Intelligence Scores Research Articles

ChatGPT in Nuclear Medicine Education.

Academic integrity has been challenged by artificial intelligence algorithms in teaching institutions, including those providing nuclear medicine training. The GPT 3.5-powered ChatGPT chatbot released in late November 2022 has emerged as an immediate threat to academic and scientific writing. Methods: Both examinations and written assignments for nuclear medicine courses were tested using ChatGPT. Included was a mix of core theory subjects offered in the second and third years of the nuclear medicine science course. Long-answer-style questions (8 subjects) and calculation-style questions (2 subjects) were included for examinations. ChatGPT was also used to produce responses to authentic writing tasks (6 subjects). ChatGPT responses were evaluated by Turnitin plagiarism-detection software for similarity and artificial intelligence scores, scored against standardized rubrics, and compared with the mean performance of student cohorts. Results: ChatGPT powered by GPT 3.5 performed poorly in the 2 calculation examinations (overall, 31.7% compared with 67.3% for students), with particularly poor performance in complex-style questions. ChatGPT failed each of 6 written tasks (overall, 38.9% compared with 67.2% for students), with worsening performance corresponding to increasing writing and research expectations in the third year. In the 8 examinations, ChatGPT performed better than students for general or early subjects but poorly for advanced and specific subjects (overall, 51% compared with 57.4% for students). Conclusion: Although ChatGPT poses a risk to academic integrity, its usefulness as a cheating tool can be constrained by higher-order taxonomies. Unfortunately, the constraints to higher-order learning and skill development also undermine potential applications of ChatGPT for enhancing learning. There are several potential applications of ChatGPT for teaching nuclear medicine students.

Investigation of social cognition and cognitive impairment among patients with bipolar disorder, their healthy first-degree relatives, and the control group

Evidence regarding cognitive function in relatives of patients with bipolar disorder (BP) is controversial. This study aims to investigate social cognition and cognitive impairment among patients with BP, their healthy relatives (BP-Rel), and the healthy control group (HCs). A total of 180 participants in this study participated in three groups of 60 people, BP, BP-Rel, and HCs. All subjects were examined by the Bar-On emotional quotient inventory (Bar-On EQ-i), Gross Emotion Regulation Questionnaire (Gross -ERQ), and Screen for Cognitive Impairment in Psychiatry (SCIP) scale. In addition, the clinical and demographic data of the participants were also collected and analyzed by appropriate statistical methods (one-way analysis of variance, chi-square test, and correlation coefficient). Compared to BP-Rel and HCs, BP patients had lower overall emotional intelligence (EI) and emotion regulation (ER) scores. The overall scores of these sales were lower in BP-Rel compared to the control group. In addition, we also studied the correlation of the mentioned scales with SCIP subscales. Except for the working memory test and verbal fluency test, other SCIP subscales had a positive and significant correlation with the EI scale (p<.05). Regarding ER scale, all subscales of SCIP had a positive and significant correlation with the emotion regulation scale (p<.05). Healthy relatives of BP patients may also have maladaptive emotion regulation strategies. More studies are needed to confirm the above evidence on this issue.

IMPACT OF EMOTIONAL INTELLIGENCE ON THE RESEARCH STRESS: A STUDY OF GENDER DIFFERENCES

The study aimed to determine how EI affected both male and female research students' levels of research stress. Public universities located at Karachi and Jamshoro recognized by HEC were population of the study. The Current study was purely descriptive. In this study quantitative approach was used. Research scholars’ responses were collected through a Survey technique. The study's participants were research scholars from public and private universities. Sample size was comprised of 300 (160 male &amp; 140 female) research students and through the use of random sampling technique, data was gathered. Two research tools EI and research stress were used to collect the data from research students. The mean emotional intelligence score for both male and female students was 2.30, indicating low emotional intelligence. The research stress mean score was (M= 3.60) which shows the high level of research stress among male and female. The emotional intelligence scores of male and female scored differed significantly (t= -5.000, p= &lt;.001). Additionally, there were significant differences between male and male respondents' levels of research stress (t= 8.990, p=.001). Emotional Intelligence and Research Stress were found to have a similar negative effect (-.784, p= 0.01) in both male and female students. Sincelower EI levels are associated with higher stress, we should work to help students increase their emotional intelligence to reduce their stress towards research.

Exploring the cultural intelligence levels of bilinguals and multilinguals

There have been numerous studies conducted on the importance of multiple intelligence levels of learners and the significance of language learning. By contrast, this study dwells on exploring cultural intelligence, its components and the relationship between cultural intelligence and language learning. To achieve this aim, bilingual and multilingual primary school students were selected and administered a cultural intelligence questionnaire to detect whether or not there is a relationship between these two aspects. The results yield the fact that multilinguals have higher scores in cultural intelligence, showcasing that those who are open to other cultures and can easily adapt to new patterns of thinking are likely to learn languages with ease.

Impact of breastfeeding on the intelligence quotient of the children of Rawalpindi, Pakistan

Background: Breastfeeding impacts the children physical and mental growth and development. The impact of breastfeeding on intelligence quotient (IQ) of children is under-researched in Pakistan. This study aimed to determine the impact of breastfeeding on the intelligence quotient among children of Rawalpindi, Pakistan. Methods: This comparative cross-sectional was performed among 88 children of the Rawalpindi. Patients’ enrolment in the study was done via non-probability convenient sampling and developed inclusion and exclusion criteria. Ethical approval and informed consent were taken. Intelligence quotient was calculated through Wechsler intelligence scale for children (WISC). Data analysis was done via descriptive and inferential statistics by statistical package for the social sciences (SPSS) version 25. Chi square test was used to assess the variables association. P value less than 0.05 was set as statistically significant. Results: The overall mean score on WISC of intelligence quotient was 106 with SD of ±39, whereas, mean score of intelligence quotient for breastfed children was 112 with SD of ±32 and mean score of intelligence for children who were on formula milk was 100 with SD of ±36. The association between the type of milk and intelligence quotient (p=0.003) and association between duration of breastfeeding and intelligence quotient (p=0.04) was statistically significant. Conclusions: Children who had been on breastfeeding had better IQ. Furthermore, children who were breastfed for longer duration had even better IQ than children who were on breastfeeding for shorter duration.

The Effect of Realistic Mathematics Education Learning Model on Students’ Triarchic Intelligence

This study aims to analyze the effect of the Realistic Mathematics Education (RME) learning model on students' triarchic intelligence. This study is a quasi-experiment with a pretest-posttest control design. The instruments used in this study were: (1) validation sheets; and (2) students' triarchic intelligence tests. The results of this study are: (1) the students' triarchic intelligence scores taught with the RME learning model are in the high category; (2) there is a significant difference on the students' triarchic intelligence scores taught by the RME learning model and direct learning; (3) the students' triarchic intelligence scores taught by the RME learning model is higer than the students' triarchic intelligence scores taught by direct learning; and (4) the implementation of the RME learning model can increase students' triarchic intelligence.

Longitudinal characteristics of insight and clinical factors in patients with schizophrenia.

Schizophrenia is a psychiatric disorder presenting a lack of insight. Although insight changes over time, longitudinal studies of insight in schizophrenia are scarce. Furthermore, most previous studies on insight and intelligence have not measured full-scale IQ and have not been able to examine the relationship between detailed dimensions of cognitive function and insight. In this study, we assessed insight at two time points and assessed dimensions of cognitive function. A total of 163 patients with schizophrenia participated in the study. We evaluated insight at two time points to understand the patterns of change and examined the association between insight and clinical variables. Additionally, we examined the relationship between the dimensions of cognitive function and insight. The patients were divided into three groups based on their change in insight over time: stable at a low level of insight (poor insight), stable at a high level of insight (good insight), and changed in insight over time (unstable insight). Those in the poor insight group had lower general intelligence scores than those in the good insight and unstable insight groups. Regarding cognitive function, verbal comprehension was associated with the level of insight at baseline and follow-up. Regarding psychiatric symptoms, the poor insight group exhibited more severe symptoms than the other two groups, especially regarding positive symptoms. Our classification of patients based on changes in insight revealed that poor insight patients had impaired cognitive function, especially verbal comprehension, and more severe positive symptoms than good insight or unstable insight patients.

The Effects of Emotional Intelligence-Oriented Psycho-Education Programme on Problem Solving and Decision-Making Skills

The study's goal is to find out how emotional intelligence training affects adolescents' capacity for problem-solving and making choices. With a pretest-posttest control group, this study is an actual experimental design. 22 students who were enrolled in secondary school using this paradigm participated in the study. Nonparametric tests like Mann Whitney U and Wilcoxon Signed Ranks were deemed appropriate for data analysis because there were fewer than 30 students in each of the experimental and control groups. Problem-solving and decision-making abilities were employed in the experimental and control groups of the conducted pretest findings, which are initially used for emotional intelligence. According to the study's findings, there was a significant difference in the students in the experimental group's total scores for emotional intelligence (Z = -2.402, p.05), problem solving (Z = -2.845, p.01), and decision-making skills (Z = -2.580, p.05). It has been discovered that emotional intelligence is useful in the improvement of decision-making abilities. The results of the study showed that there was a significant difference in the emotional quotient of the pupils in the experimental group (p.01). Additionally, a statistically significant difference in favor of the experimental group was discovered for both problem-solving and decision-making abilities (p .01). These results were talked about and understood.

The Relationship between Caregiver Burden and Spiritual Intelligence in Caregivers of Breast Cancer Patients

Background: Breast cancer patients’ caregivers seem to face several challenges and problems that affect their physical and mental health. Spiritual intelligence, as the foundation of individuals› beliefs, plays an essential role in promoting the mental health of caregivers. The aim of this study was to determine the relationship between caregiver burden and spiritual intelligence in caregivers of breast cancer patients. Methods: This descriptive-correlational study was conducted on 309 breast cancer caregivers at Shahid Ramezanzadeh Radiotherapy Center, Yazd, Iran, based on census method in 2020. Data were collected using three questionnaires: Demographic Information, caregiver burden inventory (CBI) and Spiritual Intelligence Self-Report Inventory (SISRI). Statistical analyses were done using Spearman’s rank correlation, Mann-Whitney and Kruskal-Wallis test in SPSS-20. Results: The mean total score of caregiver burden was 48.12±20.93. The highest and the lowest mean scores were in the dimension of social pressure (10.33±5.09) and physical pressure (8.14±4.09), respectively. The mean total score of spiritual intelligence in caregivers was (67.32±30.84). The highest mean score was in the transcendent awareness dimension (20.54±18.75) and the lowest was in the personal meaning production dimension (13.07±6.10). There was a significant inverse relationship between the mean total score of spiritual intelligence and caregiver burden (r=- 0.63, P&lt;0.001). Conclusion: Caregivers of breast cancer patients who have more spiritual intelligence, experience less burden of care. In fact, higher levels of spiritual intelligence act as a protective factor against the burden of care. Therefore, strengthening spiritual intelligence in oncology and radiotherapy centers is recommended.

The Relationship between Moral Intelligence and Pain Management Awareness among Medical Interns at Jundishapur Ahvaz University of Medical Sciences, Ahvaz, Iran

Background and Objectives Considering the importance of pain control in patients, examining pain management awareness among medical students is necessary. Therefore, the present study aimed to investigate the relationship between moral intelligence and pain management awareness among medical interns at Jundishapur Ahvaz University of Medical Sciences. Subjects and Methods This cross-sectional descriptive study included 150 medical interns, who completed demographic information, the Lennik and Keil moral intelligence and Macmillan Pain Management questionnaires. Eventually, data were recorded and analyzed using SPSS software (version 26). Results The moral intelligence score of interns was 144.98 ± 17.18219. a total of 21 (14%) had average moral intelligence, and 129 (86%) cases showed good moral intelligence. The highest mean was related to accepting responsibility to serve others, and the lowest mean was related to the ability to forgive others' mistakes. The mean score for pain management was 73.72 ± 4.96446. Moreover, 30 (20%) cases had moderate pain management, and 120 (80%) cases showed good pain management. A statistically significant relationship was found between the moral intelligence and pain management score (P=0.003). The pain management score in women was significantly higher than that of men (p=0.001). Conclusion The indicators of moral intelligence and pain management in medical interns were at a good level, which indicates the success of general and specific educational programs in the field of developing moral skills in medical students.

“Life's Essential 8” Cardiovascular Health and Dementia Risk, Cognition, and Neuroimaging Markers of Brain Health

ObjectiveTo evaluate associations of Life's Essential 8 (LE8) score, the recently updated metric for promoting cardiovascular health (CVH), with the risk of incident dementia and its subtypes, cognition, and neuroimaging outcomes and to determine whether these associations differ among apolipoprotein E (APOE)-ε4 genotypes. DesignProspective cohort study. Setting and ParticipantsA total of 316,669 participants [mean (SD) age, 56.3 (8.1) years] without prior cardiovascular disease or dementia from the UK Biobank study at baseline survey (2006–2010) were enrolled. MethodsA modified version of the LE8 score was created (range: 0–100) and categorized into poor (0–49), intermediate (50–79), and optimal (80–100) CVH. Cox proportional hazard and multivariable linear regression models were used. ResultsDuring a median 12.6 years of follow-up, 4238 all-cause dementia cases including 1797 Alzheimer's disease and 939 vascular dementia (VaD) occurred. Individuals with optimal CVH had 44% (95% CI, 0.48–0.64) lower incident all-cause dementia risk and 71% (95% CI, 0.22–0.38) lower VaD risk compared with those who had poor CVH. A 10-point increment in LE8 was associated with higher fluid intelligence scores (β, 0.088; 95% CI, 0.073–0.102) and numeric memory scores (β, 0.054; 95% CI, 0.043–0.065), and was also associated with lower white matter hyperintensity volume (β, −0.673; 95% CI, −0.751 to −0.596), larger total brain volume (β, 77.93; 95% CI, 62.03–93.84), and hippocampal volume (β, 0.197; 95% CI, 0.106–0.288). In addition, the association between LE8 profiles and dementia diagnosis differed by APOE genotype (all P for interaction ≤ .001), and was more evident among APOE-ε4 noncarriers. Conclusions and ImplicationsIndividuals with a higher LE8 score experienced fewer dementia events (driven especially by incident VaD) and were associated with better neurocognitive brain health profiles. CVH optimization may be beneficial to the maintenance of brain health.

P-201 Developmental analysis of blastocysts with blastomere exclusion during compaction and its relationship to pregnancy outcomes and preimplantation genetic testing for aneuploidy results

Abstract Study question What effects do blastocysts with blastomere exclusion during compaction have on embryo morphokinetics, morphology grade, genetic testing for aneuploidy (PGT-A) results, and pregnancy outcomes? Summary answer Blastocysts with blastomere exclusion leads to delay blastulation and poor morphology grade, but does not affect pregnancy outcomes and euploidy in PGT-A. What is known already It has been reported that aneuploid blastomeres are excluded during compaction, which is a mechanism for chromosome repair in blastocysts through the exclusion of aneuploid cells.Furthermore, in this phenomenon, it is known that the first cleavage of embryos is often abnormal, in which three or more cells originate from a single cell division event.However, this phenomenon has not been reported in the evaluation of embryo morphokinetics, artificial intelligence (AI) scores, or PGT-A results. Study design, size, duration In this retrospective study, we analyzed clinical medical reports at the Takahashi Women’s Clinic in Japan. We included 934 blastocysts cultured in a time-lapse incubator (EmbryoScope) after intracytoplasmic sperm injection (ICSI) from January 2018 to June 2021. Participants/materials, setting, methods Blastocysts cultured using a time-lapse incubator (EmbryoScope) after ICSI were classified into a control group (N = 515) with blastomere compaction or a BE group (N = 419) with blastomere exclusion during compaction. The first type of cleavage, AI score (IDAScore), embryo morphokinetics, and single frozen-thawed blastocyst transfer outcome were evaluated.Logistic regression analysis was performed to compare the two groups, considering patient age, blastocyst grade (Gardner classification), culture days, body mass index, and basal anti-Müllerian hormone level. Main results and the role of chance Comparing the control and BE groups, the first cleavage abnormality rate was 16.9% vs. 67.3% (P &amp;lt; 0.001), the percentage with good embryo grade (Gardner criteria ≧BB) was 93.4% vs. 61.0% (P &amp;lt; 0.001), and the mean score by AI analysis was 8.3 ± 1.3 vs. 6.4 ± 1.9 (P &amp;lt; 0.001), respectively. The BE group had a higher rate of abnormal cleavage and a significantly worse embryo grade and AI score than the control group.In the evaluation of embryo morphokinetics, the time to morula was 84.2 ± 7.0 h vs. 89.0 ± 8.5 h (P &amp;lt; 0.05) and time to blastocyst was 105.9 ± 9.4 h vs. 114.7 ± 11.4 h (P &amp;lt; 0.05). The BE group significantly delayed blastulation compared to the control group.The euploidy, mosaicism, and aneuploidy rates of PGT-A were 13.6% (9/66), 9.1% (6/66), and 77.3% (51/66) in the control group vs. 13.2% (5/38), 13.2% (5/38), and 73.7% (28/38) in the BE group, respectively. There was no significant difference in the PGT-A results between the two groups. Furthermore, the single-blastocyst transfer pregnancy rates (gestational sac with heart activity) in the control and BE groups were 47.1% (147/312) and 32.6% (60/184), respectively. Pregnancy rate was lower in the BE group, but was not significantly different from that of the control group. Limitations, reasons for caution The study was conducted at a single in vitro fertilization center. Embryo transfer results were based on ongoing pregnancies, while live birth data for all pregnancies are not yet available. Wider implications of the findings Although the BE group was graded worse, statistical analysis considering the grade showed no significant difference in PGT-A and pregnancy rates between the two groups.These results suggest that blastocysts with blastomere exclusion can be useful as transferable embryos if they grow to a transferable grade. Trial registration number not applicable

PENGARUH KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR PAI SISWA SMP DI JOMBANG

Emotional intelligence is a person's ability to recognize himself, control himself, motivate himself, empathize, and the ability to build relationships (cooperation) with others. Most teachers only consider students to excel if their intelligence scores are high, even though emotional intelligence influences success more. With good emotional intelligence, it is hoped that it can influence student achievement in PAI learning. The method used in this research is a quantitative survey method. With Linear Regression analysis technique. The sample of this research is the students of the one-roof SMPN Pengampon Kabuh Jombang with the results of the general simple linear regression equation: Y = a + bX. Y = 55.461 + 0.429X this equation can be translated: a constanta of 55.461 and a regression coefficient of X of 0.429 states that the regression coefficient is positive, so it can be said that the direction of the influence of variable X is positive. And seen from the r2 value of 0.472 or 47.2%, the amount of contribution (contribution) of intelligence to learning achievement in PAI and 52.8% is influenced by other factors.

A Systematic Review of the Impact of Derived Relational Responding Technology in Raising Intelligence Scores

A Systematic Review of the Impact of Derived Relational Responding Technology in Raising Intelligence Scores

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

First add-on lacosamide treatment in children with focal epilepsy in China: A multi-centre real-life cohort study

AimTo assess the effectiveness and safety of lacosamide (LCM) as the first add-on therapy for children with focal epilepsy at multiple centres in China. MethodChildren aged 4–16 years with focal epilepsy from 13 epilepsy centres were included in this study. All patients were treated with LCM as the first add-on treatment and followed up for 26 weeks. The seizure frequency, seizure-free rate, ≥50% response rate, retention rate, and incidence of adverse drug reactions after the addition of LCM were analysed. ResultsNinety-nine children (58 males; aged 4–16 years; mean age 8.51 ± 2.95 years) were enroled. The mean age at first seizure was 5.74 ± 3.12 years. All patients were administered LCM as the first add-on treatment for focal epilepsy. Twenty-eight patients (28/99, 28.28%) did not experience seizures during the follow-up period. The ≥50% response rates were 80.81% (80/99), 93.88% (92/98), 98.98% (97/98), and 100.0% (98/98) at 6 weeks (visit two), 10 weeks (visit three), 18 weeks (visit four), and 26 weeks (visit five), respectively, compared to that at baseline (visit one). The intelligence scores decreased in 12 participants, remained unchanged in 64, and increased in 16. Adverse events occurred in three participants during the trial, all of which were mild. InterpretationLCM was effective as the first add-on therapy in this real-life multi-centre study of a paediatric population with focal epilepsy. Further prospective studies with long-term follow-up periods are needed to confirm the effectiveness and tolerability of LCM.

Effects of multitasker babble noise on speech intelligibility in children with velopharyngeal insufficiency (VPI).

Intelligibility measurement is influenced by the characteristics of a speaker, listener and contextual factors. This study addresses the clinical problem of measuring speech intelligibility in children with velopharyngeal insufficiency (VPI) in real-world conditions. The purpose of the study was to investigate the effects of background noise on speech intelligibility in speakers with velopharyngeal insufficiency (VPI) compared to typical speech. The study further determined the contribution of nasalance and articulation accuracy in judgments of intelligibility. Fifteen speakers diagnosed with VPI and their typical peers provided audio recordings of 20 sentences from the Hearing in Noise Test. Speech samples were presented over quiet and noise (+5dB signal-to-noise ratio) conditions to 70 naïve listeners. Intelligibility scores from naïve listeners' orthographic transcriptions were obtained as the percentage of correctly identified words. A repeated-measures analysis of variance showed diagnosis of VPI (F(1, 28) = 13.44, p = 0.001, and presence of noise (F(1, 28) = 39.18, p < 0.001) significantly affected the intelligibility scores. There was no interaction between the diagnosis of VPI and noise (F(1, 28) = 0.06, p = 0.80). The multivariate regression analysis indicated that nasalance and articulation accuracy explain a significant amount of variance in the intelligibility scores of VPI speakers in quiet (F(2, 12) = 7.11, p < 0.05, R2 = 0.55, R2 Adjusted = 0.47) and noise (F(2, 12) = 6.32, p < 0.05, R2 = 0.51, R2 Adjusted = 0.43), but the significance mainly came from the effect of percentage of consonants correct (β = 0.97, t(12) = 2.90, p = 0.01). Percentage of consonants correct significantly increased the speech intelligibility in either with or without noise conditions. The current work suggests that background noise will significantly affect reductions in intelligibility in both groups; the effect is more prominent in VPI speech. It was also further noted that articulation accuracy significantly affected intelligibility in quiet and noise rather than nasalance scores. What is already known on the subject Intelligibility measurement is influenced by the characteristics of a speaker, listener and contextual factors. Accordingly, it is essential to determine the degree to which speech assessments in the clinic can predict communication difficulties in the presence of background noise in real life. Background noise can adversely cause speech intelligibility degradation in individuals with speech disorders. What this study adds The study examined the effects of background noise on speech intelligibility in speakers with velopharyngeal insufficiency (VPI) secondary to cleft palate compared to typical speech. The study results suggested that the presence of background noise will significantly affect reductions in intelligibility in both groups; however, the effect is more prominent in VPI speech. What are the clinical implications of this work? We found out that the intelligibility of VPI speech is lower in the presence of background noise, and therefore, assessments of speech intelligibility in clinical settings should take this into account. To ensure effective communication in noisy environments, recommended strategies include selecting quiet locations, eliminating potential distractions and supplementing communication with nonverbal cues. It is important to recognize that the effectiveness of these strategies may vary depending on the individual and the specific communication context.

Are we as intelligent as we think? Adaptation study of ICAR-16 into Turkish

This study aimed to investigate the relationship between self-estimated intelligence and cognitive ability scores in a sample of Turkish-speaking adults. A total of 278 participants (mean age = 28.6, SD = 5.76, female = 65 %) took part in the study. The International Cognitive Ability Resource 16-Item Sample Test (ICAR-16) was first translated into Turkish, and its validity and reliability were assessed using second-order confirmatory factor analysis. Additionally, we examined score differences between educational level and sex groups. Our findings indicate that the Turkish form of the ICAR-16 is a valid and reliable measure of cognitive ability in the Turkish-speaking population. Interestingly, almost 80 % of participants rated their intelligence as above average, with males reporting significantly higher self-estimated intelligence scores than females. However, we found no significant relationship between self-estimated intelligence and ICAR-16 scores. These results suggest that there may be a discrepancy between our perceived intelligence and our actual cognitive ability, or that we may have a fallacious understanding of our intelligence levels.

Typed transcription as a simultaneous measure of foreign-accent comprehensibility and intelligibility: An online replication study

Following Munro and Derwing (1995b) extensive research has investigated relationships among foreign accent, comprehensibility, and intelligibility. In most studies, listeners provide scalar judgements for accentedness and comprehensibility, while intelligibility is assessed using paper-and-pencil transcription tasks. In this study, we replicate Derwing and Munro (1997) to determine the effectiveness of typed transcription for simultaneously measuring the intelligibility (via typing accuracy) and comprehensibility (via typing latency) of sentence-level utterances. An analysis of keystroke latencies revealed a significant relationship between typing latency and comprehensibility ratings, but no meaningful relationship between typing latency and accentedness ratings. Intelligibility scores were automatically estimated using Levenschtein distance and were significantly related to comprehensibility but not accentedness ratings. Results suggest that typed transcription offers an effective and efficient method of simultaneously operationalizing both L2 speech comprehensibility and intelligibility.

Emotional intelligence and conflict resolution styles among nurse managers: a cross-sectional study

Background/Aims Emotional intelligence may help nurse managers to deal with conflicts. However, the relationship between emotional intelligence and conflict resolution is still not clearly understood. This study aimed to explore nurse managers' emotional intelligence levels and conflict resolution styles, and to identify any associations between these factors. Methods A cross-sectional study design was used, with a convenience sample of 197 nurse managers recruited from five public and two university hospitals. Data were collected on emotional intelligence and conflict resolution using two specialised self-reported scale-based questionnaires. The Statistical Package for Social Sciences (version 25) was used to analyse data, with P&lt;0.05 indicating statistical significance. Results The nurse mangers' average emotional intelligence scores ranged from 80–139 and 40% had low levels of work-related emotional intelligence. The integrating style was the most commonly used approach to conflict resolution, while the avoiding style was the least used. Higher levels of emotional intelligence were significantly associated with integrating, obliging and compromising styles, and were able to predict the use of integrating and compromising styles of conflict resolution. Conclusions Nurse managers with higher levels of emotional intelligence are more likely to use the integrating and compromising styles of conflict resolution. Training programmes aiming to improve managers' conflict resolution skills should focus on assessing and increasing emotional intelligence.