Raven's Coloured Progressive Matrices Research Articles

The Flynn effect in Brazil: Examining generational changes in the Draw-a-Person and in the Raven's Coloured Progressive Matrices

Diferentes estudios han mostrado un aumento en las puntuaciones de los tests de inteligencia a lo largo de las ultimas decadas - el Flynn. Sin embargo, el hecho de que este efecto no se haya observado consistentemente cuando las fuentes de habilidad cognitiva son utilizadas, hace que este sea uno de los principales temas de discusion. Por tanto, la presente investigacion tuvo como objetivo arrojar algo de luz sobre esta cuestion. Dos estudios que utilizaron diferentes medidas de habilidad cognitiva fueron disenados con el fin de controlar los efectos de medicion potencial. En el estudio participaron ninos brasilenos con edades comprendidas entre 6-12 anos. El primer estudio tenia la prueba Dibujo de la figura humana como medida de la inteligencia; 294 ninos fueron evaluados durante la decada de 1980, mientras que 203 fueron evaluados durante la decada del 2000. El segundo estudio utilizo las matrices de colores progresivas de Raven. Un total de 562 ninos fueron evaluados durante la decada de 1990, y 243 en la decada del 2000. Los resultados no mostraron efectos significativos de generacion, independientemente de la medida utilizada. Los aspectos educativos y sociales son considerados para explicar estos resultados

The Effect of Group Play Therapy on Reduction of Separation Anxiety Disorder in Primitive School Children

It is normal to be anxious in certain circumstances but the Anxiety disorders are when children are anxious when there is no reason to be fearful. The occurrence of childhood separation anxiety disorder puts the individual at increased risk of developing some other kind of psychological problem in adulthood. Play therapy is a good way to engage children in the therapeutic process. It provides a multiple intelligences perspective and may meet the specific needs of children more effectively than the traditional ‘talking’ therapies. The purpose of this research was to determine the effect of group play therapy on separation anxiety disorder in 7-9 years old children in Tehran. Sampling was purposeful in which 20 children, who were diagnosed as separation anxiety disorder, were selected, and randomly divided into two experimental and control groups (10 subjects each). Experimental group received 9 sessions of group play therapy once a week Tools were: 1) The Raven's Colored Progressive Matrices Test. A test of non-verbal intelligence for young children with36 matrix designs. 2) The Spence Children's Anxiety Scale (SCAS) with 44 questions and 6 subscale variance &covariance analysis were used for data analysis. The results of covariance analysis showed the significant effect of group play therapy on reduction of separation anxiety disorder in children in post test and follow up stage. (p<0.05).

The Effects of Birth Order and Birth Interval on the Phenotypic Expression of Autism Spectrum Disorder

A rise in the prevalence of diagnosed cases of autism spectrum disorder (ASD) has been reported in several studies in recent years. While this rise in ASD prevalence is at least partially related to increased awareness and broadened diagnostic criteria, the role of environmental factors cannot be ruled out, especially considering that the cause of most cases of ASD remains unknown. The study of families with multiple affected children can provide clues about ASD etiology. While the majority of research on ASD multiplex families has focused on identifying genetic anomalies that may underlie the disorder, the study of symptom severity across ASD birth order may provide evidence for environmental factors in ASD. We compared social and cognitive measures of behavior between over 300 first and second affected siblings within multiplex autism families obtained from the Autism Genetic Resource Exchange dataset. Measures included nonverbal IQ assessed with the Ravens Colored Progressive Matrices, verbal IQ assessed with the Peabody Picture Vocabulary Test, and autism severity assessed with the Social Responsiveness Scale (SRS), an instrument established as a quantitative measure of autism. The results indicated that females were more severely impacted by ASD than males, especially first affected siblings. When first and second affected siblings were compared, significant declines in nonverbal and verbal IQ scores were observed. In addition, SRS results demonstrated a significant increase in autism severity between first and second affected siblings consistent with an overall decline in function as indicated by the IQ data. These results remained significant after controlling for the age and sex of the siblings. Surprisingly, the SRS scores were found to only be significant when the age difference between siblings was less than 2 years. These results suggest that some cases of ASD are influenced by a dosage effect involving unknown epigenetic, environmental, and/or immunological factors.

Associations between higher-level competence and general intelligence in community-dwelling older adults

Objectives: Higher-level competence is crucial for healthy and socially independent living, and general intelligence may underlie heath status. The aim of this study was to elucidate associations between general intelligence and higher-level competence in elderly individuals without dementia. Methods: A total of 207 community-dwelling elderly persons, aged 70–74 years, were enrolled. A personal interview was performed to obtain data on socio-demographic and medical factors; higher-level competence was evaluated using the Tokyo Metropolitan Institute of Gerontology index of competence (TMIG index). Raven's Coloured Progressive Matrices (RCPM) test was used to assess general intelligence. Correlations between the TMIG index, its subscale scores and the RCPM score were evaluated by Spearman's rank correlation coefficients. Ordinal regression models were conducted with the TMIG index and its subscales as the dependent variables, RCPM as the principal independent variable, and age, sex, type of household, employment status, educational background, chronic medical conditions and number of natural teeth as the potential independent variables. Results: There were significant but weak positive correlations between total score on the TMIG index, scores on the intellectual activity and social role subscales and RCPM score. In ordinal regression models, RCPM and educational background were significantly associated with total score on the TMIG index and the intellectual activity subscale, and only RCPM was associated with the social role subscale score, after adjusting for other potential variables. Conclusion: General intelligence may be significantly associated with higher-level competence, especially with intellectual activity and social role subscales, in community-dwelling older adults.

Verbal Mediation of Problem Solving in Pre-Primary and Junior Primary School Children

Human ontogeny entails the construction and use of semiotic mediational means to regulate psychological functions intrapersonally and interpersonally. In the Vygotskyan school of thought, speech is regarded as both a mediatory tool and a mediated higher mental function and, as such, is considered central to the development of children's cognition. Grounded in Vygotsky's work on speech as an instrument of thought, this study examined the dynamics of verbal mediation of children's problem solving with specific focus on the use of social, private and inner speech. The study investigated the incidence and semantic composition of speech produced during problem solving and delineated the age related changes of the semantic profile of private speech in relation to social speech and inner speech. A total of 120 children, aged from 5 years, 6 months to 9 years, 5 months, with equal distribution of boys and girls, completed the Raven's Coloured Progressive Matrices. The participants within the four age groups were of different ethnic origin but all spoke English as their first language. The results indicated that children relied extensively on all three types of speech and that the semantic content of both social and private speech was primarily task-oriented. Unlike social speech, private speech presented with a dual, cognition-centred and emotions-centred semantic profile, in which complex age-related changes, as shown by a one-way MANCOVA, permeated children's verbal denotations of salient task-related dynamics. Importantly, significations of emotional processes featured consistently in the content composition of private speech and showed a steady age-related occurrence. It was concluded that verbal mediation of children's problem solving is multimodal, multifocal and multidirectional.

Eficácia de um programa de estimulação de capacidades intelectuais

O modelo Catell-Horn-Carroll divide a inteligência em dez fatores gerais, decompostos em fatores específicos. Estudos da área abordam a possibilidade de estimulação da inteligência, por meio de programas específicos para esse fim. O objetivo do presente estudo foi desenvolver atividades para estimulação de três componentes desse modelo - Inteligência Fluida, Inteligência Cristalizada e Memória de Curto Prazo -, bem como implementar um programa de estimulação e avaliar sua eficácia. O programa foi realizado ao longo de 13 sessões. Participaram do estudo 22 crianças com idade entre 7 e 10 anos, divididas em dois grupos para a realização das atividades. Os instrumentos utilizados no pré e pós-teste foram a Escala Weschsler de Inteligência para Crianças - III, o Teste de Desempenho Escolar e as Matrizes Progressivas Coloridas de Raven. Os resultados apontaram aumento significativo no escore total da Escala Wechsler em todas as análises e no Teste de Desempenho Escolar, no que se refere à estimulação da inteligência cristalizada e memória de curto prazo, o que parece ser indicativo da eficácia do programa.

Influence of Prenatal and Postnatal Growth on Intellectual Functioning in School-aged Children

To assess the relative influence of size at birth, infant growth, and late postnatal growth on intellectual functioning at 9 years of age. A follow-up, cross-sectional study. Three districts in Khon Kaen province, northeast Thailand. A total of 560 children, or 92% of former participants of a trial of iron and/or zinc supplementation during infancy. Prenatal (size at birth), early infancy (birth to 4 months), late infancy (4 months to 1 year), and late postnatal (1 to 9 years) growth. Multiple-stage least squares analyses were used to generate uncorrelated residuals of postnatal growth. Intellectual functioning was measured at 9 years using the Wechsler Intelligence Scale for Children and the Raven's Colored Progressive Matrices (Pearson). Analyses included adjustment for maternal, household, and school characteristics. Significant relationships were found between growth and IQ (Wechsler Intelligence Scale for children, third edition, Thai version), but only up to 1 year of age; overall, growth was not related to the Raven's Colored Progressive Matrices. The strongest and most consistent relationships were with length (birth, early infancy, and late infancy); for weight, only early infancy gain was consistently related to IQ. Head circumference at birth was not collected routinely; head circumference at 4 months (but not head circumference growth thereafter) was related to IQ. Late postnatal growth was not associated with any outcome. Physical growth in early infancy (and, to a lesser extent, physical growth in late infancy and at birth) is associated with IQ at 9 years of age. Early infancy may be a critical window for human development.

Child nutritional status and cognitive performance in Hawassa Town, Southern Ethiopia

Relationships between anthropometry, diet diversity and cognitive performance were assessed in a cross‐sectional study of school children (n=116) aged 7–9 years. Participants were selected by two stage random sampling. Socioeconomic characteristics, dietary patterns, and anthropometrics were measured. The Raven's Colored Progressive Matrices (CPM board version) and selected tests from the Kaufman Assessment Battery for Children (KABC‐II) were used to assess cognitive performance. Mean (SD) weightfor‐ age (WAZ), height‐for‐age (HAZ) and BMI‐for‐age Z scores were −0.85 (0.94), −0.68 (1.13) and −0.62 (0.80) respectively. Mean (SD) diet diversity score was 3.8 (1.1). Stunted (HAZ &lt; −2 Z) children had significantly (p&lt;0.05) lower cognitive test scores compared to children not stunted for Raven's CPM, Number Recall and Pattern Reasoning. Underweight children (WAZ &lt; −2 Z) had significantly lower CPM scores compared to children not underweight. Children who consumed meat, poultry, fish or eggs in the 24 hrs preceding the survey had significantly higher scores for Number Recall, Word Order and Triangles. Height‐for‐age and maternal education were significant predictors of Pattern Reasoning test scores (Adj. R2=0.182). Child diet diversity and anthropometric status and maternal education support cognitive function. (Supported by Hawassa University School of Graduate Studies and NIHR01HD053053 [NICHD &amp; Fogarty International Center]).

Language development in Japanese children who receive cochlear implant and/or hearing aid

ObjectivesThis study aimed to investigate a wide variety of factors that influence auditory, speech, and language development following pediatric cochlear implantation (CI). Study designProspective collection of language tested data in profound hearing-impaired children. HypothesisPediatric CI can potentially be effective to development of practical communication skills and early implantation is more effective. MethodsWe proposed a set of language tests (assessment package of the language development for Japanese hearing-impaired children; ALADJIN) consisting of communication skills testing (test for question–answer interaction development; TQAID), comprehensive (Peabody Picture Vocabulary Test-Revised; PVT-R and Standardized Comprehension Test for Abstract Words; SCTAW) and productive vocabulary (Word Fluency Test; WFT), and comprehensive and productive syntax (Syntactic processing Test for Aphasia; STA). Of 638 hearing-impaired children recruited for this study, 282 (44.2%) with >70dB hearing impairment had undergone CI. After excluding children with low birth weight (<1800g), those with >11 points on the Pervasive Developmental Disorder ASJ Rating Scale for the test of autistic tendency, and those <2 SD on Raven's Colored Progressive Matrices for the test of non-verbal intelligence, 190 children were subjected to this set of language tests. ResultsSixty children (31.6%) were unilateral CI-only users, 128 (67.4%) were CI–hearing aid (HA) users, and 2 (1.1%) were bilateral CI users. Hearing loss level of CI users was significantly (p<0.01) worse than that of HA-only users. However, the threshold level, maximum speech discrimination score, and speech intelligibility rating in CI users were significantly (p<0.01) better than those in HA-only users. The scores for PVT-R (p<0.01), SCTAW, and WFT in CI users were better than those in HA-only users. STA and TQAID scores in CI–HA users were significantly (p<0.05) better than those in unilateral CI-only users. The high correlation (r=0.52) has been found between the age of CI and maximum speech discrimination score. The scores of speech and language tests in the implanted children before 24 months of age have been better than those in the implanted children after 24 months of age. ConclusionsWe could indicate that CI was effective for language development in Japanese hearing-impaired children and early CI was more effective for productive vocabulary and syntax.

Do hypertensive diseases of pregnancy disrupt neurocognitive development in offspring?

The current study sought to determine whether hypertensive diseases of pregnancy (gestational hypertension and pre-eclampsia) are associated with neurocognitive outcomes in middle childhood. Participants were members of the Western Australian Pregnancy Cohort (Raine) Study. Data were available for 1389 children (675 females; mean age = 10.59 years; SD = 0.19). Twenty-five per cent of these participants were offspring of pregnancies complicated by either gestational hypertension (n = 279), or pre-eclampsia (n = 34). Verbal ability at age 10 years was assessed with the Peabody Picture Vocabulary Test - Revised (PPVT-R), and non-verbal ability with Ravens Colored Progressive Matrices (RCPM). Separate multivariable regression analyses, incorporating sociodemographic, antenatal, obstetric and postnatal covariates, investigated the effect of a two- (normotensive pregnancy vs. hypertensive pregnancy) and three-level (normotensive pregnancy vs. gestational hypertension vs. pre-eclampsia) predictor variable on PPVT-R and RCPM scores. Offspring of pregnancies complicated by maternal hypertension (gestational hypertension or pre-eclampsia) had a mean PPVT-R score that was 1.83 ([95% confidence interval (CI) -3.48, -0.17], P = 0.03) points lower than children from normotensive pregnancies. Multivariable regression analysis also identified a significant inverse association between the three-level predictor variable and offspring PPVT-R scores (P = 0.02). Gestational hypertension (without pre-eclampsia) reduced offspring PPVT-R scores by 1.71 points [95% CI -3.39, -0.03] and pre-eclampsia led to a reduction of 3.53 points [95% CI -8.41, 1.35], although this latter association did not achieve statistical significance. There was no effect of the two- (P = 0.99) or three-level (P = 0.92) predictor variable on RCPM scores. Maternal hypertensive diseases of pregnancy are a risk factor for a small reduction in offspring verbal ability.

FEUERSTEIN'S MEDIATED LEARNING EXPERIENCE AS A VEHICLE FOR ENHANCING COGNITIVE FUNCTIONING OF REMEDIAL SCHOOL LEARNERS

The study investigated the effects of mediated learning experience (MLE) intervention on Remedial school learners' cognitive functioning as measured by the Ravens Coloured Progressive Matrices (RCPM). The sample comprised 67 participants (males = 35; females =32; mean age =11.8) from Grade 4 through to Grade 7. Participants were given the RCPM on two occasions, and in-between, a non-randomly constituted experimental group was exposed to MLE intervention. Pre-post test results revealed significant improvement within the experimental group on the RCPM, while non-significant pre-post test results were found within the control group. These findings provide support for further development and application of dynamic assessment and its MLE construct. Keywords: dynamic assessment, mediated learning experience, cognitive functioning, traditional measures, remedial school learners

The “Closing-In” Phenomenon in Parkinson’s Disease Dementia and Lewy-Body Dementia

The “Closing-In” Phenomenon in Parkinson’s Disease Dementia and Lewy-Body Dementia

Solving the Raven Progressive Matrices by adults with intellectual disability with/without Down syndrome: Different cognitive patterns as indicated by eye-movements

Raven matrices are used for assessing fluid intelligence and the intellectual level of groups with low intelligence. Our study addresses qualitative analysis of information processing in Raven matrices performance among individuals with intellectual disability with that of their typically developed (TD) counterparts. Twenty-three adults with non-specific intellectual disability (NSID), 15 adults with Down syndrome (DS) and 35 children with TD matched for mental age, participated. Participants solved the Raven's Colored Progressive Matrices and five items from the Raven Standard Progressive Matrices while having their eye movements monitored. The overall percent of correct answers was significantly higher for the TD group compared to two ID group. Comparison of the eye movement pattern of each group indicated that the TD group spent more time on the matrices before shifting to the options, than the two ID groups. The TD group made significantly less switches from one rejoins to another, than the ID groups. The difference in the scanning pattern between the TD and the ID groups is interpreted as a reflection of two different types of strategies, Constructive matching and Response elimination, respectively. There were no differences in eye scanning between participants with NSID and those with DS.

Working memory functioning in children with attention-deficit/hyperactivity disorder (ADHD): A comparison between subtypes and normal controls

Objective: Children with attention-deficit/hyperactivity disorder (ADHD) often experience working memory difficulties. However, research findings are inconsistent, making it difficult to compare results across studies. There are several reasons for this inconsistency. Firstly, most studies make no distinction between ADHD subtypes, despite evidence that predominantly inattentive ADHD (ADHD/I) represents a different neurocognitive profile to the hyperactive-impulsive subtype (ADHD/HI). Secondly, documented studies use different tests of working memory which may be measuring different skills. Some assess only the verbal components of working memory and others the visuo-spatial; few of the tests assess both. Further, some tests employ a recognition methodology and others use recall, which require different brain regions and cognitive processes. To clarify these inconsistencies, the verbal and visuo-spatial working memory of children with ADHD/I, ADHD/HI and a control group with no ADHD symptoms were compared. Method: The Automated Working Memory Assessment and Ravens Coloured Progressive Matrices were administered to 72 children (ADHD/I n = 27; ADHD/HI n = 25; control n = 20). Results: The ADHD groups performed similarly, but were significantly poorer than the control group in all aspects of working memory. Storage abilities were stronger than processing abilities, while verbal and visuo-spatial abilities were equally developed for all groups. Conclusion: ADHD-related deficits were apparent across working memory components, even when IQ was controlled for, suggesting a generalised impairment.

Intellectual growth in children as a function of domain specific and domain general working memory subgroups

This study examined whether children's growth on measures of fluid (Raven Colored Progressive Matrices) and crystallized (reading and math achievement) intelligence was attributable to domain-specific or domain-general functions of working memory (WM). A sample of 290 elementary school children was tested on measures of intelligence across three testing waves. Two methods, a hierarchical factor model predicting latent growth and a double dissociation design comparing children divided into high and low performers, tested whether general and/or specific components accounted for performance on intelligence measures. A general domain model for the total sample provided the best fit for latent growth on all measures. Further, the lack of a significant WM subgroup × domain interaction suggested that a general WM system underlies the individual differences on measures of fluid and crystallized intelligence. Overall, the findings support a domain-general view of WM capacity on intelligence measures in children, but also suggest that domain specific storage systems may come into play on isolated measures.

Parkinson’s disease showing progressive conduction aphasia

Patients with Parkinson's disease (PD) may develop progressive dementia late in their clinical course. Dementia in PD is mostly related to neuropathological findings of extensive Lewy bodies (LBs), with or without the coexistence of Alzheimer's disease (AD) pathology. Aphasia has been reported in patients with LB diseases with AD pathology; however, there have been no reports of typical PD patients developing progressive aphasia during their clinical course. We describe a female PD patient who later developed progressive conduction aphasia characterized by phonemic paraphasia and disturbance in repetition of short sentences without disturbance in writing or auditory comprehension. No episodes of fluctuations of attention, memory complaints, or planning errors were observed. She experienced episodes of visual hallucination. Her low scores on the Mini-Mental State Examination suggested impairment of orientation and attention, and her scores on Raven's Coloured Progressive Matrices test indicated impaired visuospatial functions. However, her cognitive deficits were not sufficiently severe to impair her daily life. Brain magnetic resonance images revealed atrophy of the left superior temporal gyrus and widening of the left sylvian fissure. [(18)F]-fluorodeoxyglucose positron emission tomography revealed glucose hypometabolism in the left cerebral hemisphere. These findings may be related to conduction aphasia. During the progression of PD lesions, the brainstem LB is assumed to take an upward course, extend to the limbic system, and then extend to the neocortex. Conduction aphasia observed in our patient may be associated with an unusual progression of the LB pathology from the brainstem to the left temporoparietal lobe.

Nutritional status and cognitive performance of mother–child pairs in Sidama, Southern Ethiopia

The purpose of this study was to assess the nutritional status and cognitive performance of women and their 5-year-old children using a cross-sectional design. Cognitive performance of mothers and children was assessed with Raven's Colored Progressive Matrices (CPM) and Kaufman Assessment Battery for Children-II (KABC-II). Demographic characteristics, food consumption patterns and anthropometry were also measured. Four rural districts in Sidama, southern Ethiopia served as the setting for this study. Subjects were one hundred women and their 5-year-old children. Mean ± standard deviation age of the mothers was 29 ± 6 years and family size was 7.0 ± 2.6. Maternal body mass index (BMI) ranged from 15.3 to 29.0 with 14% of the mothers having BMI < 18.5. Anthropometric assessment of children revealed 29% to be stunted (height-for-age z-score < -2) and 12% to be underweight (weight-for-age z-score < -2). Mothers' education significantly contributed to prediction of both mothers' and children's cognitive test scores. There were significant differences in mean cognitive test scores between stunted and non-stunted, and between underweight and normal-weight children. Height-for-age z-scores were correlated with scores for short-term memory (r = 0.42, P < 0.001), and visual processing (r = 0.42, P < 0.001) indices and weight-for-age z-scores were also correlated with scores of short-term memory (r = 0.41, P < 0.001) and visual processing (r = 0.43, P < 0.001) indices. Malnutrition in the community likely contributed to the cognitive performance of the subjects. Performance on memory and visual processing tasks was significantly lower in children with growth deficits suggesting that efficient and cost effective methods to alleviate malnutrition and food insecurity would impact not only child health but also cognitive function.

Decreased Parasite Load and Improved Cognitive Outcomes Caused by Deworming and Consumption of Multi-Micronutrient Fortified Biscuits in Rural Vietnamese Schoolchildren

Micronutrient deficiencies are associated with impaired growth and cognitive function. A school-based fortification program might benefit schoolchildren but a high prevalence of parasite infestation might affect effectiveness. A randomized, double-blind, placebo-controlled 2 × 2 factorial trial was conducted to assess the efficacy of multi-micronutrient fortified biscuits with or without de-worming on growth, cognitive function, and parasite load in Vietnamese schoolchildren. Schoolchildren (n = 510), 6-8 years of age were randomly allocated to receive albendazole or placebo at baseline and four months of multi-micronutrient fortified biscuits (FB) or non-fortified biscuits. Children receiving FB for four months scored higher on two cognitive tests: Raven's Colored Progressive Matrices and the Digit Span Forward test. Children receiving albendazole plus FB had the lowest parasite load after four months. In children receiving FB, mid-upper arm circumference was slightly improved (+0.082 cm) but there were no differences in other indexes of anthropometry. Combining multi-micronutrient fortified biscuits with de-worming is an effective strategy.

Do Raven's Colored Progressive Matrices function in the same way in typical and clinical populations? Insights from the intellectual disability field

Standardized tests are used widely in comparative studies of clinical populations, either as dependent or control variables. Yet, one cannot always be sure that the test items measure the same constructs in the groups under study. In the present work, 460 participants with intellectual disability of undifferentiated etiology and 488 typical children were tested using Raven's Colored Progressive Matrices (RCPM). Data were analyzed using binomial logistic regression modeling designed to detect differential item functioning (DIF). Results showed that 12 items out of 36 function differentially between the two groups, but only 2 items exhibit at least moderate DIF. Thus, a very large majority of the items have identical discriminative power and difficulty levels across the two groups. It is concluded that RCPM can be used with confidence in studies comparing participants with and without intellectual disability. In addition, it is suggested that methods for investigating internal bias of tests used in cross-cultural, cross-linguistic or cross-gender comparisons should also be regularly employed in studies of clinical populations, particularly in the field of developmental disability, to show the absence of systematic measurement error (i.e. DIF) affecting item responses.

Comparison of Single and Dual Target Visual Attention Tasks in Children with down Syndrome

Understanding the nature of attentional processing in children with Down Syndrome (DS) is imperative for developing effective education practices. The aim of the current study was to investigate whether children with DS exhibit impairment in sustained, transient, single-, or dual-target continuous performance tasks. Target detection time and accuracy was compared in children with DS to Typically Developing (TD) children of similar nonverbal mental age (as measured by the Raven's Coloured Progressive Matrices), on single and dual- target continuous performance tasks measuring sustained attention, a visual change detection task measuring transient attention, and feature and conjunctive visual search tasks measuring both sustained and transient attention. Results showed that children with DS performed similarly to TD children on sustained and transient attention tasks that only required the detection of a single unique target, but were impaired in overall accuracy on tasks that required dual-target detection. Findings suggest a possible impairment in attention and working memory in children with DS. Error analysis of task responses revealed differences in problem solving strategy between children with DS and TD children, despite similar overall performance. Findings have implications for the education of children with DS and understanding of the nature of intellectual disability per se.