Coloured Progressive Matrices Research Articles

Методика «Эталоны» для оценки развития восприятия современных старших дошкольников (действие отнесения к эталону)

<p>Adaptation and standardization of the “Standards” test from a set of mental development diagnostic methods for preschool children (L.A. Venger and co-workers) were carried out, aimed at assessing the level of development of the action of comparison with the standard for older preschoolers. Two groups of children took part in the study: 1062 children aged 5-6 years (average age 66±3 months) and 1574 children aged 6-7 years (average age 77±3 months). Both versions of “Standards” test (for six- and seven-year-old children) showed good internal consistency (Cronbach's alpha=0,80-0,88; SRMR=0,02; CFI=0,99 for both samples). External validity is confirmed by correlations with intellectual development level, measured by Raven's Colored Progressive Matrices test (r=0,51 for children of the sixth year of life and r=0,39 for children of the seventh year of life). No differences were found by gender or the presence of disabilities. Age norms for modern children for the action of comparison with the standard have been determined. An adapted version of the test can be used by psychologists for scientific and practical purposes, to accompany the educational process that promotes the development of perception in children of senior preschool age.</p>

Investigating the Relationship between Non-verbal Intelligence and Adaptive Behavior in Hearing Impaired Children

The present study intended to find out the relationship between nonverbal intelligence and adaptive behaviors in children with pre-lingual and post-lingual hearing loss. A total of 200 hearing impaired children were purposively selected from Government Special Education institute in district Khanewal who aged between 6 to 11 years. The Vineland Adaptive Behavior Scale, and Raven’s Colored Progressive Matrices were used to collect the data from participating hearing impaired children. Results showed that intelligence has significant positive relationship with daily living and motor skills, and significant negative relationship with communication and socialization skills. The independent samples t test revealed a significant difference in prelingual and post lingual children in intelligence levels with little effect size. Further, the prelingual children showed more motor behavior as compared to children in post lingual group. It is important to gather a wide range of data on adaptive behavior and intelligence, including information on performance in various contexts, from various sources, and using varied techniques.

A Study on the Effects of Memory Training and Speech Processing Intervention on Children's Working Memory and Speech Skills: Based on the Perspective of Brain and Cognitive Science

The present study examined the effect of phonological processing and working memory intervention on the verbal working memory and phonological skills of children with Specific reading disorders. Ten participants between 7 to 10 years of age who met ICD 10 criteria for specific reading disorders, were assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre - test and post - test measures were the Test of Memory for Children (TOMC) and Informal Reading Assessment (IRA). The intervention group received 30 sessions of phonological processing intervention and working memory intervention. The control group received no intervention. Post - test assessments included TOMC and IRA. Participants who had received the intervention showed more improvement than controls. The majority of the participants in the experimental group performed higher post - intervention.

Urinary iodine concentrations in preschoolers and cognitive development at 4 and 6 years of age, the Rhea mother-child cohort on Crete, Greece

BackgroundEvidence regarding child iodine intake and neurodevelopment is scarce. MethodsWe aimed to assess the impact of child iodine intake at 4 years of age on cognitive and motor development at 4 and 6 years among 304 children from the Rhea cohort on Crete, Greece. Child iodine intake was assessed via urinary iodine concentrations (UIC) measured using Inductively Coupled Plasma Mass Spectrometry (ICP-MS) and adjusted for specific gravity. Child cognitive and motor development was assessed using the McCarthy Scales of Children's Abilities (MSCA) at 4 years of age and Raven’s Coloured Progressive Matrices (RCPM), Finger Tapping Test (FTT), and Trail Making Test (TMT) at 6 years. Associations were explored using multivariable-adjusted linear regression analyses with UIC categorized according to WHO criteria [insufficient intake <100 µg/L, adequate 100–299 µg/L (reference group), excessive ≥300 µg/L]. ResultsThe children’s median UIC was 249 µg/L (25–75th percentile: 181–344 μg/L). Children with UIC <100 μg/L had lower scores in the motor scale at 4 years (MSCA-motor scale: B=-10.3; 95 %CI −19.9, −0.6; n=10) and in intelligence at 6 years (RCPM-total score: B=-3.6, 95 %CI −6.8, −0.5; n=9) than children in the reference group. No associations were found with the general cognitive scale at 4 years or with TMT and FTT scales at 6 years. Children with UIC ≥300 μg/L had lower cognitive scores both at 4 (MSCA; B= −3.5; 95 %CI −6.9, −0.1; n =101) and 6 years of age (RCPM-total score; B= −1.2; 95 %CI −2.3, −0.0; n =98) than children in the reference group. No associations were observed with the motor scale at 4 years or with TMT and FTT scales at 6 years. ConclusionOur findings indicate that both low and excessive iodine intake at preschool age may adversely affect child cognitive abilities. Additionally, low iodine intake may also impact motor abilities.

Enhancing Childrens Cognitive Abilities Through “Jelajah Alam” Apllication : Promoting Well-being

The use of technology in the early childhood learning process is rarely found despite the numerous benefits it offers. This study aimed to examine the effectiveness of the "Jelajah Alam" application in enhancing children's cognitive abilities. Research utilized quantitavive quasi-experimental : one sample pre-test post-test design. Research sample consisted of 19 kindergarten children selected through purposive sampling technique. Data measurement used was Nijmeegse Schoolbekwaamheids Testand Coloured Progressive Matrices Test. Data analysis use Wilcoxon signed-rank test. Findings revealed a significant difference between the pre-test and post-test score after implementing the "Jelajah Alam" application. Results indicated that the use of the application was effective in improving children's cognitive abilities. Results suggest that by playing “Jelajah Alam” application, enhance their cognitive ability based on their developmental phase. Result imply that by using technology, Parents and teacher have additional fun alternative to enhance their children cognitive ability.

COULD EARLY LITERACY SCORES AFFECT THE DIAGNOSIS OF SPECIFIC LEARNING DISORDER IN CHILDREN AT RISK

Background and objectives: The aim of this study was to evaluate the early literacy skills of pre-school children at risk of Specific Learning Disorder (SLD) by comparing Test of Early Literacy (TEL) scores between three groups including the siblings of children with SLD, children with speech disorder and healthy controls. Methods: Children between the age of 60-72 months were recruited. The total number of participants was 81. A sociodemographic Data Form, the Colored Progressive Matrices Test (CPM) and TEL were applied to all participants. Results: A significant difference was determined between the performance of the three groups in all sub-tests of TEL. The children with speech disorder displayed the worst score in all sub-tests except vocabulary; this was followed by the siblings of children with SLD while the control group displayed the highest scores. Conclusion: The current study is the first investigating the TEL scores of pre-school children using a transparent language like Turkish at risk of SLD. The risky group with a language disorder showed the worst performance in almost all subtests examined. It is critical to start interventions early, assuming that this group will be at highest risk in the future.

Effect of a Reading Intervention on Reading Ability among Children with Specific Reading Disorder

The present study examined the effect of a reading intervention on the reading ability of children with specific reading disorders Ten participants between 7 to 10 years of age who met ICD-10 criteria for specific reading disorder were randomly assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre-test and post-test assessment was conducting using the NIMHANS Index for SLD. The intervention group received an 8–9-week reading intervention, 30 minutes per day, on every alternative day of the week. The control group received no intervention. Participants who had received the intervention showed more improvement in reading than controls, and these gains were maintained in a follow up assessment. The majority of the participants in the experimental group performed at their expected grade level on the reading test of NIMHANS SLD post-intervention.

Socioeconomic position, family context, and child cognitive development.

Socioeconomic position (SEP) may have different effects on cognitive development and family context could play a role in this association. This work aimed to analyse the role of socioeconomic positions, measured via various indicators collected longitudinally, in cognitive development at 7-11years of age, evaluating the role of family context as a potential mediator. The study sample included 394 and 382 children from the INMA Gipuzkoa and Valencia cohorts, respectively. SEP indicators were assessed during pregnancy (family social class, parental education, employment, and disposable income) and at 7 (Gipuzkoa) and 11 (Valencia) years of age (At Risk of Poverty or Social Exclusion (AROPE)). Family context and cognitive development were measured with the Haezi-Etxadi Family Assessment Scale 7-11 (HEFAS 7-11) and Raven's Coloured Progressive Matrices (Raven's CPM), respectively. Linear regression models were developed to assess the relationships between (a) SEP-family context, (b) SEP-cognitive development, and (c) family context-cognitive development, adjusting for a priori-selected confounders. Simple and multiple mediation analyses were performed to explore the role of family context in the SEP-cognitive development relationship. Lower SEP was related with a lower cognitive score, this association being particularly robust for family social class. SEP indicators were related to subscales of family context, in particular those regarding cognitive stimulation, parental stress, and parenting. A relationship was also found between these three subscales and child cognitive development, mediating the effect of family social class on child cognition by 5.2, 5.5, and 10.8%, respectively, and 12.0% jointly. Conclusion: Both family SEP and context contribute to a child's cognitive development. Equalising policies and positive parenting programmes could contribute to improving cognitive development in children. What is Known: • Parental social class, education, and employment status have been widely employed to measure socioeconomic position. What is New: • This work focuses on standard measurements of socioeconomic position but also other economic indicators such as the EHII and AROPE, and their effect on child cognitive development and family context. • Promotion of cognitive and linguistic development, parental stress and conflict, and parental profile fostering child development mediated the effect of family social class on cognitive development.

Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School

This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P&lt;0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills

How Do Children "Think outside the Box"? Fluid Intelligence and Divergent Thinking: A Moderated Mediation Study of Field Dependent-Independent Cognitive Style and Gender.

The interplay between fluid intelligence (Gf) and divergent thinking (DT) has widely characterized current research in the psychology of creativity. Nevertheless, the evidence on the main factors involved in this association during childhood remains a matter of debate. Present research has addressed the interplay between Gf and DT, exploring the mediating role of a field dependent-independent cognitive style (FDI) and the moderating effect of gender in 101 children (Mage = 8.02; SDage = 1.43). Participants carried out Raven's Colored Progressive Matrices, the Children Embedded Figure Test, and the Alternative Uses Task. The results revealed the mediating effect of FDI in the association between Gf and DT, providing evidence that this cognitive style represents a function of controlled mental processes underpinned by Gf, which are useful to thinking divergently. In addition, the findings reported that the interplay between FDI and DT was moderated by gender, suggesting that the impact of FDI on DT was stronger among boys. Through a multidimensional approach, these current research findings provide further insight into the primary children's factors involved in the ability to find alternative solutions and think divergently.

Association of blood lead level with cognitive performance and general intelligence of urban school children in ten cities of India

BackgroundLead is toxic to children and effects the cognitive development. The primary objective was to assess the association of blood lead level (BLL) with cognitive performance and general intelligence, of urban school going children aged 6–16 years from ten cities of India. Secondary objective was to assess the association of anaemia with cognitive performance and general intelligence. MethodIn this cross-sectional multicentric study, general intelligence was assessed by colored progressive matrices (CPM)/standard progressive matrices (SPM) test, visual-spatial ability through coding, attention and concentration ability through digit span and working memory through arithmetic tests. Blood samples of participants were collected to assess lead levels. Socioeconomic status and anthropometric measures were also collected. ResultsFrom April 2019–February 2020, 2247 participants with equal gender distribution were enrolled from 60 schools. The median (IQR) BLL was 8.8 (4.8, 16.4) μg/dl. We found that BLL was significantly associated with attention and concentration ability and 1 μg/dl increase in BLL decreases the performance by odds of 1.02 (95 % CI 1.01–1.03). Anaemia is found to be associated with ‘borderline or dull normal’ performance for general intelligence [Adjusted Odds Ratio (AOR) = 1.93 (95 % CI 1.53–2.45)], visual-spatial [AOR = 1.35 (95 % CI 1.03–1.76)], attention and concentration [AOR = 1.30 (95 % CI 1.02–1.66)], working memory [AOR = 1.69 (95 % CI 1.34–2.12)] abilities. ConclusionSince increasing BLL decreases cognitive performance and anaemia decreased both cognitive performance and intelligence, attempts must be made to keep BLL as low as possible and prevent exposure in school going children.

Ab. No. 93 Prevalence of Learning Disability in School-Going Kids of Government School in District Patiala, Punjab

Introduction: The purpose of the study is to determine the prevalence of learning disability in school-going children from the IIIrd –Vth class of government schools by using the Learning Disability Diagnostic Inventory (LDDI). The study contributes to expanding the role of physiotherapy in multidisciplinary teams by fostering effective therapeutic approaches to promote balanced development of children with learning disability. Methods: A total of 80 students belonging to the class III-V between the 8-11 years of age group from different government schools were selected as participants in the present study. Methods: The study was conducted using convenience sampling method. A detailed questionnaire was used to document each student’s academic performance. The students were then subjected to a series of assessments, including visual auditory perception tests and an IQ based (Colored Progressive Matrices) CPM test followed by LDDI filled by the teacher of each student. The data was analysed through descriptive statistics and inferences. Results: The findings of the study were that out of total 80 students the prevalence of Learning Disability in Writing domain constitutes (10%), Reading (7.5%), Speaking (21.25%),Reasoning (6.25%),Listening (25%), Arithmetic disability (8.75%). Students of primary class IIIrd-Vth were at higher risk of learning disability in government schools. Conclusion: The study concluded that the learning disability is more prevalent in early aged students between age of 8-11. Institutional based educational strategies are required for appropriate modifications in education and teaching techniques. Implications: The present study helps in making early diagnosis of learning disability at school level and further widens the spectrum for planned effective therapeutic interventions to enhance the academic performance of students with learning disability and enhance the overall quality of life.

Neuropsychological Analysis of the Structure of Ravens’s Coloured Progressive Matrices Test in Children 6–9 Years Old

Neuropsychological Analysis of the Structure of Ravens’s Coloured Progressive Matrices Test in Children 6–9 Years Old

Assessment of the impact of neuro-linguistic programming on primary Schoolchildren's intellectual capacity

BackgroundLebanon's education system confronts significant obstacles from political instability, economic downturns, and inequalities among children, underscoring the urgency for interventions like Neuro-Linguistic Programming (NLP). This study posits that NLP techniques hold promise in equipping students with the tools to surmount these hurdles and enhance their intellectual capabilities. ObjectiveThis study examines the influence of NLP on the intellectual capacity and abstract reasoning skills of primary school children aged 6 to 11. MethodsOver four months, from April to July 2023, a before-and-after intervention study was conducted. The study involved children from a private urban school in Lebanon, and the Raven's Colored Progressive Matrices test was individually administered to assess their intellectual abilities. This test was administered before and after the NLP intervention, which comprised four sessions for teachers and one for students. ResultsThe study involving 121 students (60.0% females, 40.0% males), indicated significant enhancements in performance, particularly among older students aged 8 to 11. Notable increases in mean scores were observed, such as 8-year-olds improving from 8.95 to 9.36 and 11-year-olds experiencing a significant boost from 6.86 to 12.69. Connectivity analysis revealed positive relationships between students' age and performance, with correlation coefficients of 0.328 before and 0.633 after the intervention. Similarly, strong correlations between grade level and performance were evident, with coefficients of 0.385 before and 0.716 after the intervention, both statistically significant (p < 0.001). Comparisons of intellectual abilities among students showcased more significant improvements among older age groups, emphasizing the potential benefits of NLP, particularly for students between 9 and 11 years old. ConclusionThe NLP intervention yielded notable enhancements in children's academic performance, particularly demonstrating a more pronounced positive effect among those aged 8 and older. Despite weaker correlations with parental factors, the study underscores the promising impact of NLP interventions on cognitive development, particularly among older students. As a cost-effective technique, NLP can be implemented with minimal resources, increasing accessibility even in resource-constrained environments.

Interrelationship Between Intelligence Quotient and Space Maintainers Among Children: A Cross-Sectional Comparative Study.

Introduction Intelligence quotient (IQ) is an indicator to measure a child's cognitive ability to learn or understand and to deal with new situations with their logical and analytical skills. Children with better IQ exhibit increased cooperation when undergoing dental treatments, leading to a positive attitude toward dental care. The primary aim of the study was to assess the interrelationship between the IQ of children, space maintainer therapy, and the behavior of children aged 6-10 years. Materials and methods A total of 104 children were divided into two groups: group 1 included children undergoing space maintainer therapy and group 2 included children who did not undergo space maintainer therapy. Their IQ scores were assessed using Raven's Coloured Progressive Matrices and behavior and the Frankl behavior rating scale. The data were analyzed by SPSS Version 23 (IBM Corp., Armonk, NY). Independent t-tests were used to evaluate the differences between IQ and children with space maintainers, and Mann-Whitney U tests were used to assess the differences between behavior and space maintainers. Results The mean age of the participants was approximately 8.28 years. The mean IQ score of the group of children undergoing the space maintainer therapy was 90.69 ± 7.65 and that of the control group was 105.59±10.71. Based on the Frankl behavior rating scale, the mean score in the space maintainer group was 35.44 and that of the control group was 69.56. There was a significant association between IQ, behavior, and the presence of space maintainers. Conclusion The group of children undergoing space maintainer therapy demonstrated comparatively lesser IQ, and the majority of children exhibited negative behavior. Also, children wearing space maintainers had undergone one or multiple extractions, which is traumatic for children and may lead to them likely exhibiting a negative behavior than children in the control group. Hence, it may be concluded that intelligence, behavior, and space maintainers are all significantly associated with each other.

Effectiveness of intermittent iron and high-dose vitamin A supplementation on cognitive development of school children in southern Ethiopia: a randomized placebo-controlled trial

BackgroundIron is an essential mineral whose deficiency results in cognitive alteration, impaired emotional behaviors, and altered myelination and neurotransmission. In animal models, it has been shown that vitamin A (VA) could affect cognition. ObjectivesThe study aimed to evaluate the effectiveness of intermittent iron and VA supplementation on cognitive development of schoolchildren, and to assess the interaction between these supplementations. MethodsConsidering a 2 × 2 factorial design, 504 children were randomly assigned to 1 of the 4 arms: placebo VA and placebo iron supplement; high-dose vitamin VA and placebo iron supplement; iron supplement and placebo VA; and iron and high-dose vitamin VA supplements. Cognitive development was assessed using Raven’s Coloured Progressive Matrices, digit span, Tower of London, and visual search tasks. ResultsThe mean [± standard deviation (SD)] age of the enrolled children was 9.6 (±1.6) y. One-fifth of the children had iron deficiency or anemia, whereas 2.9%, 3.9%, and 12.1% of children had low iron stores, iron deficiency anemia, and VA deficiency, respectively. Intermittent iron supplementation did not result in any significant improvement of children’s cognitive development and had a negative effect on the performance index of the visual search task compared with placebo (−0.17 SD, 95% confidence interval: −0.32, −0.02). Effects were evident among children with stunting, thinness, or children coming from understimulating home environments. High-dose VA supplementation resulted in a significant improvement of digit span z-score with a mean difference of 0.30 SD (95% confidence interval: 0.14, 0.46) compared with placebo VA. VA had a more beneficial impact for girls, children infected with helminths, and those from food secure households. ConclusionIn a population where the prevalence of iron deficiency is low, intermittent iron supplementation did not have any or negative effect on the child’s cognitive development outcomes. Conversely, VA supplementation improved the child’s working memory. Trial registration numberThe study is registered at clinicaltrials.gov as NCT04137354 (https://clinicaltrials.gov/study/NCT04137354).

Evaluating Psychometric Properties of Raven’s Coloured Progressive Matrices Test in Indonesian Sample using the Rasch Model

Coloured Progressive Matrices (CPM) is a psychological test well known among Indonesian psychologists to measure intelligence. Some researchers who use CPM in their research reveal that CPM has weaknesses in the principle of measurement equivalence. Therefore, the focus of this research is to evaluate the details of the psychometric properties of CPM by using the Rasch model. This research used a secondary data analysis approach, where the primary data sets from a psychological service were collected into a single file for further analysis. Data of 371 boys and 377 girls with an age range of five to seven years old who took an intelligence test to assess their school readiness were collected. The Rasch model analysis showed that CPM showed unidimensionality and local independence, had a fairly good reliability value, and eight items were unsuitable for testing intelligence. Only twenty-eight items of CPM were suitable for measuring children’s intelligence in Indonesia

24 Individual Differences in CAMCOG-DS Performance in Children and Adults with Down's Syndrome and Relationship to Language and Reasoning

Objective:The Cambridge Cognitive Examination for Down's Syndrome (CAMCOG-DS) was developed to assess cognitive functioning and dementia-related cognitive decline in people with Down's Syndrome (DS). It has been translated into different languages and is often used in international studies. Although adapted for people with intellectual disabilities (ID), many tasks involve verbal responses and instructions are presented orally. Therefore, the administration for people with severe language deficits can be challenging. The aim of this retrospective data analysis is to examine the influence of language ability and reasoning on CAMCOG-DS performance. Study 1 examined the relationship between CAMCOG-DS, picture naming, single word comprehension and reasoning in adults with DS. Study 2 replicates and broadens the findings in a sample of children and adults with DS.Participants and Methods:Study 1 included 40 adults with DS between 18 and 51 years (M = 28.6, SD = 8.4). 25 had a mild and 15 a moderate ID. CAMCOG-DS, the short form of the Boston Naming test (BNT), a test for single word comprehension from the Werdenfelser Testbatterie (WTB) and the Colored Progressive Matrices (CPM) were administered. Study 2 included 38 participants between 8 and 59 years (23 children, M = 11.4; 15 adults; M = 31.3). 3 had a borderline, 23 a mild, and 12 a moderate ID. The same tasks as in Study 1 were applied, but the CPM was replaced by its successor, the Raven's 2.Results:In Study 1, participants with mild ID performed better in all tasks than those with moderate ID (p &lt; .05). Moderate relationships were found between CAMCOG-DS total score and the language tasks (r = .56 and r = .46), which remained significant when level of ID was controlled for. There was also a moderate relationship between CAMCOG-DS and reasoning (r = .46). Regression analysis showed that BNT performance predicted CAMCOG-DS performance (R2 = .31). In Study 2, those with mild ID, compared to those with moderate ID, performed better in all tasks (p &lt; .05), however, regarding the CAMCOG-DS and language tasks, this effect was larger in adults than in children. Adults performed better than children in the CAMCOG-DS and BNT (p &lt; .05), but not in single word comprehension or reasoning. As in Study 1, moderate to large correlations were revealed between CAMCOG-DS and language tasks and between CAMCOG-DS and reasoning (r &gt; .52), remaining significant when age and ID level were controlled for. Regression analysis showed that both naming and reasoning but not single word comprehension or age predicted CAMCOG-DS performance (R2 = .69), however, performance was best predicted by naming (R2 = .65).Conclusions:Our results suggest that language ability and reasoning relate to CAMCOG-DS performance, which is best predicted by BNT picture naming. This should be considered in CAMCOG-DS interpretation, as the capabilities of patients with lesser language ability might be underestimated. Future developments of dementia assessments for people with ID should include more nonverbal tasks.

A network analysis involving mental difficulties, cognition, physical fitness, 24-hour movement components, fatness, and sociodemographic factors in children

BackgroundEvidence supports the beneficial linear influence of diverse lifestyle behaviors on brain health since childhood; however, multiple behaviors -and not only one-simultaneously affect such outcomes. Therefore, the aim was to explore the multivariate relationship through a network analysis among mental difficulty and cognitive function with physical fitness (PF), 24-h movement components, fatness, and sociodemographic factors in children. MethodsCross-sectional study involved 226 children (52.2 % boys) aged between six and 11 years. Mental difficulties were evaluated through the Strengths and Difficulties Questionnaire and cognitive function by the Raven's Colored Progressive Matrices Test. The body mass index and PF were assessed according to the procedures suggested by the Proesp-Br, while moderate-to vigorous-intensity physical activity (MVPA) using accelerometry. The socioeconomic level, sleep, and screen time were evaluated by questionnaires. A network analysis was carried out to evaluate the associations among variables and establish centrality measures. ResultsAge and PF moderated the negative relationship between cognitive function and MVPA. Furthermore, the direct and inverse relationship between cognitive function and mental difficulties appears to be affected by the 24-h movement components. Finally, age, PF, and screen time are the nodes with higher values of expected influence, indicating more sensitivity to interventions for decreasing mental difficulty and improving cognitive function. ConclusionMental health and cognitive function were moderated by the multivariate interaction among age, PF, and the three 24-h movement components. Nonetheless, centrality measures from the network analysis suggest that PF, MVPA, and screen time are crucial nodes in order to implement future interventions.

Assessment of primary schoolchildren’s fluid intelligence using Raven's Colored progressive matrices: A pilot cross-sectional study in Lebanon

This study aims to assess children’s reasoning ability, namely following the crises in Lebanon, and to identify those in need. A pilot study was conducted in April-May 2023, targeting children between 6 and 11 attending grades 1 to 5. The sample (130 students) comprised more females (60.5%) than males (39.5%). The score for simple pattern completion was significantly higher among students aged 8-11 (9.58 over 11) than their younger peers (8.38; p=0.007). This score showed statistically significant variation depending on the student’s grade, with the lowest score at grade 1 (6.88), which significantly increased at grade 2 (9.44) and attained its maximum value at grade 4 (10.72), then decreased again at grade 5 (9.03; p&lt;0.001). Male students (9.33) had higher scores than females (8.84) with no statistical significance (p&gt;0.05). The parent’s characteristics did not statistically affect these scores, but students with older and married parents and those with better economic situations had higher scores. The score in discrete and continuous pattern completion was significantly higher among older students (10.68) than their younger peers (7.24; p&lt;0.001) and per grade increase. Educators can support the development of fluid intelligence in schoolchildren through activities that encourage problem-solving, critical thinking, and creative exploration.