Intelligence Quotient Research Articles

Neurodevelopmental Outcomes After Multiple General Anaesthetic Exposure Before Five Years Of Age – A Cohort Study

Background The GAS trial demonstrated evidence that most neurodevelopmental outcomes at 2 years and 5 years of age in infants who received a single general anaesthetic (GA) for elective inguinal herniorrhaphy were clinically equivalent when compared to infants who did not receive GA. More than 20% of the children in the trial had at least one subsequent anaesthetic exposure after their initial surgery. Using the GAS database, this study aimed to address whether multiple (2 or more) GA exposures compared to one or no GA exposure in early childhood were associated with worse neurodevelopmental outcomes at 5 years. Methods Children with multiple GA exposures and children with one or no GA exposure were identified from the GAS database. The primary outcome was the full-scale intelligence quotient (FSIQ) on the Wechsler Preschool and Primary Scale of Intelligence third edition (WPPSI-III) at 5 years of age. Secondary outcomes included neurocognitive tests addressing all major developmental domains and caregiver-reported questionnaires assessing emotional and behavioural problems. Results Complete assessment was available from a total of 90 children in the multiple GA group and 141 children in the 0 or 1 GA group. Compared with children with a single or no GA exposure, multiply exposed children scored on average almost 6 points lower (mean: -5.8, 95% CI: -10.2 to -1.4, p= 0.011) in WPPSI-III FSIQ. They also demonstrated lower verbal and performance IQ scores and more emotional, behavioural, and executive function difficulties. However, significant residual confounding cannot be excluded from the results due to the observational nature of this study. Conclusions Multiple GA exposure before 5 years of age was associated with reduced performance in general intelligence score and some domains of neurodevelopmental assessments. The clinical significance of our results must be cautiously interpreted in light of several sources of limitations including small sample size and unadjusted residual confounding. This study illustrates the limitations of trial data sets that may not be fit for the purpose for the secondary analysis.

QOL-24. NEUROLOGIC AND NEUROCOGNITIVE OUTCOMES AMONG SURVIVORS OF INFANT-TYPE HEMISPHERIC GLIOMA (IHG)

Abstract IHGs are large, hemorrhagic cerebral tumors associated with hydrocephalus, increased intracranial pressure, and herniation. Commonly diagnosed during early infancy, children with IHGs have an approximately 90% chance of overall survival when treated with surgery, chemotherapy, and, more recently, molecularly targeted therapies. However, there is limited understanding of long-term quality-of-life following treatment. Our study investigated long-term neurological and neurocognitive outcomes among IHG survivors. The medical database was reviewed for neurological sequelae and neurocognitive outcomes (intelligence [IQ], adaptive function, academic readiness) for 21 survivors. Median age of diagnosis and last follow-up were 0.8 (0.0-4.4) and 10.3 (4.8-17.6) years, respectively. Sixteen patients (76%) experienced atleast one neurological sequelae: 38% (8/21) had paresis/plegia; 24% (5/21) had spasticity, 26% (5/19) had abnormal speech, and 57% (12/21) had a long-term seizure disorder. Nine patients diagnosed with IHG at < 0.5 years had significantly higher rates of dysarthria (p = 0.019) and seizure disorders (p = 0.035) in follow-up in comparison to patients diagnosed at 0.5-1 year (n=4) and >1 year (n=8). Neurocognitive outcomes were available for 19 patients at a median of 6 years after diagnosis. Median IQ for the entire cohort was 68.0 (47.0-114.0), compared to normative expectations of 100 (SD = 15), with younger age at diagnosis associated with lower IQ (r = 0.36). Ten survivors experiencing seizures particularly had worse IQ scores (median 69.4 [47-101]). Survivors also had inferior outcomes in school readiness (median 46.0 [40.0-98.0]), compared to normative expectations of 100 (SD = 15), and adaptive function (median 48.0 [34.0-67.0]), compared to normative expectations of 50 (SD= 10), with younger age at diagnosis associated with lower performance for adaptive function (r = 0.45). CONCLUSION Children diagnosed with IHG have a high survival rate but experience substantial tumor-associated and treatment-related long-term morbidity. Future clinical trials should aim for better long-term quality of life for survivors through scientifically driven treatment modification.

Connectome‐based predictive modelling of ageing, overall cognitive functioning and memory performance

AbstractResting‐state functional magnetic resonance imaging (rs‐fMRI) and brain functional connectome (we use ‘brain connectome’ hereafter for simplicity) have advanced our understanding of the ageing brain and age‐related changes in cognitive function. Previous studies have investigated the association among brain connectome and age, global cognition, and memory function separately. However, very few have predicted age, overall cognitive functioning and memory performance in a single study to better understand their complex relationship. In this cross‐sectional study, we applied an exploratory, data‐driven method to investigate the brain connectome markers that could predict ageing, overall cognitive functioning assessed as intelligence quotient (IQ, measured by Wechsler Memory Scale) and memory performance assessed as memory quotient (MQ, measured by Wechsler Memory Scale) in a carefully designed, multicentre, normal ageing cohort (n = 313). Our results showed that brain connectome could predict ageing and IQ, but the association with MQ was weak. We found that the connectivity with orbital frontal cortex was associated with both ageing and IQ. Mediation analysis further showed that the brain connectome mediated the relationship between age and overall cognitive functioning, suggesting a protective brain connectomic mechanism for maintaining normal cognitive functions during healthy ageing. This work may shed light on the potential neural correlates of healthy ageing, overall cognitive functioning and memory performance.

Exercise Interventions and Intelligence in Children and Adolescents: A Meta-Analysis.

Mixed evidence exists on whether physical exercise interventions influence intelligence measures in children and adolescents. To determine the effect of exercise interventions on intelligence in children and adolescents. Relevant articles were identified in PubMed, Web of Science, PsycINFO, and Scopus (until February 22, 2024). Randomized controlled trials assessing the effects of exercise interventions on intelligence in youth (≤19 years). A random-effects meta-analysis was performed for intelligence measures reported in ≥3 studies. Subanalyses examined the moderating effect of variables such as participants' intelligence quotient (IQ), age, or intervention duration. Fourteen randomized controlled trials (n = 3203 participants; age range = 5-14 years) were included. Exercise interventions significantly improved general intelligence compared with control groups (standardized mean difference = 0.54, 95% confidence interval [CI] = 0.11-0.97, P = .01), which corresponded to a mean improvement in the IQ score of 4.0 points (95% CI = 1.44-6.64, P = .01). Significant benefits of exercise interventions were also observed for fluid intelligence (standard mean difference = 0.20, 95% CI = 0.06-0.34, P = .006). Crystallized intelligence could not be meta-analyzed because of a lack of studies. Subanalyses revealed similar benefits in participants with low/borderline versus normal IQ, children versus adolescents, and interventions with different durations. The heterogeneity observed in the characteristics of the exercise interventions and the populations included can be a potential confounding factor. Exercise interventions are associated with improvements in intelligence (including both general and fluid intelligence) in youth.

From the Laboratory to the Real-World: The Role of Mismatch Negativity in Psychosis.

Mismatch negativity (MMN) has gained attention as a biomarker for psychosis and a translational intermediate phenotype in animal models of psychosis, including rodents and non-human primates. MMN has been linked to global functioning (Global Assessment of Functioning [GAF] score) and prognosis (psychosis onset or remission), suggesting that MMN reflects activities beyond auditory processing alone. This review examines the 45-year history of MMN from the perspective of psychiatric researchers and discusses current advances in computational and translational research on MMN, summarizing the current understanding of the MMN generation mechanism. We then address the essential question, "What do we observe through MMN?" Currently, we regard the relationship between global functioning in the real world and MMN as the key to answering this question. As a preliminary investigation, we analyzed the relationship between GAF as an objective variable and MMN, diagnosis, and basic epidemiological factors (age, sex, premorbid intelligence quotient) as explanatory variables (total n = 201, healthy controls: n = 41, patients with psychiatric disorders: n = 160) without assuming diagnostic categories. The relationship between functional outcomes and MMN was confirmed without a case-control design. Finally, we propose that new neurophysiological studies should acknowledge psychophysiological responses such as emotion, intention, and autonomic responses, as well as behavioral differences among participants beyond the dichotomy between healthy controls and patients. Measurements could be conducted in various settings from the participant's perspective. We discuss the potential for research investigating psychosis based on the interaction between individuals and the environment, using MMN as an illustrative model.

Exploring the Essential Higher Order Cognitive Skills (HOCS) for the Employability of Engineering Graduates in Bangladesh

Employability of engineering graduates is largely impacted by their higher order cognitive skills. In addition to their academic knowledge and technical capabilities, graduates need HOCS. Employers give a larger value on HOCS than on technical abilities. For career-long employment sustainability, these skills are essential success factors. Employability is significantly correlated with HOCS. To succeed in the job, engineers require HOCS. Technical skills are valued by employers throughout the hiring process, but as engineering careers progress, employers give more emphasis on HOCS. However, not every level of a person's career requires the same set of HOCS. At a certain point in a career, employers look for different HOCS. Starting with early career, moving through mid-career, and ending with advanced career, this research attempts to uncover those HOCS accountable for workplace success meeting employer’s expectations. Both graduates with a diploma and a bachelor's degree in engineering have been covered by this study. The majority of engineers share the same Intelligent Quotient (IQ) on an average. Technical skill gaps are easily bridged with quick trainings. The only things that set engineers apart from the masses are HOCS, which are primarily higher order brain-based executive functions. Employability is influenced by numerous factors. Only the employability's absolute dimension is the subject of the inquiry. Absolute dimension is contingent upon the candidate’s skill sets. It is true that having technical abilities is a requirement for employment. But in addition to technical skills, modern employers now prioritize HOCS. It is an indisputable fact that engineer’s HOCS play a major role in their Annual Compensation Review (ACR). The study identifies 14 distinct HOCS that engineers need. Since not all skills are equally valuable at every point of a career, they are grouped according to career stage.

Investigating the Essential Soft Skills (SS) that Engineering Graduates Need to Enhance their Employability in Bangladesh

Soft skills (SS) significantly influence engineering graduate’s employability. In addition to their academic knowledge and technical capabilities, graduates need soft skills. Employers give a greater value on soft skills than on technical abilities. For career-long employment sustainability, these skills are essential success factors. Employability is significantly correlated with soft skills. To succeed in the job, engineers require soft skills. Technical skills are valued by employers throughout the hiring process, but as engineering careers progress, employers give more emphasis on soft skills. However, not every level of a person's career requires the same set of soft skills. At a certain point in a career, employers look for different soft skills. Starting with early career, moving through mid-career, and ending with advanced career, this research attempts to uncover those soft skills accountable for workplace success meeting employer’s expectations. Both graduates with a diploma and a bachelor's degree in engineering have been covered by this study. The majority of engineers share the same Intelligent Quotient (IQ) on an average. Technical skill gaps are easily bridged with quick trainings. The only things that set engineers apart from the masses are soft skills, which are primarily characterized by personality traits and Emotional Intelligence (EQ). Employability is influenced by numerous factors. Only the employability's absolute dimension is the subject of the inquiry. Absolute dimension is contingent upon the candidate’s skill sets. It is true that having technical abilities is a requirement for employment. But in addition to technical skills, modern employers now prioritize soft skills. Of course, an engineer continues to be measured by his/her soft skills in mapping their Annual Compensation Review (ACR). The study identifies 46 distinct soft skills that engineers need. Since not all skills are equally valuable at every level of a career, they are grouped according to career stage.

LEGO®-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention

Background: LEGO®-based therapy is a social development protocol that uses LEGO® activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD). Objectives: This study aimed to explore the effects of LEGO®-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process. Methods: This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay—Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory. Results: After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ2 (5) = 25.905, p < 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days. Conclusions: The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.

Sociodemographic predictors and cross-cultural comparisons in tests performance from the Cambridge Neuropsychological Testing Automated Battery (CANTAB) among children aged 6-8 years from Montevideo, Uruguay.

Cross-culturally comparative data on measures of executive function (EF) are essential, but the 6-8-year group remains insufficiently described. This study examined the sociodemographic predictors of EF test performance employing the Cambridge Neuropsychological Testing Automated Battery (CANTAB). It also compared developmental trends in EF among children from Uruguay, the United States, and Mexico. EFs were assessed with the Intra-dimensional/Extra-dimensional shift, Spatial Span (SSP), and Stockings of Cambridge (SOC) tests from the CANTAB. The study sample consisted of 6-8-year-old children from the Salud Ambiental Montevideo (SAM) cohort in Uruguay. Differences between cohorts were examined, and we performed generalized linear regressions to assess the association between sociodemographic factors, and each EF domain. The final sample consisted of 525 participants (mean age in months 82.5 ± 6.0). Across all ages, SAM children had significantly lower performance in the SSP and SOC tasks compared to U.S. and Mexican children. On the Intra-dimensional/Extra-dimensional shift task, SAM children had similar scores to U.S. and Mexican children. Mother's intelligence quotient (IQ; β = 0.01; 95% CI [0.005, 0.02]), child's IQ (0.02 [0.02, 0.03]), the HOME total score (0.02 [0.01, 0.03]), as well as HOME subscales of accompaniment (0.13 [0.07, 0.20]), enrichment (0.11 [0.06,0.16]), and physical environment (0.07 [0.03, 0.10]) were positively associated with the span length (SSP task). Child's IQ (0.02 [0.01,0.03]) was positively associated with the number of problems solved on the SOC test. Uruguayan children perform lower in working memory and planning tests than U.S. children but similarly to Mexican children, while cognitive flexibility is consistent across all groups. Further, mother and child IQ, as well as the home environment, are important predictors of EF. These differences should be examined in the context of diverse cultural values and sociodemographic factors affecting CANTAB construct validity in this population. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cognitive, adaptive and daily life functioning in adults with 22q11.2 deletion syndrome

Background 22q11.2 deletion syndrome (22q11.2DS) is associated with cognitive impairments and an increased risk of psychopathology. Most of the research has been conducted in children and adolescents, although the majority of affected individuals live well into adulthood. Hence, limited data are available on functional outcomes in adults. Aims To provide more insight in cognitive and adaptive abilities, and daily life functioning (marital status, living situation and work situation) in adults with 22q11.2DS. Method This retrospective study included 250 Dutch-speaking adults (16–69 years) with 22q11.2DS from three sites in The Netherlands and Belgium. Data on full-scale IQ (FSIQ) scores (assessed with the Wechsler Adult Intelligence Scale), adaptive functioning (assessed with the Vineland Adaptive Behavior Scale II), and functional outcomes including marital status, living and work situation were systematically collected from clinical files. In addition, we examined predictors of adaptive functioning. Results The majority of individuals in our adult sample demonstrated a low level of adaptive functioning (65%). In contrast to previous findings in children and adolescents, the majority functioned at an intellectual disability level (56%). Male sex, lower FSIQ and autism spectrum disorder were predictors of lower adaptive functioning (P = 0.016, P < 0.001 and P = 0.16, respectively). Conclusions These results suggest that low levels of cognitive and adaptive functioning are common in adults with 22q11.2DS. Future longitudinal and multicentre studies including older patients (>40 years) are needed to further investigate cognitive and adaptive trajectories and their interactions with physical and psychiatric comorbidities.

ADMINISTERING INTRAVITREAL BEVACIZUMAB FOR RETINOPATHY OF PREMATURITY: 8-Year Cognitive Outcomes In A Prospective Cohort.

Determine whether intravitreal injection of bevacizumab exerts long-term effects on neurodevelopmental outcomes in children with retinopathy of prematurity (ROP) when reaching the age of 8 years. In total, 277 children were enrolled. Patients were stratified into full-term, preterm without ROP, ROP without treatment, or ROP with treatment groups, based on gestational age and ROP status. Children under the gestational age of 37 weeks were considered premature. Patients' cognitive outcomes were evaluated using a full-scale intelligence quotient (full score and percentile) generated by the Wechsler Intelligence Scale for Children-Fourth Edition every 1 year to 2 years. At the mean age of 7.8 years, ROP without and with treatment groups demonstrated lower full-scale intelligence quotient scores and percentiles, compared with full-term and premature groups (both P < 0.05). Full-scale intelligence quotient scores and percentiles did not significantly differ between patients who received different treatments for ROP (full score P = 0.19; percentile P = 0.37). After adjusting for gestational age, logMAR best-corrected visual acuity was negatively associated with full-scale intelligence quotient scores ( P = 0.0008) and percentiles ( P = 0.0002). At the mean age of 8 years, patients with ROP undergoing injection of bevacizumab did not exhibit worse cognitive outcomes than those who underwent laser photocoagulation or both treatments. Gestational age and best-corrected visual acuity correlated with cognitive development in children.

Exploring the impact of intelligence quotient on mastery of biodiversity through e-modules

E-modules can facilitate student understanding of complex biological concepts, including biodiversity, but their effectiveness also depends on individual student abilities. One significant factor influencing this success is the students' intelligence quotient, which affects how they process and comprehend complex information. This research aims to determine the relationship between intelligence quotient with mastery of biodiversity material using e-modules. The method used in this research is a quantitative descriptive method with correlation studies. The sample was taken from as many as 177 students from SMAN in Tangerang City was collected using multistage random sampling technique. To assess these skills, a test instrument in the form of multiple-choice questions is used. The prerequisite test shows that the data is normally distributed, the data is homogeneous, the data is linear, the data is free from symptoms of heteroscedasticity, the data is not multicollinearity, and the data is free from symptoms of autocorrelation. Through testing the hypothesis, the equation Ŷ = 41.268 + 0.580X1 is obtained. The correlation coefficient obtained was 0.881, which means there is a very strong relationship. . Based on this research, it can be concluded that there is a positive relationship between intelligence quotient, reading comprehension ability, and mastery of biodiversity material using e-modules.

MALNUTRITION AND COGNITIVE DEVELOPMENTAMONG UNDER FIVE YEARS CHILDREN IN INDIA

Malnutrition is a silent epidemic that is associated with structural and functional brain disease. Malnourished children have been found to have a wide range of cognitive abnormalities.Malnutrition in under five yearschildren has been linked to lower intelligence quotient, cognitive development, academic achievement, and behavioural difficulties in school-aged children compared to matched controls.The aim of this review is to give a comprehensive overview of the current knowledge on the link between malnutrition and cognitive development. A study was conducted by the secondary data including review paper, research articles, WHO report, newspaper articles and NFHS-5 report in the literature that have attempted the existing knowledge on the study. This article discusses the most important malnourished factors and its associations with cognitive functions.

Factors Affecting Emotion Intelligence among Adolescents: Literature Review 2024-25

Abstract Adolescence is a stage marked by physical, hormonal, and psycho social changes. It is a transaction period in a person’s life between childhood and adulthood. An adolescent experience different feeling, sometimes negative emotions and in certain situations react more promptly. Their reactions are more strong to the situations emitting emotions. According to Peter Salovey and John Mayer (1997) “Emotional intelligence is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour". In today’s world educator’s emphasis, more on social-emotional learning among children. In India the new National Education Policy 2020 is been framed keeping in mind the social emotional development of children ensuring holistic development. It states that major goal of our education system must be to “develop good human beings capable of rational thought and action, possessing compassion and empathy”. This article will help to realize the value and significance of emotional intelligence in adolescents. Also, various factors affecting the emotional intelligence of adolescents though literature review. It was observed and analysis that variation of emotions is more in adolescents than children but need to learn how to regulate and manage their emotions effectively. Hence, emotional regulation skills need to be developed among adolescents. Further researches are recommended in the field of emotional intelligence identifying the Emotional Quotient of adolescents and factors affecting it. Major factors indicated in most of the studies are personality, lifestyle, environmental factors, digital world, social and parental style. In this competitive world adolescent may have good Intelligent Quotient but lack in Emotional Quotient. The article suggests that there is strong need to enhance the emotional quotient of young people and work on the factors affecting it.

RELATIONSHIP BETWEEN CREATIVITY AND INTELLIGENCE ON PERFORMANCE OF ECONOMICS STUDENTS OF SECONDARY SCHOOLS IN BENUE STATE, NIGERIA

The study investigated the relationship between creativity and intelligence on performance of Economics students of secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided the study. Population comprises of all 21,333 students offering Economics from 27 public secondary school in Benue State, Nigeria, and 377 were used as a sample size of the study. Torrance Tests of Creative Thinking (TTCT) and Standardized IQ test (Scores from Economics examinations) were used as instruments for data collection. The TTCT and Standardized IQ were validated and pilot tested, which yielded 0.79, 078 validity indexes for TTCT and Standardized IQ. In addition, the reliability indexes of 0.76 and 0.79 for TTCT and Standardized IQ. Mean and standard deviation was used to answer research question, Pearson’s correlation coefficient and multiple regression analysis was used for testing hypotheses at 0.05 level of significance. The findings revealed that, there is no significant relationship between creativity, performance of students offering Economics, there is a significant relationship between intelligence and performance of students offering Economics, and there is a significant relationship between creativity, intelligence and performance of students offering Economics secondary schools in Benue State. The study recommended that, schools should incorporate creative teaching strategies, organize workshops for teachers, and adopt comprehensive assessment methods to evaluate both intelligence and creativity, promoting a broader approach to academic excellence in Economics.

Gender Differences in Cognitive Function of Schizophrenia Patients

Objectives: Cognitive impairment is a fundamental symptom of schizophrenia, an often-overlooked aspect of the disorder that has gained recent attention due to its direct relation with functional outcomes and implications for medical and social costs. This study aims to investigate gender differences in cognitive function among patients with schizophrenia using Korean Wechsler Adult Intelligence Scale-IV (K-WAIS-IV).Methods: Data were collected from inpatients and outpatients treated at Presbyterian Medical Center between January 1, 2019, and December 31, 2023. Patients diagnosed with schizophrenia underwent evaluation with the K-WAIS-IV. Multivariate analysis of variance was utilized to assess cognitive differences between men and women participants, while correlation analysis was performed to explore associations between cognitive performance and clinical data.Results: Among 101 candidates, 26 male and 26 female patients were selected for analysis of their K-WAIS-IV scores and clinical data. The results revealed no statistically significant differences in cognitive function between male and female patients concerning Full-Scale Intelligence Quotient (FSIQ) and the four index scores: Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI). A trend indicating preserved verbal intelligence relative to performance intelligence was observed. Additionally, the VCI exhibited a positive correlation with age, while both FSIQ and PSI demonstrated positive correlations with years of education.Conclusion: The findings of this investigation suggest that there are no significant differences in cognitive function between male and female patients with schizophrenia via K-WAIS-IV. Given the heterogeneity of the sample and potential limitations of the neurocognitive assessments employed, further research utilizing more targeted methodologies and sensitive measures is warranted.

Risk factors for Ascaris lumbricoides infection and its association with nutritional status and IQ in 14-Year old adolescents in Chitwan, Nepal

Inconsistent results have been obtained from studies investigating the association between soil-transmitted helminths (STHs) and nutritional status and cognitive outcomes. This study aimed to investigate the influence of STHs and nutritional status on the intelligence quotient (IQ) of adolescents in the Chitwan Valley, Nepal. In this birth cohort study from the Chitwan district of Nepal, 74 cohort participants were followed up after 14 years. The presence and egg density of the STHs were investigated following the Kato–Katz method. Full-scale IQ was evaluated using the Wechsler Abbreviated Scale of Intelligence-II (WASI-II). Multivariate regression analysis was also conducted to examine the associations of STHs and nutritional status with IQ scores, adjusting for adverse childhood experiences (ACE) and demographic and socioeconomic factors. The only STHs detected was for Ascaris lumbricoides, which was detected in 16% (12/74) of the study participants. Similarly, 16% (12/73) of participants reported undernutrition (body mass index (BMI) Z score<-2SD), and 33% (25/74) of participants had a developmental deficit (WASI II FSIQ < 69). There were no significant associations between the presence of A. lumbricoides or egg density and IQ scores. However, undernutrition (BMIZ<-2SD) increased the odds of a developmental deficit according to both univariate and adjusted multivariate models [i.e., adjusted odds ratio (aOR) 9.41; 95% CI (2.23 to 39.80)]. While the study primarily examines the association of STHs and nutritional status with IQ, it is important to note that adolescents with educated mothers or higher incomes also showed better cognitive development. The prevalence of undernutrition and associated developmental deficits characterized by an IQ < 69 was alarmingly high in this cohort of adolescents from Chitwan, Nepal. Despite the high prevalence of A. lumbricoides, its infection was not identified as significantly associated with cognition. However, it is noteworthy that a consistent favorable impact of an enriching postnatal environment, approximated by maternal education and family income, may improve neurodevelopmental indicators.

Japanese Performance Profile on the WAIS-IV and Purported Cultural Influences.

The present exploratory study aimed to examine the potential impact of culture on cognitive skills and intelligence by comparing the Japanese Wechsler Adult Intelligence Scale-IV (WAIS-IV) (JW) subtests, IQs, and index scores to those of the U.S. WAIS-IV (USW). JW raw scores corresponding to a scaled score of 10 for each subtest were scored with USW norms. Subtest, index, and IQ scores were then calculated for each age range. The impact of education on scores was evaluated through ratio of educational attainment for each cohort of the Japanese and US samples. Japanese and US data were compared using one-sample t-tests. Correlations between subtest, index, and IQ scores and education were calculated. The USW sample performed higher than the JW sample on verbal comprehension subtests, while the JW sample demonstrated stronger performances in processing speed and perceptual reasoning subtests. However, all scores with the exception of Block Design, Matrix Reasoning, and Figure Weights were significantly associated with differential educational attainment between the two countries. Educational differences were linearly associated with age with the higher educational attainment for younger Japanese age groups and higher attainment for the older US cohorts. The present study demonstrates cognitive differences between Japan and the USA. Performance on the WAIS-IV subtest and composite measures are highly correlated with education. Cultural factors impacting the cognitive profile of the Japanese sample such as differences in worldview, customs, educational systems, and writing system, were proposed. Clinical neuropsychologists should take these aspects into account when administering and interpreting test results.

Cognitive profile and behavioral problems in cohort of Egyptian children with cystic fibrosis: a single-center study

BackgroundCystic fibrosis (CF) is a debilitating and time-consuming disease that can interfere with or impair typical daily life activities and social interactions. This study aims to identify and evaluate behavioral problems and cognitive dysfunction in children with CF.Methods and proceduresThis study was carried out on a cohort of 40 children diagnosed with CF. Patients were assessed using a child behavior checklist (CBCL) and intelligence quotient (IQ) photograph test. The obtained results were compared with 40 matched controls.ResultsThe male population accounted for 62.5% of the patients included in the study. Patients with CF exhibited elevated somatic, anxious and aggressive behaviors relative to the control group with p values < 0.012, < 0.025, < 0.027 respectively. In addition; there was a statistically significant positive correlation between somatic problems with both age of the patients and disease duration (r value for age = 0.368; r value for duration = 0.468). Furthermore; there was positive correlation between anxious behavior with age of patients and disease duration ( r value for age = 0.358; r value for duration = 0.351). Otherwise, patients had comparable IQs (median of 107.5) with those of the control group (median of 105) with p value = 0.544.ConclusionOur findings indicate that CF has a substantial negative impact on the behavior of affected patients. However, it did not have an impact on the individual’s level of intelligence. There is evidence indicating a connection between patients’ age and disease duration with behavioral problems.

Revealing Cultural Dynamics in WAIS-IV Performance: a Comparative Analysis of Age Cohorts in Taiwanese and U.S. Populations.

This study examined the relationship between culture and cognitive abilities by comparing WAIS-IV subtests, index scores, and Full-Scale Intelligence Quotient (FSIQ) scores across various age groups in the Taiwanese and U.S. populations. The Taiwanese and U.S. versions of WAIS-IV are comprehensively compared, examining subtest items, psychometrics, and sample characteristics. Scaled scores are compared by extracting raw scores with a scaled score of 10 from each subtest scale in the Taiwanese version and applying U.S. age norms to acquire U.S. scaled scores. Despite the mean FSIQ score closely aligning with the U.S. sample, notable discrepancies are evident in the Taiwanese Verbal Comprehension Index (VCI) score, potentially influenced by cultural fairness of the tests. Significant variations are observed among age cohorts in the Taiwanese sample, with younger individuals excelling in Processing Speed Index, Working Memory Index, Perceptual Reasoning Index, and FSIQ, while maintaining comparable VCI scores to their U.S. counterparts. Conversely, older cohorts demonstrate lower performance across various domains, except for visuospatial reasoning and organizational skills, compared to their U.S. counterparts. These subtest variations robustly correlate with educational disparities between the Taiwanese and U.S. samples. Despite the similarity in factor structures between the Taiwanese and U.S. versions of WAIS-IV, this study reveals cultural bias in both verbal and non-verbal subtests. The study highlights the intricate interplay among cognitive processing styles, cultural influences, and educational factors contributing to performance disparities.