Intelligence Test Results Research Articles

The Effect of the Needham and Cosgrove – Osborne Model on Acquiring the Concepts of the Fundamentals of Education among Students of the College of Education

The research seeks to ascertain the influence of the Needham and Cosgrove-Osborne models on the comprehension of educational foundations among students at the Faculty of Education. Employing a partially controlled experimental design, the researcher randomly selected a control group from Division C, with Division A representing the first experimental group and Division B the second. The study involved 92 participants, with 30 students in each experimental group and 32 in the control group. To ensure statistical equivalence among the three groups, the researcher utilized one-way analysis of variance (ANOVA) to assess variables such as chronological age (in months), intelligence test results, and the previous year's Grade Point Average (GPA). A test was crafted to evaluate concept acquisition, with its validity and reliability duly established. Upon statistical analysis of the students' responses using ANOVA and the Scheffe test to pinpoint differences in means, the findings revealed significant disparities between the average scores of students in the first and second experimental groups, who studied the subject matter using the Needham, Cosgrove, or Osborne models. The researcher posits that the Needham and Cosgrove-Osborne models should be integrated into teaching practices, given their demonstrated effectiveness as instructional paradigms.

Psychometric properties of a brief non-verbal test of g factor intelligence

Intelligence is the most studied construct in psychology and cognitive neuroscience. In Brazil, the administration of intelligence tests is needed for a number of social rights, including driving privileges. Such requirements have led to a large testing industry but the vast majority of intelligence tests require extended administration times and language skills. In this study, we sought to investigate the psychometric properties and normative results of a new non-verbal intelligence test, the General Matrix of Intelligence (GMI). The GMI is comprised of 28 matrix-based items and can be administered in as little as six-minutes. In this initial pilot test, the GMI was administered to 1,326 participants, ages 15-64 years old (M = 25.65 years, SD = 9.6 years), from all regions in Brazil. These data were analyzed using a 2PL Item Response Theory model, regression analyses were conducted to determine the role of sociodemographic factors, and preliminary norms were computed. Results indicated a unidimensional solution that reproduced the g factor theory, invariance across genders, evidence that cognitively demanding items involving movement or three-dimensional shapes were more difficult than items with less cognitive load, a normal distribution for results, and an interaction between education level and age group in predicting performance. Implications of these findings for research and practice are discussed and all data and codes are provided at https://osf.io/kvu42/

Are students with learning disabilities correctly diagnosed in Turkey?

There has been an ongoing debate on how to diagnose learning disability (LD), with experts proposing different approaches. Very limited research is available on the diagnosis of LD in Turkey. This study aims to analyze the problems related to the diagnosis of LD in Turkey. For this purpose, the intelligence test results of the diagnosed students, the opinions of the teachers who referred them for the diagnosis, and the views of the child psychiatrists and psychological counselors involved in the diagnosis were examined. The results showed that the IQ–Achievement Discrepancy approach is implemented in Turkey. It was also revealed that the students’ Wechsler Intelligence Scale for Children (WISC-R) average score was 80.31, and teachers mostly reported the weaknesses of the students during the diagnosis process. Psychological counselors and psychiatrists pointed out the outdatedness of the tools used in the diagnosis, the limited number of measurement instruments to be used in the diagnosis, referral of too many students, and the lack of specialists to work in the diagnosis. The results are discussed on the basis of diagnostic approaches.

Learning Differentiation in ECE Based on Sensing, Thinking, Intuiting, Feeling and Instinct (STIFIn) Intelligence Test Results

In managing learning, teachers need information to meet children's different learning styles and interests. Recognizing children's intelligence from an early age can be determined through the Sensing, Thinking, Intuiting, Feeling, and Instinct Intelligence Test (STIFIn). This is useful for knowing the child's learning style, characteristics, and interests so that it can be said to be suitable for carrying out differentiated learning based on the child's characteristics. This research aims to identify children's interests and talents to help provide an overview of the potential components of each child's character and solutions for handling problematic children. The method used is a descriptive qualitative case study type with an inductive deductive pattern. The research results show that teachers can use the STIFIn test results as a basis for creating a learning environment that suits children's needs based on the characteristics recognized in each child, through predetermined differentiation of strategies, media, and evaluation of learning in early childhood. implemented to support development. early childhood according to their needs and potential.
 Keywords: learning differentiation, early childhood, STIFIn intelligence test

Analysis Factors of Exclusive Breastfeding in Post Partum Mothers at Hermina Hospital, Kemanyoran, Central Jakarta

Background : Early and exclusive breastfeeding is very important for a child's survival, and to protect them from various diseases that they are susceptible to and which can be fatal. Increasing evidence shows that children who receive breast milk have higher intelligence test results. Factors that can influence exclusive breastfeeding include breast care, knowledge, attitudes, mental health and family support. Objective : To analyze the factors of exclusive breastfeeding for post partum mothers at Hermina Kemayoran Hospital, Central Jakarta. Methods : Analytical survey research using cross sectional research design with a sample of 80 people, data collection using a questionnaire, processed and analyzed using univariate and bivariate analysis. Results : The study found that most of the respondents stated that they gave exclusive breastfeeding (80.0%). Chi square analysis found breast care (p value = 0.004), knowledge (p value = 0.516), attitude (p value = 0.116), mental health (p value = 0.940), and family support (p value = 0.010). Conclusion : There is a relationship between breast care and family support with exclusive breastfeeding and there is no relationship between knowledge, attitudes and mental health with exclusive breastfeeding for post partum mothers at Hermina Kemayoran Hospital, Central Jakarta. Suggestion : perform breast care and provide family support to post partum mothers

English past-tense -ed allomorphs and L2 speech intelligibility: a study with Brazilian listeners

This study investigated the possible influence of the allomorphs [t, d, ɪd] in the intelligibility of 48 verbs ending in -ed, half in the first and half in the second intelligibility test, which were produced by eight speakers from four different L1 backgrounds (e.g., BP, Spanish, German, English) and orthographically transcribed by 14 Brazilian listeners in two intelligibility tests within a four-month interval. Results of the first intelligibility test indicated that verbs ending in the allomorph [t] were more intelligible than verbs ending in the allomorph [ɪd], which in turn were more intelligible than verbs ending in the allomorph [d]. However, results for the second intelligibility test did not follow the same tendency and indicated that the intelligibility of verbs ending in the allomorphs [t, ɪd] were very similar whereas the results for the intelligibility of verbs with the allomorph [d] increased since it had large room for improvement from the first to the second test. Moreover, results also indicated that there was variation in the intelligibility of verbs ending in the three allomorphs for each learner and among the learners, demonstrating that the language development is a dynamic, varied, and complex system, as the Dynamic System Theory proposes.

Speech Intelligibility Test for Polish Language – Relation to the Acoustic Properties of Classrooms and Comparison to Other Languages

Numerous studies have shown that teachers often speak louder in classrooms because of the acoustic properties of the spaces. To improve the acoustics in classrooms, it is necessary to develop relevant acoustic criteria. Existing evaluation scales for parameters of room acoustics have been developed on the basis of studies of adults for a variety of languages (e.g. Dutch and English). One of the issues still not fully recognized is the effect of the respondents’ language and age on the results of speech intelligibility tests. The aim of the study was to recognize the possibility of applying some international guidelines for room acoustics developed on the basis of adult studies to classrooms in Polish schools. This paper presents a study of the speech intelligibility of Polish-speaking children (10–13 years old) in conjunction with parameters of room acoustics. It also compares studies of speech intelligibility for other languages. The study confirmed a relationship between the results of speech intelligibility tests and speech transmission index STI for classrooms with varied acoustics. It also showed that the results of Polish word test are similar to results of English tests (Anderson, Kalb, 1987; Jacob et al., 1990).

Language Abilities are Associated with Both Verbal and Nonverbal Intelligence in Children on the Autism Spectrum

ABSTRACT Intellectual abilities factor into levels of functioning used to characterize autism. Language difficulties are highly prevalent in autism and may impact performance on measures of intellectual abilities. As such, nonverbal tests are often prioritized in classifying intelligence in those with language difficulties and autism. However, the relationship between language abilities and intellectual performance is not well characterized, and the superiority of tests with nonverbal instructions is not well established. The current study evaluates verbal and nonverbal intellectual abilities in the context of language abilities in autism and the potential benefit of tests with nonverbal instructions. Participants were 55 children and adolescents on the autism spectrum who underwent a neuropsychological evaluation as part of a study examining language functioning in autism. Correlation analyses were performed to examine relations between expressive and receptive language abilities. Language abilities (CELF−4) were significantly correlated with all measures of both verbal (WISC-IV VCI) and nonverbal intelligence scores (WISC-IV PRI and Leiter-R). There were no significant differences between nonverbal intelligence measures with verbal or nonverbal instructions. We further discuss the role of assessment of language abilities in interpreting results of intelligence testing in populations with higher prevalence of language difficulties

THE GENERATION OF ORNAMENTS USING ARTIFICIAL INTELLIGENCE

The article considers the results of artificial intelligence testing to pursue the goal of stylizing traditional Indonesian ornament on gringsing fabric. The process of testing the Dream artificial intelligence by WOMBO is described in detail on the example of the stylization of the Cemplong ornament on gringsing fabric; the testing consisted of four stages. At the first stage, a photo of the ornament was uploaded, providing input data for further analysis and correction of the original image. At the second stage, the rendered ornaments in the original colours were uploaded to determine the effectiveness of the stylization process and further correction of the uploaded image. The third stage included uploading parts of the ornament, previously repainted in contrasting, nuanced and monochrome colours; variations were created which made it possible to predict the behaviour of the artificial intelligence Dream by Wombo at different specified settings, as well as to identify the colours that artificial intelligence recognizes best. At the last stage, 450 samples of stylizations were analysed and optimal visual styles and distortion level settings, at which the uploaded image is transformed, developing integral forms without artefacts, with clear contours in which the original symbolism is read, were identified. The best stylizations, applicable for use as elements of patterns for decorating industrial design products, including textiles, were selected. Using the tracing method, these elements were transferred to a vector format and repainted for more convenient application in practical projects. This made it possible to improve the quality of the stylized parts of the pattern. Further, the logic of pattern construction was set in the program and a 3D visualisation of the application of this pattern in textile production was created. It allowed us to get a visual idea of how the final product would look using a stylized with the help of artificial intelligence ornament. As a result of the research, an optimal algorithm for working with the Dream artificial intelligence by WOMBO, which can be used for high-quality stylization of traditional ornaments of different peoples, was created. This opens up new opportunities for innovative design solutions and inspires the creation of unique and attractive designs in various industries.

The Attenuation and Speech Intelligibility of the Gecko Helmet Used by the Royal National Lifeboat Institution

The RNLI operates a fleet of B Class Inshore Lifeboats around the UK and Ireland. To help keep their volunteers safe, crew members wear the Gecko helmet as part of their issued personal protective equipment. Anecdotal evidence from lifeboat crew has shown that wearing the helmet interfered with the ability of volunteers to follow normal conversations and commands given under non-amplified situations. Objective measurements were undertaken at varying angles of incidence to quantify the attenuation of sound provided by the helmet at the location of the human ear along with objective and subjective measurements of the intelligibility of speech while wearing the Gecko helmet. Analysis of data showed that the Gecko helmet provides limited noise attenuation at frequencies above 1kHz. Results of objective and subjective speech intelligibility tests show a reduction in the speech transmission index score when the helmet was introduced into the experiment.

Взаимосвязь когнитивной гибкости и развития связной речи у дошкольников (на материале рассказов старших дошкольников)

In the field of educational psychology, the relationship between regulatory functions and the development of coherent monologic speech is a hot topic. In our country, however, this kind of research is still in the bud. The study assessed the level of cognitive flexibility, nonverbal intelligence, and the ability to produce coherent monologic speech in 279 children aged 5 and 6 with the purpose to explore meaningful predictors of the development of coherent speech in preschoolers based on their narratives. Children’s narratives have a macro- and a microstructure. The former is characterized by narrative length, completeness, adequacy, structure, and type (structural parameters of the narrative as a coherent and integral statement). The microstructure of the narrative is formed by such language aspects as phonetics, dictionary, morphology, and syntax.
 Research findings indicate that there is a strong correlation between cognitive flexibility and macrostructure parameters, while microstructure components are only slightly related to this regulatory function. Children who successfully completed the most difficult task of the cognitive flexibility test performed significantly better when creating narratives. The results of the nonverbal intelligence test show that both indicators (nonverbal intelligence and cognitive flexibility) can predict the narrative’s complexity level. These findings can be used to improve children’s cognitive development and school readiness.

Analisis kesalahan siswa dalam memecahkan masalah soal cerita matematika materi kecepatan, jarak, dan waktu berdasarkan kecerdasan logis matematis di sekolah dasar

<em>This research aims to describe and find out the causes of errors made by students in solving mathematical problems in the form of story questions with speed, distance, and time material based on the level of logical mathematical intelligence. This research is a qualitative descriptive study with a case study approach. The data sources of this research include the results of the logical-mathematical intelligence test, the results of the speed, distance, and time story test results, the results of student interviews, and the results of classroom teacher interviews. The sampling technique was done by purposive sampling. Data was collected by using test and interview techniques. Test the validity of the data using triangulation techniques. The results showed that students who had high logical mathematical intelligence made mistakes in carrying out the completion plan according to Polya's steps. Students with logical-mathematical intelligence are making mistakes in formulating plans, carrying out completion plans and re-checking answers. Students who have low logical-mathematical intelligence make more mistakes in understanding the problem, compiling a settlement plan, implementing a settlement plan, and re-examining the answers according to Polya's steps. The causes of errors made by students are that students have not mastered multiplication and division, students have not fully understood the material, and students tend to be unfamiliar with re-examining answers.</em>

Association Between Frontal Lobe Hemodynamics and Neurocognitive Dysfunction in Adults With Moyamoya Disease: Retrospective Cohort Analysis.

Adult patients with moyamoya disease (MMD) may present with mild cognitive dysfunction, even those without evidence of conspicuous brain parenchymal damage. This cognitive dysfunction might be caused by local frontal lobe ischemia. To explore the relationship between frontal lobe hemodynamic insufficiency and cognitive dysfunction in patients with MMD. Thirty adult patients with MMD without conspicuous brain parenchymal damage were retrospectively examined. Patients with MMD with frontal lobe intracerebral steal phenomenon on single photon emission computed tomography were defined as group S (n = 13) and those without it were defined as group P (n = 17). A comparative group comprising patients with unruptured intracranial aneurysm was defined as group C (n = 30). The results of various cognitive and intelligence tests and a composite cognitive score were compared between groups. The digit span test forward version ( P = .041), frontal assessment battery ( P = .022), and composite cognitive score ( P = .015) z-scores were significantly lower in group S than group C. Adjusting for sex and age, patients in group S had a significantly lower composite cognitive score compared with those in group C in multiple regression analysis ( P = .037). Executive dysfunction and working memory dysfunction may be involved in the cognitive decline observed in group S. Mild cognitive dysfunction in MMD was associated with frontal lobe hemodynamic insufficiency. Future studies should examine whether revascularization can improve cerebral hypoperfusion and neurocognitive function in these patients.

STORYTELLING PADA ANAK DENGAN KETERLAMBATAN PERKEMBANGAN BERBAHASA EKSPRESIF

Language development in early childhood is a foundations in both mastering academic skills and social skills. Delays in early intervention will increase the risk of children experiencing problems as adults. TDB is a kindergarten student with the age of 5 years 9 months who was identified with expressive language developmental delay. The results of the assessment showed that the development of expressive language of TDB was not in accordance with its chronological age. Intelligence test results show the level of intelligence is in the category above average. The storytelling method with puppet sticks was provided to TDB for seven sessions. In each session, the researcher did storytelling using puppet stick media and then asked TDB to repeat the story that had been told by the researcher. There are seven different stories used in each session. The results of observations on the mean length of utterance show that there is an increase in the mean length of utterance from 2.3 to 3.6. This shows that the storytelling method with puppet sticks is quite effective in increasing the development of expressive language.

Is speech intelligibility what speech intelligibility tests test?

Natural, conversational speech signals contain sources of symbolic and iconic information, both of which are necessary for the full understanding of speech. But speech intelligibility tests, which are generally derived from written language, present only symbolic information sources, including lexical semantics and syntactic structures. Speech intelligibility tests exclude almost all sources of information about talkers, including their communicative intentions and their cognitive states and processes. There is no reason to suspect that either hearing impairment or noise selectively affect perception of only symbolic information. We must therefore conclude that diagnosis of good or poor speech intelligibility on the basis of standard speech tests is based on measurement of only a fraction of the task of speech perception. This paper presents a descriptive comparison of information sources present in three widely used speech intelligibility tests and spontaneous, conversational speech elicited using a referential communication task. The aim of this comparison is to draw attention to the differences in not just the signals, but the tasks of listeners perceiving these different speech signals and to highlight the implications of these differences for the interpretation and generalizability of speech intelligibility test results.

Groin and anterolateral thigh flaps for hemiglossectomy reconstruction: A comparison based on Japanese speech intelligibility

ObjectiveThe differences in speech function between groin flap reconstruction and anterolateral thigh (ALT) flap reconstruction after hemiglossectomy have not been clarified to date. This study aimed to compare Japanese speech intelligibility after hemiglossectomy reconstruction using groin and ALT flaps of similar thickness. MethodsData of patients who underwent hemiglossectomy reconstruction with groin or ALT flaps between April 2010 and March 2020 were collected from the medical chart database. The ALT flap was the first choice for hemiglossectomy reconstruction, and a groin flap was used when the ALT flap was >10 mm. Cases in which speech intelligibility assessments based on Hirose's 10-point scoring system, the TKR speech test, and the Japanese speech intelligibility test for 100 monosyllables were performed after 6 months postoperatively were extracted. The per-patient scores for each assessment were initially compared between the two flap groups. Then, the results of the Japanese speech intelligibility test for 100 monosyllables were reanalyzed on a syllable-by-syllable basis. ResultsAmong the 44 hemiglossectomy patients who underwent free-flap reconstruction during the study period, 14 (seven each in the groin flap and ALT flap groups) underwent all three conventional speech intelligibility assessments after 6 months postoperatively. The two groups showed no significant difference in postoperative speech intelligibility in any of the three patient assessment methods. However, in intergroup comparisons based on per-syllable accuracy for each of the 100 monosyllables, the groin flap group showed 19 syllables with a significantly higher accuracy, whereas the ALT flap group showed one such syllable. In particular, five out of the six alveolar consonants (/t/ and /d/) were more accurately articulated in the groin flap group. Per-syllable accuracy was significantly higher in the groin flap group (74.6% vs. 66.7%; 95% confidence interval: 4.6–11.1, p < 0.001). ConclusionIn patients undergoing hemiglossectomy reconstruction, our new analysis method, which compared intelligibility by syllables, showed that the groin flap yielded higher speech intelligibility than the ALT flap. This difference was evident at all four articulation points involving the tongue, whereas there was no significant difference at the two articulation points without tongue involvement.

Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills

Many teachers are unprepared to teach special-needs students in inclusive classes. In addition, methods and approaches related to the effectiveness of learning mathematics in inclusive classes have not been explored, especially those related to problem-solving skills. This study aims to analyze the effectiveness of the peer tutoring method with the Realistic Mathematics Education approach to the problem-solving skills of slow learners and inclusive class students. This type of research is a quasi-experimental design with a Group Pretest-Posttest design. The sample of this study was selected by saturated sampling consisting of 31 slow learners and 62 regular students spread over three inclusive classes. Determination of slow learners is based on the results of intelligence tests and student learning outcomes. The instrument used to measure problem-solving skills is an essay in the form of a pretest and posttest. The data analysis technique is descriptive qualitative, quantitative, and inferential analysis. The results showed that the average post-test score was higher than the average pretest score based on problem-solving skills, more than 75% of all students. Get a score higher than the minimum achievement criteria. It shows that the peer tutoring method with the Realistic Mathematics Education approach is effectively applied in inclusive classes for slow learners and general students regarding problem-solving skills.

INTELLIGENCE QUOTIENT MENURUT AL-QUR’AN DAN HADIS

Intelligence Quotient (IQ) has monopolized intelligence theory. A person's intelligence is only measured through the results of intelligence tests, which are logical-mathematical, quantitative and linear. As a result, other aspects of human intelligence are neglected. The hegemony of IQ intelligence theory is inseparable from historical, scientific, and cultural backgrounds. Historically, the IQ theory of intelligence is indeed the first intelligence theory and is more than 200 years old, starting with Gall's Phrenology.

Involvement of brain structures in childhood epilepsy with centrotemporal spikes.

We aimed to investigate electroencephalography (EEG)-functional magnetic resonance imaging (fMRI) findings to elucidate the interictal epileptiform discharge (IED)-related functional alterations in deep brain structures and the neocortex in childhood epilepsy with centrotemporal spikes (CECTS). Ten children with CECTS (median age 8.2years), referred to our hospital within a year of onset, were eligible for inclusion. They underwent EEG-fMRI recording during sleep. Llongitudinal evaluations, including medical examinations, intelligence tests, and questionnaires about developmental disabilities, were performed. The initial evaluation was performed at the same time as the EEG-fMRI, and the second evaluation was performed over 2years after the initial evaluation. Three children were unable to maintain sleep during the EEG-fMRI recording, and the remaining seven children were eligible for further assessment. All patients showed unilateral-dominant centrotemporal spikes during scans. One patient had only positive hemodynamic responses, while the others had both positive and negative hemodynamic responses. All patients showed IED-related hemodynamic responses in the bilateral neocortex. For deep brain structures, IED-related hemodynamic responses were observed in the cingulate gyrus (n=4), basal ganglia (n=3), thalamus (n=2), and default mode network (n=1). Seizure frequencies at the second evaluation were infrequent or absent, and the longitudinal results of intelligence tests and questionnaires were within normal ranges. We demonstrated that IEDs affect broad brain areas, including deep brain structures such as the cingulate gyrus, basal ganglia, and thalamus. Deep brain structures may play an important role in the pathophysiology of CECTS.

Temporal stability and change in manifest intelligence scores: Four complementary analytic approaches

The temporal stability of psychological test scores is one prerequisite for their practical usability. This is especially true for intelligence test scores. In educational contexts, high stakes decisions with long-term consequences, such as placement in special education programs, are often based on intelligence test results. There are four different types of temporal stability: mean-level change, individual-level change, differential continuity, and ipsative continuity. We present statistical methods for investigating each type of stability. Where necessary, the methods were adapted for the specific challenges posed by intelligence research (e.g., controlling for general intelligence in lower order test scores). We provide step-by-step guidance for the application of the statistical methods and apply them to a real data set of 114 gifted students tested twice with a test-retest interval of 6 months.• Four different types of stability need to be investigated for a full picture of temporal stability in psychological research• Selection and adaption of the methods for the use in intelligence research• Complete protocol of the implementation