Higher Nonverbal IQ Research Articles

Growth Velocities Across Distinct Early Life Windows and Child Cognition: Insights from a Contemporary US Cohort

To evaluate the relative importance of overall and period-specific postnatal growth and their interaction with fetal growth on cognition in a generally well-nourished population. We included 1052 children from Project Viva, a prospective cohort in Boston, Massachusetts. Using linear spline mixed-effects models, we modeled length/height and body mass index (BMI) trajectories from birth to 7years and estimated standardized overall (0-7years) and period-specific growth velocities ie, early infancy (0-4months), late infancy (4-15months), toddlerhood (15-37months), and early childhood (37-84months). We investigated associations of growth velocities as well as their interactions with birthweight-for-gestational age on mid-childhood (mean age: 7.9years) IQ, visual memory and learning, and visual motor ability. Greater overall height velocity was associated with modestly higher design memory score, (adjusted β [95% CI] 0.19 [-0.01,0.38] P=.057])points per SD increase but lower verbal IQ (-0.88 [-1.76,0.00] P=.051). Greater early infancy height velocity was associated with higher visual motor score (1.92 [0.67,3.18]). Greater overall BMI velocity was associated with lower verbal IQ (-0.71 [-1.52,0.11] P=.090). Greater late infancy BMI velocity was associated with lower verbal IQ (-1.21 [-2.07,-0.34]), design memory score (-0.22 [-0.42,-0.03)], but higher picture memory score (0.22 [0.01,0.43]). Greater early infancy height velocity (-1.5 SD vs 1.5 SD) was associated with higher nonverbal IQ (margins [95% CI] 102.6 [98.9106.3] vs 108.2 [104.9111.6]) among small-for-gestational age infants (P-interaction=0.04). Among generally well-nourished children, there might not be clear cognitive gains with faster linear growth except for those with lower birthweight-for-gestational age, revealing the potential importance of early infancy compensatory growth.

Compreensão de estruturas com movimento A´ em crianças com Perturbações do Espectro do Autismo

This investigation aims to study the comprehension of A´movement (wh-questions and relatives) in L1 European Portuguese children with Autism Spectrum Disorder (ASD), since previous research on syntactic abilities in ASD remains inconclusive. 24 Portuguese speaking children with ASD (aged 5;6 to 13;11), including children with low and high non-verbal IQ, were compared to 35 typically developing (TD) children. The comprehension of subject, object and oblique wh-questions and subject, object and oblique relatives was assessed via a picture selection task. Overall, ASD children seem to have more difficulties than the control group with these structures, although there were only statiscally significant differences between the control group and the experimental group in younger children. No significant differences were found between ASD children with low and high IQ, with heterogeneous behavior in both groups. The results are in line with the ones we find in studies with this population conducted in other languages that suggest that ASD may be associated with general language delays and that there is a dissociation between non-verbal IQ and the comprehension of syntactic structures.

Majority language vocabulary and nonword repetition skills in children attending minority language immersion education

AbstractThe present study examined nonword repetition (NWR) and comprehension/production of single-word vocabulary in the majority language (English) in six- to eight-year-old English-Gaelic emergent bilingual children attending Gaelic-medium primary education (GMPE) (primary years 2 and 3). GMPE is an immersion education model found in Scotland where the minority language, Gaelic, is the language of instruction, whereas English is the majority community language, not supported in school in the first three years of primary schooling. All children spoke English as their first language (L1) and had varying exposure to the second language (L2) Gaelic outside the school setting. We investigated how individual factors, such as age and frequency of exposure, and psycholinguistic factors, such as task modality, word class (for vocabulary), frequency, length, and prosody (for NWR), influenced performance. Later exposure to Gaelic and higher nonverbal IQ were contributing predictors of performance for English vocabulary. For NWR, participants with earlier and longer exposure to Gaelic who also used both languages at home more performed significantly better on this task. These results suggest that minority language immersion education differentially affects majority language abilities; later L2 onset benefited L1 vocabulary learning, whereas earlier L2 onset boosted L1 NWR skills in these bilinguals.

Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised

BackgroundRestricted and repetitive behavior (RRB) is one of the characteristic features of Autism Spectrum Disorder. This domain of symptoms includes a broad range of behaviors. There is a need to study each behavior individually to better understand the role of each in the development of autistic children. Moreover, there are currently no longitudinal studies investigating change in these behaviors over development.MethodsThe goal of the present study was to explore the association between age and non-verbal IQ (NVIQ) on 15 RRB symptoms included in the Autism Diagnostic Interview-Revised (ADI-R) over time. A total of 205 children with ASD were assessed using the ADI-R at time of diagnosis, at age 6 years, and at age 11 years, and with the Wechsler Intelligence Scales for Children—Fourth Edition (WISC-IV) at age 8 years.ResultsThe proportion of children showing each RRB tended to diminish with increasing age, except for sensitivity to noise and circumscribed interests, where the proportion increased over time. Although there was no significant main effect of NVIQ, there was a significant interaction between age and NVIQ. This was mainly driven by Difficulties with change in routine, for which higher NVIQ was associated with the behavior remaining relatively stable with age, while lower NVIQ was associated with the behavior becoming more prevalent with age.LimitationsThe study focused on the presence/absence of each RRB but did not account for potential changes in frequency or severity of the behaviors over development. Furthermore, some limitations are inherent to the measures used. The ADI-R relies on parent report and hence has some level of subjectivity, while the Wechsler intelligence scales can underestimate the intellectual abilities of some autistic children.ConclusionsThese results confirm that specific RRB are differentially linked to age and NVIQ. Studying RRB individually is a promising approach to better understanding how RRB change over the development of autistic children and are linked to other developmental domains.

Maternal Plasma 25-Hydroxyvitamin D during Gestation Is Positively Associated with Neurocognitive Development in Offspring at Age 4–6 Years

BackgroundVitamin D is critical to embryonic neuronal differentiation and other developmental processes that may affect future neurocognitive function. However, observational studies have found inconsistent associations between gestational vitamin D and neurocognitive outcomes. ObjectivesWe examined the association of gestational 25-hydroxyvitamin D [25(OH)D] with children's IQ at 4–6 y, and explored whether associations differed by race. MethodsThis study used data from the CANDLE (Conditions Affecting Neurocognitive Development and Learning in Early Childhood) cohort. Between 2006 and 2011, CANDLE recruited 1503 women in their second trimester of healthy singleton pregnancies. Inclusion criteria for this analysis were gestation of ≥34 wk and availability of 25(OH)D and IQ data. Associations between second-trimester 25(OH)D plasma concentration and Stanford-Binet IQ scores in offspring at 4–6 y were examined using multivariable linear regression; interaction terms were used to explore possible effect modification by race. ResultsMean ± SD 25(OH)D concentration among 1019 eligible dyads was 21.6 ± 8.4 ng/mL, measured at a mean ± SD gestational age of 23.0 ± 3.0 wk. Vitamin D deficiency [25(OH)D < 20 ng/mL] was observed in 45.6%. Maternal 25(OH)D differed by race with a mean ± SD of 19.8 ± 7.2 ng/mL in Blacks sand 25.9 ± 9.3 ng/mL in Whites ( P < 0.001). In adjusted models a 10-ng/mL increase in 25(OH)D was associated with a 1.17-point higher Full Scale IQ (95% CI: 0.27, 2.06 points), a 1.17-point higher Verbal IQ (95% CI: 0.19, 2.15 points), and a 1.03-point higher Nonverbal IQ (95% CI: 0.10, 1.95 points). We observed no evidence of effect modification by race. ConclusionsSecond-trimester maternal 25(OH)D was positively associated with IQ at 4–6 y, suggesting that gestational vitamin D status may be an important predictor of neurocognitive development. These findings may help inform prenatal nutrition recommendations and may be especially relevant for Black and other dark-skinned women at high risk of vitamin D deficiency.

Compreensão de construções passivas em crianças com perturbação do espectro do autismo

This investigation aims to study the comprehension of passives in children with Autism Spectrum Disorder (ASD). Research on passives is sparse and remains inconclusive. Fourteen Portuguese speaking children with ASD (between ages 7 and 13), including children with low and high non-verbal IQ, were compared to four typically developing (TD) children. The comprehension of various types of passives (short vs long, eventive vs psychological) was assessed via a picture selection task. Most children with ASD showed difficulties with passive constructions as compared to controls and to previous studies with Portuguese TD children. The results are in line with the ones we find in studies with this population conducted in other languages. Furthermore, difficulties with passives were dissociated from nonverbal abilities.

Long-Term Intellectual and Fine Motor Outcomes in Spina Bifida Are Related to Myelomeningocele Repair and Shunt Intervention History.

Lifespan outcomes of simultaneous versus sequential myelomeningocele repair and shunt placement or effects of repeated shunt revisions on specific domains of IQ or fine motor dexterity are largely unknown. The current study addressed these gaps in a large cohort of children and adults with spina bifida myelomeningocele (SBM). Participants between 7 and 44 years of age with SBM and shunted hydrocephalus were recruited from international clinics at two time points. Each participant completed a standardized neuropsychological evaluation that included estimates of IQ and fine motor dexterity. Simultaneous versus sequential surgical repair and number of shunt revisions were examined in relation to long-term IQ and fine motor scores. Simultaneous myelomeningocele repair and shunting were associated with more frequent shunt revisions, as well as to lower Full Scale and verbal IQ scores, controlling for number of shunt revisions. More shunt revisions across study time points were associated with higher nonverbal IQ (NVIQ) scores. No effects were observed on fine motor dexterity. Findings indicate generally greater influence of surgery type over shunt revision history on outcomes in well-managed hydrocephalus. Findings supported apparent, domain-specific benefits of sequential compared to simultaneous surgery across the lifespan in SBM. Higher NVIQ scores with greater number of additional shunt revisions across surgery type supported positive outcomes with effective surgical management for hydrocephalus.

Abnormal maturation of the resting-state peak alpha frequency in children with autism spectrum disorder.

Age-related changes in resting-state (RS) neural rhythms in typically developing children (TDC) but not children with autism spectrum disorder (ASD) suggest that RS measures may be of clinical use in ASD only for certain ages. The study examined this issue via assessing RS peak alpha frequency (PAF), a measure previous studies, have indicated as abnormal in ASD. RS magnetoencephalographic (MEG) data were obtained from 141 TDC (6.13-17.70 years) and 204 ASD (6.07-17.93 years). A source model with 15 regional sources projected the raw MEG surface data into brain source space. PAF was identified in each participant from the source showing the largest amplitude alpha activity (7-13 Hz). Given sex differences in PAF in TDC (females > males) and relatively few females in both groups, group comparisons were conducted examining only male TDC (N = 121) and ASD (N = 183). Regressions showed significant group slope differences, with an age-related increase in PAF in TDC (R2 = 0.32) but not ASD (R2 = 0.01). Analyses examining male children below or above 10-years-old (median split) indicated group effects only in the younger TDC (8.90 Hz) and ASD (9.84 Hz; Cohen's d = 1.05). In the older ASD, a higher nonverbal IQ was associated with a higher PAF. In the younger TDC, a faster speed of processing was associated with a higher PAF. PAF as a marker for ASD depends on age, with a RS alpha marker of more interest in younger versus older children with ASD. Associations between PAF and cognitive ability were also found to be age and group specific.

Electrophysiological evidence of heterogeneity in visual statistical learning in young children with ASD.

Statistical learning is characterized by detection of regularities in one's environment without an awareness or intention to learn, and it may play a critical role in language and social behavior. Accordingly, in this study we investigated the electrophysiological correlates of visual statistical learning in young children with autism spectrum disorder (ASD) using an event-related potential shape learning paradigm, and we examined the relation between visual statistical learning and cognitive function. Compared to typically developing (TD) controls, the ASD group as a whole showed reduced evidence of learning as defined by N1 (early visual discrimination) and P300 (attention to novelty) components. Upon further analysis, in the ASD group there was a positive correlation between N1 amplitude difference and non-verbal IQ, and a positive correlation between P300 amplitude difference and adaptive social function. Children with ASD and a high non-verbal IQ and high adaptive social function demonstrated a distinctive pattern of learning. This is the first study to identify electrophysiological markers of visual statistical learning in children with ASD. Through this work we have demonstrated heterogeneity in statistical learning in ASD that maps onto non-verbal cognition and adaptive social function.

Executive Functioning and Non-Verbal Intelligence as Predictors of Bullying in Early Elementary School

Executive function and intelligence are negatively associated with aggression, yet the role of executive function has rarely been examined in the context of school bullying. We studied whether different domains of executive function and non-verbal intelligence are associated with bullying involvement in early elementary school. The association was examined in a population-based sample of 1,377 children. At age 4 years we assessed problems in inhibition, shifting, emotional control, working memory and planning/organization, using a validated parental questionnaire (the BRIEF-P). Additionally, we determined child non-verbal IQ at age 6 years. Bullying involvement as a bully, victim or a bully-victim in grades 1-2 of elementary school (mean age 7.7 years) was measured using a peer-nomination procedure. Individual bullying scores were based on the ratings by multiple peers (on average 20 classmates). Analyses were adjusted for various child and maternal socio-demographic and psychosocial covariates. Child score for inhibition problems was associated with the risk of being a bully (OR per SD = 1.35, 95%CI: 1.09-1.66), victim (OR per SD = 1.21, 95%CI: 1.00-1.45) and a bully-victim (OR per SD = 1.55, 95%CI: 1.10-2.17). Children with higher non-verbal IQ were less likely to be victims (OR = 0.99, 95%CI: 0.98-1.00) and bully-victims (OR = 95%CI: 0.93-0.98, respectively). In conclusion, our study showed that peer interactions may be to some extent influenced by children's executive function and non-verbal intelligence. Future studies should examine whether training executive function skills can reduce bullying involvement and improve the quality of peer relationships.

Predictors of phrase and fluent speech in children with autism and severe language delay.

To examine the prevalence and predictors of language attainment in children with autism spectrum disorder (ASD) and severe language delay. We hypothesized greater autism symptomatology and lower intelligence among children who do not attain phrase/fluent speech, with nonverbal intelligence and social engagement emerging as the strongest predictors of outcome. Data used for the current study were from 535 children with ASD who were at least 8 years of age (mean = 11.6 years, SD = 2.73 years) and who did not acquire phrase speech before age 4. Logistic and Cox proportionate hazards regression analyses examined predictors of phrase and fluent speech attainment and age at acquisition, respectively. A total of 372 children (70%) attained phrase speech and 253 children (47%) attained fluent speech at or after age 4. No demographic or child psychiatric characteristics were associated with phrase speech attainment after age 4, whereas slightly older age and increased internalizing symptoms were associated with fluent speech. In the multivariate analyses, higher nonverbal IQ and less social impairment were both independently associated with the acquisition of phrase and fluent speech, as well as earlier age at acquisition. Stereotyped behavior/repetitive interests and sensory interests were not associated with delayed speech acquisition. This study highlights that many severely language-delayed children in the present sample attained phrase or fluent speech at or after age 4 years. These data also implicate the importance of evaluating and considering nonverbal skills, both cognitive and social, when developing interventions and setting goals for language development.

Predicting improvement in social–communication symptoms of autism spectrum disorders using retrospective treatment data

Data from 1433 children and adolescents with autism spectrum disorders (ASD) participating in the Simons Simplex Collection were examined to (1) investigate change in social–communication symptoms, and (2) examine predictors of improvement, particularly community-based treatments. Measures included the Autism Diagnostic Interview— Revised ( ADI-R), IQ, demographics, and parent-reported treatment history (occupational, speech, and behavioral therapy). Baseline (age 4–5) and current social–communication symptom severity scores were calculated using 15 ADI-R items. The majority (95.4%) demonstrated improvement (between age 4–5 and current), 2.2% had no change, and 2.4% worsened. Controlling for age and initial severity, those who had received therapy had the best outcomes, greater therapy intensity predicted improvement, and the response to therapy was greatest among those with higher nonverbal IQ.

Long-term outcomes of cochlear implantation in the preschool years: From elementary grades to high school

The objective of this study was to document the development of speech, language, and reading skills between primary and secondary school ages in children who received cochlear implants during preschool years. Subjects were a sample of 85 North American adolescents recruited from a larger sample of 181 participants from a previous investigation. Students were first tested in early elementary school (ages eight to nine years) and were re-evaluated in high school (ages 15–18 years) for this study. The methods used were: performance on a battery of speech perception, language, and reading tests. These were compared at both test ages and significant predictors of outcome level identified through multiple regression analysis. Speech perception scores improved significantly with long-term cochlear implant use. Average language scores improved at a faster than normal rate, but reading scores did not quite keep pace with normal development. Performance in high school was most highly correlated with scores obtained in elementary grades. In addition, better outcomes were associated with lower PTA cochlear implant threshold, younger age at implantation and higher nonverbal IQ. In conclusion, early cochlear implantation had a long-term positive impact on auditory and verbal development, but did not result in age-appropriate reading levels in high school for the majority of students.

The location of the maximum amplitude focus of cortical evoked potential component N200 in subjects solving a maze problem

The dependence of the efficiency of maze problem solution on the “commitment” of the frontal, parietal, temporal, and occipital cortices to the activity was studied. For this purpose, topographic neurophysiological characteristics of component N200 of cortical evoked potentials were determined and used to locate the maximum amplitude focus (MAF). Right-and left-handed subjects of both sexes (50 persons aged 18–23 years) were divided into five groups: (I) women with a low nonverbal IQ, (II) women with a high nonverbal IQ, (III) men with a low nonverbal IQ, (IV) men with a high nonverbal IQ, and (V) left-handed men with a high nonverbal IQ. In subjects from group III, a successful solution of a maze problem was associated with a high activity only in the occipital cortex. In groups II and V, in addition to the strong commitment of the occipital cortex, about the same activity was observed in the frontal cortex. In groups I and IV, and MAF appeared irregularly if at all, which may have accounted for the low efficiency of maze problem solution in these subjects.

Parietal function in good and poor readers

BackgroundWhile there are many psychophysical reports of impaired magnocellular pathway function in developmental dyslexia (DD), few have investigated parietal function, the major projection of this pathway, in good and poor readers closely matched for nonverbal intelligence. In view of new feedforward-feedback theories of visual processing, impaired magnocellular function raises the question of whether all visually-driven functions or only those associated with parietal cortex functions are equally impaired and if so, whether parietal performance is more closely related to general ability levels than reading ability.MethodsReading accuracy and performance on psychophysical tasks purported to selectively activate parietal cortex such as motion sensitivity, attentional tracking, and spatial localization was compared in 17 children with DD, 16 younger reading-age matched (RA) control children, and 46 good readers of similar chronological-age (CA) divided into CA-HighIQ and a CA-LowIQ matched to DD group nonverbal IQ.ResultsIn the age-matched groups no significant differences were found between DD and CA controls on any of the tasks relating to parietal function, although performance of the DD group and their nonverbal IQ scores was always lower. As expected, CA and RA group comparisons indicated purported parietal functioning improves with age. No difference in performance was seen on any of the parietally driven tasks between the DD and age-nonverbal IQ matched groups, whereas performance differentiated the DD group from the age-matched, higher nonverbal IQ group on several such tasks. An unexpected statistical difference in performance between lower reading age (DD and RA children) and all higher reading age (CA) children was seen on a test of chromatic sensitivity, whereas when high and low nonverbal IQ normal readers were compared performance was not differentConclusionThe results indicate that performance on purported parietal functions improves with age and may be more associated with nonverbal mentation than reading accuracy. Performance on a cognitively demanding task, traditionally considered to rely on ventral stream functions, was more related to reading accuracy.

Repetitive behaviors in autism: relationships with associated clinical features

Relationships between repetitive behaviors (RBs) and associated clinical features (i.e., cognitive and adaptive functioning levels, sleep problems, medication use, and other behavioral problems) were examined in two groups (High nonverbal IQ ≥ 97 versus Low nonverbal IQ ≤ 56) of children with autism spectrum disorders ( n = 14; mean age = 10 years, 7 months). For the group as a whole, nonverbal cognitive ability (NVIQ) (as measured by the Leiter-R), adaptive functioning level, the presence of sleep problems, and three scales of the Aberrant Behavior Checklist (ABC) (Irritability, Lethargy, and Hyperactivity) were highly correlated with total RB scores on the Repetitive Behavior Scale-Revised (RBS-R). After controlling for NVIQ, adaptive level, sleep problems, and two scales of the ABC (Irritability and Lethargy) were not significantly associated with RB scores. However, there remained a significant positive correlation between the presence of RBs and the Hyperactivity scale of the ABC. Parent ratings of their stress levels and the presence of RBs in their children were highly correlated. The relationship between RBs and associated clinical features in autism is complex and future studies should control for cognitive ability when examining the direct and indirect relationships of these variables with RBs.