution 3-dimensional T1 magnetic resonance imaging scans. Direct effect of right frontal pole cortical thickness on social competence was significant (β = 14.09, SE = 4.6, P < .01). Right frontal pole cortical thickness significantly predicted CPI (β = 18.44, SE = 4.9, P < .05), and CPI significantly predicted social competence (β = 0.503, SE = 0.17, P < .01). Findings were consistent with the hypothesized mediation model. The association between right frontal lobe cortical integrity and social competence in pediatric participants with chronic TBI may be mediated through cognitive proficiency.