Raven's Progressive Matrices Test Research Articles

A Controlled Clinical Trial on the Effects of Aquatic Exercise on Cognitive Functions in Community-Dwelling Older Adults.

Several therapies have been developed to reduce cognitive decline associated with aging. Aquatic exercises, which are widely used to enhance functional capacity, may play a role in stimulating cognitive functions. This study investigated the effects of a 3-month aquatic exercise program on cognitive functions in community-dwelling older adults. In this prospective, single-blinded, controlled clinical trial, 31 participants were allocated to either the experimental (aquatic exercises) or control (no-exercise) group. The intervention program consisted of exercises conducted twice a week in a 1.2 m deep indoor pool. The main outcome measures were cognitive functions, assessed using Raven's Progressive Matrices test and the Wisconsin Card Sorting Test. A repeated-measures analysis of variance was used to assess the impact of the exercise program. The effect sizes (η2p) were reported when a level of significance was achieved (p < 0.05). Compared with the control group, the participants who underwent aquatic exercises showed positive outcomes in Raven's Progressive Matrices test (p = 0.046; η2p = 0.131) and the Wisconsin Card Sorting Test (p = 0.001, η2p = 0.589). Complementary analyses of the Wisconsin Card Sorting Test indicated that the benefits of the aquatic exercise were observed in terms of the number of trials (p = 0.001, η2p = 0.478), number of errors (p = 0.001, η2p = 0.458), and number of non-perseverative errors (p = 0.001, η2p = 0.302). The results indicate that a period of three months of aquatic exercise was beneficial for stimulating specific aspects of the cognitive function of community-dwelling older individuals. Aquatic exercise should be prescribed to this population.

Beyond the heart: Cognitive and verbal outcomes in Arab children with congenital heart diseases

AbstractBackgroundThis study investigates how congenital heart diseases (CHD) characteristics and interventions affect cognitive and verbal skills in Arab children, while also uncovering previously unexplored connections between these skills and the quality of life (QoL) scores as perceived by both children and parents.MethodsA cross‐sectional study was conducted in Jordan, involving 62 children with CHD aged 6–16. Data were collected through standardized intelligence tests (namely The Raven's Progressive Matrices Test and The Wechsler Intelligence Scale for Children) and QoL assessments.ResultsSex, disease severity, cyanosis, CHD defect status, conducted operations, and types of interventions did not significantly influence cognitive scores. However, a significant difference was observed in Wechsler's scores between cyanotic and non‐cyanotic children (p &lt; .01) and between severe and moderate cases (p = .01). Further, a significant positive correlation was identified between Wechsler's Scores and QoL reported by parents (r = 0.33, p &lt; .01). This correlation was particularly pronounced in the social and school functioning dimensions of QoL.ConclusionsThis study highlights the need for personalized care approaches for children with CHDs based on their individual characteristics. While cognitive abilities did not directly correlate with children's QoL reports, a significant positive correlation between verbal skills and QoL reported by parents underscores the importance of effective communication in assessing a child's overall well‐being. Future research should further examine the cognitive development in this population, employing neurocognitive investigations and longitudinal studies to gain a deeper understanding of their cognitive profiles and trajectories.

Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors

Grade repetition is an issue with important educational implications. This study analyzes the effect of cognitive variables, socio-economic status, as well as the interaction of socio-economic status with ethnic origin, on the probability of not repeating. Data were collected to calculate socioeconomic status using the Hollingshead Socioeconomic Index, and the following tests were administered to collect information on cognitive variables: the Primary Mental Aptitude Test (PMA), the Raven's Progressive Matrices Test, and the Wechsler Intelligence for Children Information Scale (WISC IV). The sample consisted of 664 students of Compulsory Secondary Education (ESO), Baccalaureate and intermediate and higher vocational training. The results confirm the predictive power of socioeconomic status. With regard to cognitive variables, significant results were only obtained when the WISC-IV Information Scale was taken as a predictor, this measure being related to crystallized intelligence. The influence of the origin of the students did not yield significant results. There is a clear need for a debate and a rethinking of the issue leading to the identification of new strategies to reduce grade repetition and its negative effects.

Prevalence of attention deficit hyperactivity disorder symptomatology in Ecuadorian schoolchildren (aged 6–11)

AbstractAlthough the estimated prevalence of ADHD in the school population is 5%, various studies carried out in Latin America have obtained higher figures. This descriptive‐cross‐sectional research analysed the prevalence of ADHD symptomatology in a random and probabilistic sample of 1535 schoolchildren from Cuenca‐Ecuador (aged from 72 to 164 months, 51.3% were female and 50% attended public schools). IQ was evaluated using the Raven's Progressive Matrices Test. The ADHD symptomatology was evaluated using the short version of Conners‐3. Descriptive statistics, chisquares and prevalence data were calculated. We found a total prevalence of ADHD symptomatology of 20.3%. A higher prevalence of ADHD symptomatology was reported among girls compared to boys; and in public schools (compared to private schools). These findings may reflect a higher occurrence of ADHD in vulnerable populations that tend to be less well cared for. Although the results do not come from complete individual clinical evaluations, the representativeness of the sample and the simultaneous presence of scores above the cut‐off points in the home and school contexts show a worrying situation that should be taken into account by agents responsible for the design of public health and education policies.

Impact of Sleep Duration, Quality, and Chronotype on Learning and Academic Performance: A Cross-Sectional Study Among First Year Medical Students of a Tertiary Care Institute.

Introduction The link between sleep and cognitive processes, such as memory and learning, continues to be one of the most intriguing and perplexing theories. Undergraduate medical students in their first year are particularly vulnerable to sleep disturbances. Academic achievement and learning have been linked to sleep patterns, which include not only the quantity and quality of sleep but also the timing of sleep in relation to the natural sleep onsets, or chronotypes. There have been conflicting reports on the outcomes of sleep and relatively fewer researches focused on the impact of chronotypes on learning and academic achievement among medical students. The current study thus sought to determine the chronotypes of medical students, evaluate the quantity and quality of sleep, and determine the impact of these factors on learning and academic performance. Methods The study was conducted in the Department of Physiology, All India Institute of Medical Sciences (AIIMS) Gorakhpur, India. Sleep health was assessed in 167 first-year medical students using the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), morningness-eveningness questionnaire (MEQ), and sleep log books. Learning and memory assessment was performed using Raven's progressive matrices test. Grade point average (GPA) was used to assess their academic performance. The relationship of sleep scores with GPA and RPM scores were obtained by linear regression analysis. One-way analysis of variance (ANOVA) and unpaired t-test were used to investigate other comparisons among categories of chronotypes and those of mean GPA. A p-value of <0.05 was considered as significant. Results The mean GPA and RPM scores obtained in the groups with PSQI ≥ 5 (2.67± 1.1, 49.51 ±6.24, respectively) and PSQI < 5 (3.15± 0.59, 54.73± 4.01, respectively) and those in the group with ESS ≥ 10 (2.72± 1.17, 50.97± 5.92, respectively) and ESS < 10 (3.15 ± 0.6, 54.18± 3.91, respectively)varied with statistically significant differences (p < 0.05). Statistically significant R-squared values for the relationship of PSQI and ESS scores with RPM and GPA scores were obtained. No correlation between academic grades and chronotype was found. Poor GPA scores were found to be associated with reduced mean sleep duration for one week before the exams. Conclusion Learning and academic performance are negatively impacted by poor sleep quality and daytime sleep dysfunction. No definite evidence for the association of sleep chronotypes with the learning and memory could be attained. Higher test performance is more closely linked to the average sleep length over a duration of time preceding the exams.

The role of the cerebellum in fluid intelligence: An fMRI study

Traditionally, neuroimaging studies of fluid intelligence have focused on brain activation in frontal-parietal regions. In the past decade there has been accumulating evidence regarding the involvement of the cerebellum in higher cognitive function. In the current study we aimed to further investigate the role of the cerebellum in processing of fluid intelligence. We therefore scanned thirty-nine healthy participants (13 females and 26 males), recruited from the general population. Participant performed a novel abstract reasoning functional Magnetic Resonance Imaging task, modeled after stimuli from the advanced Raven's Progressive Matrices test. Analyses of both brain function and network architecture focusing on hubness were performed. We demonstrate activation in frontal and parietal well-known regions, together with an extensive activation in several cerebellar sub-regions. Moreover, four cerebellar regions served as crucial hub regions. Therefore, we provide evidence of the role of the cerebellum in fluid intelligence both by means of task brain activation and graph theory topology. Future studies should further assess in-depth the cerebellar contribution to cognitive processing in different brain disorders involving neural network alterations, allowing a better understanding of cognitive deficits.

Comparison of Caffeine Intake and Brain Training Effect on Performance Intelligence

Background: Intelligence is the ability to comprehend complex ideas and reasoning. Caffeine is a psychoactive substance that is known to possess an effect on improving cognitive function, memory, and attention. Brain training is a digital training process which holds the purpose of enhancing cognitive function.Objective: This study aimed to compare the effect of caffeine and brain training on performance intelligence.Methods: This research is an experimental study with two groups pre test and post test design. The research sample was the college students of Faculty of Medicine, Universitas Diponegoro (n=42) aged between 18-22 years old, which then categorized into: the caffeine group (n=21) which received 50 ml once daily of caffeinated beverage for two weeks, and brain training group (n=21) which received 30-minute-session of NeuroNationTM brain training every day for two weeks. Performance intelligence was measured before and after treatment by using The Raven Progressive Matrices test. The statistical analysis used was The Mann-Whitney test and The Wilcoxon test.Results: The average score of performance intelligence on the group caffeine treatment increased from 48,81±9,30 to 55,90±2,95 (p&lt;0,001). In brain training group, increased from 54,95±1,91 to 57,29±1,68 (p&lt;0,001). The two groups were tested for Mann-Whitney Test and it was found that the caffeine group's performance intelligence score was significantly higher than brain training (p = 0.005).Conclusion: There was a significantly higher increase performance intelligence score shown in the caffeine group rather than in the brain training group.Keywords: brain training, caffeine, NeuroNationTM, performance intelligence, Raven Progressive Matrices test

Mental Ability of Deaf and Non-Deaf Students on the Raven's Progressive Matrices of Mental Abilities: A Comparative Study

The study aimed to compare the mental ability performance of deaf and non-deaf students on the Raven Progressive Matrices test of mental ability and its relationship to the variables of gender and age group. The study sample consisted of (307); (188) non-deaf and (119) deaf, and to achieve the goal of the study, the Raven's Progressive Matrices Test was used to measure mental ability, which is standardized on the Jordanian environment. The results indicated that the averages were in favor of the non-deaf, as the average performance of the deaf was (19.67), while the non-deaf children was (28, 91), and the result related to the gender variable indicated that there was no difference between deaf males and females on the test, While there is a significant difference between non-deaf males and females in favor of males. The results also indicated that there were statistically significant differences between the deaf and non-deaf for the age group variable in favor of the older age group.&#x0D; &#x0D; Received: 4 January 2022 / Accepted: 29 March 2022 / Published: 5 May 2022

The Contribution of Executive Functions, Visual Processing and Reading Skills to the Performance in the Colored Raven Progressive Matrices Test: A Predictive Study among First-to-Fourth Grade Arabic-Speaking Children

In this study, the objective was to assess the extent to which EFs and visual processing, especially visual attention, contribute to children’s performance in the Colored Progressive Matrices of Raven (CPM), a test generally used between 5 - 11 years. For this purpose, we tested children from first grade to fourth grade in a battery that included the different sub-domains of EFs and visual processing tests. We hypothesized that links will be found between the performance in CPM, executive functions performance and visual/attentional processes. In addition, we hypothesized that EFs, in particular, working memory (WM) and shifting/updating, will explain variance in the performance in the CPM. At the same time, on the basis of findings showing a link between reading skills and performance in the RAVEN, we collected reading accuracy and fluency measures to assess the extent to which EFs and visual processing explain variance in the performance of RAVEN beyond reading accuracy. At the behavioral level, we found a grade effect in almost all the measures collected. Also, we found significant but still weak correlations between the performance in the CPM and almost all EFs, VP and reading measures (accuracy and fluency). The highest and most significant correlations were found between the CPM and Color Trail test (part B), which measures mental flexibility and shifting (r = .35) with reading accuracy (r = .38). Regression models conducted separately to assess the contribution of VP, EFs and reading showed first that VP explained 16% of the variance in the CPM, but only the Color Trail (Part A) was a significant predictor of the Raven’s scores. EFs explained 18% of the variance in the performance in the CPM, with Color Trail (Part B) measuring shifting being the strongest and significant predictor and then the Digit Span. Finally, a step-wise regression model showed that reading accuracy alone explained 15% of the variance in CPM, and with EFs and VP, additional 6% were provided (total 21%) by the Color Trail B. In spite of its limitations (the size of the sample groups), this study points to several new and important areas of inquiry for future research. For one, we noticed that not only does general ability correlate with reading, but reading, as a complex skill that includes many sub-skills, correlates with performance in non-verbal tests such as the CPM. In this regard, one can ask whether or not the school system should consider taking general ability and high-order thinking skills such as strategies and making connections into account as part of the pre-reading curriculum at early ages?

Cognitive Impairment in Hodgkin Lymphoma Survivors

Introduction: Hodgkin lymphoma (HL) mostly affects young adults (median age 31y). Due to the use of efficient staging techniques and treatment methods, HL patients have a 5-year survival of 97%. Cancer-related cognitive impairment (CRCI) is a frequent complaint among HL survivors (HLS). CRCI is commonly reported following the administration of chemotherapy (“chemo-brain”). CRCI is characterized by impairment in memory, attention, executive functions and a decrease in processing speed. However, CRCI in HLS is not extensively studied. The current study aimed to assess the incidence and characteristics of CRCI in HLS.Methods: HLS who completed first-line therapy (chemo±RT) and remained in complete remission for 6 months to 5 years from the end of therapy were evaluated. Age - and education-matched healthy individuals served as controls (HC). Study participants completed self-reported questionnaires evaluating fatigue (MFI-20), depression (BDI-II), anxiety (HA), quality of life (QLQ-C30) and cognitive function (FACT-cog) and underwent a neurocognitive evaluation. The test battery included: The California verbal learning test, digit span (WAIS-III), trail making tests A+B, Stroop and Raven progressive matrices tests and 5 sub-tests from the CANTAB Computerized Battery, assessing the processing speed, memory, attention, executive functions, and intelligence domains. Test results were presented in standard scores. Since each neuropsychological test measures multiple parameters, significant representative test-parameters were chosen for each test. A domain was regarded impaired when the subject scored ≤ 1.5 SD below the expected norm, in at least one significant representative parameter belonging to a neuropsychological test.Results: The present study included 51 HLS with a median age of 28 years (range 19-48), mean education of 14.5±2.5 years and median time from end of therapy equating to 24 months (range 4-59) as well as 14 HC with a median age of 27.5 years (range 20-38) and mean education of 14.8±2.2 years.HLS reported the experience of fatigue and cognitive impairment. Severe physical fatigue was reported by to 41% of HLS and up to 25% of HC. Up to 39% HLS reported experiencing cognitive impairment versus only 17% of HC. Notably, the latter group also had significantly fewer complaints and symptoms across all scales (Table 1).In the neuropsychological evaluation, HLS scored within the impaired range on ≥1 significant representative test-parameter assessing domain: 41% on executive functions, 28% on memory and learning, 12% on attention, and 22% on processing speed. All the evaluated significant representative test-parameters are listed in (Table 2). We found that 35% of HLS were impaired on ≥1 cognitive domain and 30% - on ≥ 2 cognitive domains.Conclusions: The results of the current study evaluating CRCI in HLS are similar to those observed in other malignancies. Executive functions were the most frequently affected domain.Higher education positively correlated with superior cognitive outcomes. Given the young age of HLS and the enormous impact of CRCI on life aspects, benefit versus risk profiles of the therapeutic protocols applied in HL should be reconsidered and individually tailored. [Display omitted] DisclosuresNo relevant conflicts of interest to declare.

Modeling Causal Relationships Among Giftedness Structure Variables

The present research aimed at identifying the interrelationships between cognitive, meta-cognitive, and extra-cognitive abilities, and exploring the paths of causal relationships between the constituent variables of the model, as well as verifying the suitability of the structural model with its various components in the interpretation of giftedness. The research sample consisted of (130) male and female students in secondary grades one and two in Technology and Sciences School for gifted in Cairo (STEM Egypt), (32) female students, and (98) male students. The sample's aged between (15-17) years with an average of 15.87 years and a standard deviation of 1.13 degree. The instruments of the study were applied on them after checking their psychometric properties. These tools were: Raven's Progressive Matrices test (Abu Hatab, 1977), and Torrance creative thinking test (photo B) (Sulaiman &amp; Abu Hatab, 1976), as well as a computerized battery that includes a computerized task specific metacognitive skills test, and a computerized Extra-cognitive abilities scale. The research concluded that there is a high impact of meta-cognitive abilities on cognitive abilities, except achievement, and high impact of extra-cognitive abilities on meta-cognitive skills. The results also showed the relevance of the proposed model with its variables in the interpretation of giftedness structure.&#x0D; Keywords: giftedness structure model, developmental cognitive theory of giftedness, meta cognitive abilities, extra-cognitive abilities.

Modeling Causal Relationships Among Giftedness Structure Variables

The present research aimed at identifying the interrelationships between cognitive, meta-cognitive, and extra-cognitive abilities, and exploring the paths of causal relationships between the constituent variables of the model, as well as verifying the suitability of the structural model with its various components in the interpretation of giftedness. The research sample consisted of (130) male and female students in secondary grades one and two in Technology and Sciences School for gifted in Cairo (STEM Egypt), (32) female students, and (98) male students. The sample's aged between (15-17) years with an average of 15.87 years and a standard deviation of 1.13 degree. The instruments of the study were applied on them after checking their psychometric properties. These tools were: Raven's Progressive Matrices test (Abu Hatab, 1977), and Torrance creative thinking test (photo B) (Sulaiman &amp; Abu Hatab, 1976), as well as a computerized battery that includes a computerized task specific metacognitive skills test, and a computerized Extra-cognitive abilities scale. The research concluded that there is a high impact of meta-cognitive abilities on cognitive abilities, except achievement, and high impact of extra-cognitive abilities on meta-cognitive skills. The results also showed the relevance of the proposed model with its variables in the interpretation of giftedness structure.&#x0D; Keywords: giftedness structure model, developmental cognitive theory of giftedness, meta cognitive abilities, extra-cognitive abilities.

Neurocognitive improvement after angioplasty in patients with chronic middle cerebral artery stenosis and cerebral ischemia.

The use of middle cerebral artery (MCA) angioplasty compared with drug therapy has been controversial. Few studies have reported the correlations between cognitive function improvement and MCA angioplasty. This study aimed to explore neurocognitive function after angioplasty in patients with middle cerebral artery stenosis (MCAS) and objective cerebral ischemia. We identified 14 patients diagnosed with MCAS aged 45-65 years. Neurocognitive function evaluation was performed by 2 independent clinical psychologists using the Mini-Mental State Examination (MMSE), Montreal cognitive assessment scale (MoCA), and Multi-Dimensional Psychology. All patients received general anesthesia, underwent diagnostic cerebral angiography (DSA) via the femoral route and angioplasty, and then were sent to the neurologic intensive care unit (NICU) for overnight hemodynamic and neurologic monitoring. Aspirin and clopidogrel treatments were continued for 3 months after successful intervention. Complete neurologic examinations, including assessment with the National Institutes of Health Stroke (NIHSS), and modulate RANK score (MRS) were conducted by 2 independent neurologists. The patients received a family follow-up at 1 week, 1 month, and 3 months after the interventional procedure. Neurologic sequelae, intracranial hemorrhages, and deaths were recorded as an endpoint. Follow-up clinical and imageological examinations were scheduled at 6 months after the intervention. Follow-up brain computed tomography (CT) perfusion or magnetic resonance angiography (MRA) perfusion scans performed by 2 imageological scanners were scheduled 6 months after the procedure. Angioplasty technical success was achieved in 14 parents (100%). We found that 10 patients did not have recurrent MCAS in the angioplasty site and had significant improvements in the associated brain perfusion situation and cognitive founction as compared before and after angioplasty. Also, 4 patients had evident restenosis in the angioplasty site. In the nonstenosis group, we found significant improvements in the MMSE, 3-dimensional (3D) mental rotation, simple calculation, and spatial working memory. In the recurrent stenosis group, we found no statistically significant changes in cognitive function compared with the baseline and after a 6-month follow up. There were high correlations between the changes in perfusion and the changes in word and picture memory. There was a significant correlation between the change in perfusion with MMSE (-0.522), spatial working memory (0.655), and Raven's progressive matrices test (0.637); a moderate correlation with 3D rotation (0.413), and simple calculation (-0.359); and weak correlation with visual tracking (0.026) and MoCA (0.279). Angioplasty surgery significantly improves neurocognitive function in patients with middle cerebral artery stenosis (MCAS) and objective cerebral ischemia.

Successive negative contrast in humans: Dissociation between behavioral and affective measures of frustration

Successive negative contrast (SNC) involves a disruption of behavior when the magnitude of a reward is reduced unexpectedly from a large to a small amount, relative to a control always receiving the small amount. In the present study, a cognitive task based on the Raven's Progressive Matrices test was used to induce SNC in humans (college students), analyzing its impact on performance (reaction time, accuracy) and affective state. Training involved two phases for the SNC groups: preshift (80 % probability of receiving post-trial positive feedback) and postshift (20 % probability of receiving post-trial positive feedback); control groups always received low probability of positive feedback (20 %). Reward expectancy (expected score obtained in the task) was manipulated in three experiments involving (a) training under SNC or control conditions (Experiment 1); (b) participants’ estimation of performance before starting the task (high -SNC-, low -control-; Experiment 2); and (c) information about peers showing high (SNC) or low performance (control; Experiment 3). Experiments 1–2 provided evidence of a dissociation between behavioral and affective measures of frustration. Only participants downshifted in magnitude of reward based on peer comparison (Experiment 3) exhibited behavioral impairment accompanied by negative affect after reward devaluation. The results are discussed in terms of differences across experiments in the way the reward expectancy was initially induced and subsequently violated. Contributions and limitations of these studies to analyze how incentive relativity influences behavior and affect are also considered.

Intact Nuclear Families: Associations between Parental Styles and School Children’s Behavior

Abstract Regardless of family configurations, few studies address the concomitant assessment of mothers and fathers regarding their children’s behaviors and parenting practices. The objective was to compare and correlate the assessment of biological mothers and fathers of intact nuclear families on their parental practices and behavioral problems of their school-aged children. Fourth-two intact nuclear families answered to the following instruments: General Questionnaire, Parenting Style Inventory, Strengths and Difficulties Questionnaire and Raven Progressive Matrices Test - Special Scale. The quantitative analysis showed that mothers and fathers presented similar assessments regarding the behavior of their children, though mothers reported more positive practices than fathers. Negative parenting styles were positively correlated with child behavioral problems. These findings contribute to the planning of preventive strategies and interventions directed to families.

Strategic reasoning in persuasion games: An experiment

We study experimentally persuasion games in which a sender with private information provides verifiable but potentially vague information (i.e., about the quality of a product) to a receiver. Sequential equilibrium and iterated admissibility predict unraveling of information. Iterated admissibility also provides predictions for every finite level of reasoning about rationality. We observe behavior consistent with relatively high levels of reasoning. Iterated admissibility implies that the level of reasoning required for unraveling is increasing in the number of quality levels. Yet, there is only insignificantly more unraveling in a game with two quality levels than in a game with four quality levels. There is weak evidence for learning. Participants display difficulties in transferring learning from a game with two quality levels to a game with four quality levels. There is a significant but small positive correlation between cognitive abilities in Raven's progressive matrices test and levels of reasoning.

Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties

This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children’s total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children’s total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).

Characteristics of psychophysiological indicators of students with different interhemispheric asymmetry

Abstact. Psychophysiological parameters (short-term visual memory, speed of successive addition of numbers in visual perception, indicators in the Raven progressive matrices test and the Stroop test) were investigated among left-handed and right- handed men (aged 19-25 years). It was found that the verbal stimuli perception in competition with the corresponding sensory perception of right-handers are more pronounced. At the same time, sense perception of the image and its indicating verbal stimuli associated to a greater extent for left-handed persons. The advantage of the left-handers in the test of the Raven progressive matrices test and the advantage of the right-handers in the sequential addition of single-valued numbers were noticed. All indicators of short-term visual memory demonstrated the advantage of left-handers. The use of factor analysis showed that right-handers have greater productivity in performing the proposed tests. This is mainly due to the functions of the left hemisphere - verbal thinking and consistent processing of information. The second important factor is visual spatial thinking. Productivity of left-handers is largely determined by the function of the right hemisphere: sensory perception and spatial thinking. The third most important factor is the interaction between figurative and verbal thinking and the attentional set-shifting. Thus, right-handers in a greater extent than left-handed people, have more success in intellectual activity because of the development of the functions of the dominant hemisphere.

Estudo normativo do R-1: Teste Não Verbal de Inteligência para uma região da Bahia-Brasil

O R-1: Teste Não Verbal de Inteligência é um instrumento que foi construído com base no Teste de Matrizes Progressivas de Raven de acordo aos pressupostos teóricos da análise fatorial de Spearman, teoria bifatorial. O presente artigo objetivou apresentar normas para o R-1 para uma amostra de motoristas e candidatos a Carteira Nacional de Habilitação de uma região do sudoeste da Bahia - Brasil. A amostra foi composta de 1507 adultos, de ambos os sexos e três níveis de escolaridade, que realizaram avaliação psicológica em uma clínica credenciada ao DETRAN-BA. Para determinar a influência do sexo e da escolaridade foram realizados testes estatísticos, que indicaram diferenças significativas nas pontuações em função dessas variáveis. Os resultados apontaram a necessidade de estabelecer normas por sexo e por nível de escolaridade para a população estudada. Tais estudos contribuem para o avanço nas pesquisas em avaliação psicológica no contexto do trânsito.

“Por que meu filho reprova?” Estudo sobre o vínculo parental e a reprovação escolar

Investigou-se a relação entre o vínculo parental de adolescentes com e sem histórico de reprovação escolar a partir de um delineamento correlacional e comparativo, de caráter quantitativo e transversal. Participaram 140 adolescentes matriculados em escolas municipais de São Leopoldo/RS, que responderam um Questionário de Dados Sociodemográficos, Teste Matrizes Progressivas de Raven e Parental Bonding Instrument. Os resultados indicaram que o número de reprovações da mãe esteve positivamente associado ao número de reprovações do filho, assim como as dimensões cuidado do pai e da mãe ao potencial intelectual do filho. As dimensões cuidado e proteção do pai e mãe relacionaram-se negativamente com o número de reprovações do filho. Também houve diferença entre os grupos na dimensão cuidado do pai. Tais resultados destacam a importância da participação dos pais no processo de ensino-aprendizagem dos filhos.