Background: Whether the Flynn effect (the increase in the populations' IQ over time) affects the IQ scores of people with learning disability or borderline learning disability remains unclear. The issue is important as the Flynn effect should alter the number of people eligible for health service resources. A comparison of the Wechsler Adult…

The relationship between measures of IQ and standardized school achievement tests is well established at around r~0.5 when the two are measured in close proximity. The current paper examined the stability of this correlation when comparing elementary school achievement (grades 3-8) and midlife IQ. Iowa Adoption Study participants who had…

The utility of Developmental Quotients (DQ) from the Psychoeducational Profile--Revised (PEP-R) to estimate cognitive ability in young children with autism was assessed. DQ scores were compared to scores from the Stanford-Binet Intelligence Scales--Fourth Edition (SB-FE) for 27 preschool students with autism. Overall and domain DQ's on the PEP-R…

Background: The study is the first within trial cost analysis of direct versus indirect and individual versus group modes of speech-and-language therapy for children with primary language impairment. Aims: To compare the short-run resource consequences of the four interventions alongside the effects achieved measured by standardized scores on a…

The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from…

This article reports on two experiments of exposure to music and cognitive performance. In Experiment 1, Canadian undergraduates performed better on an IQ subtest (Symbol Search) after listening to an up-tempo piece of music composed by Mozart in comparison to a slow piece by Albinoni. The effect was evident, however, only when the two pieces also…

The General Ability Index (GAI) was compared with Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Full Scale Intelligence Quotient (FSIQ) from the WAIS-III in data obtained from 381 adults assessed for reported learning or attention problems between 1998 and 2005. Not only did clients with more neurocognitively based disorders (i.e.,…

This study addresses the question whether highly gifted students have particular school-related problems. To answer this question, 4 categories of gifted students are compared, consisting of above-average intelligent students (IQ between 110-119), mildly gifted students (IQ between 120-129), moderately gifted students (IQ between 130-144), and…

This report summarizes Austin Independent School District's prekindergarten student data from 2001-2002 (half-day and full-day programs) and 2007-2008 (full-day program only), including student demographics, academic performance, and attendance.

Compared factor structures of the WISC and the WISC-R using the data for age groups 7.5, 10.5, and 13.5 years in the two standardization samples. Results demonstrated that the structures of the two scales are as similar as the structure of either scale is for different age groups. (Author)

The relationships between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Cognitive Assessment System (CAS) with the Woodcock-Johnson Tests of Achievement (WJ-III) were examined for a sample of 119 children (87 males and 32 females) ages 6 to 16. The sample was comprised of children who were referred to a specialty clinic…

Using multi-group covariance and means structure analysis (MG-CMSA), this study investigated whether sex differences were present on the Dutch WAIS-III, and if so, whether these sex differences were attributable to differences in general intelligence ("g"). The sample consisted of 294 females and 228 males between 18 and 46 years old.…