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The connection between the complete brain size and general mental ability (GMA) was acknowledged universally. Connection between the performance intelligence quotient (PIQ) score and anatomical characteristics such as complete brain size, height, gender and weight are also narrated in many research papers. Very little study has been compiled to derive the relationship of verbal IQ (VIQ) with PIQ, full scale IQ (FSIQ) and anatomical characteristics. The current research report aims to develop the relationship of VIQ with the above mentioned variables. It is identified herein that VIQ is unequal variance random variable, and its mean is positively connected with FSIQ (P

Background: Current knowledge regarding differences in verbal intelligence scores (VIQ) and performance intelligence scores (PIQ) in preterm born children is limited. As early motor performance may be essential for developing later visual-perceptual and visual-motor skills, early motor performance may be associated with PIQ. Aims: To evaluate whether in preterm born children motor performance at two years was associated with PIQ at eight years. Methods: Single-centre cohort study including 88 children born

Aim: In this study, we examined (1) the presence of abnormally low scores (below 10th percentile) in various visual motion perception aspects in children with brain damage, while controlling for their cognitive developmental delay; (2) whether the risk is increased in comparison with the observation and expectation in a healthy control group and healthy population.Methods: Performance levels of 46 children with indications of brain damage (Mage = 7y4m, SD = 2y4m) on three visual motion perception aspects (global motion, motion speed, motion-defined form) were evaluated. We used developmental age as entry of a preliminary reference table to classify the patient’s performance levels. Then we compared the percentages of abnormally low scores with percentages expected in the healthy population using estimated base rates and the observed percentages in the control sample (n = 119).Results: When using developmental age as reference level, the percentage of low scores on at least one of the three tasks was significantly higher than expected in the healthy population [19/46, 41% (95%CI: 28–56%), p = 0.03]. In 15/19 (79% [95%CI: 61–97%] patients only one aspect of motion perception was affected. Four patients performed abnormally low on two out of three tasks, which is also higher than expected (4/46, 8.7%, 95%CI: 2.4–20.8% vs. 2.1%; z = 2.61, p < 0.01). The observed percentages in the patient group were also higher than found in the control group.Interpretation: There is some evidence that children with early brain damage have an increased risk of isolated and combined motion perception problems, independent of their performance IQ.

Objective To identify the relationship between the Psychomotor Performance and the Intelligence Quotient in preschoolers diagnosed with Congenital hypothyroidism CH Methods Transversal study with preschoolers diagnosed with CH Picq and Vayer test PV and Wechsler preschool and primary scale of intelligence WPPSI were used nbsp Pearson s correlation coefficient and analysis of variance were estimated Results Body schema BS from the PV test showed the highest statistically significant correlation with global IQ nbsp from the WPPSI r verbal IQ VIQ with Language LE r and performance IQ PIQ with BS r Components from the PV test showing significant correlations with verbal sub scale of WPPSI nbsp Projective drawing correlated to of the sub scales assessed by the Performance sub scale fo WPPSI r to Conclusion Psychomotor development in preschoolers is the major predictor of the performance functions of children with hypothyroidism nbsp ve To identify the relationship between the Psychomotor Performance and the Intelligence Quotient in preschoolers diagnosed with Congenital hypothyroidism CH nbsp Methods Transversal study with preschoolers diagnosed with CH Picq and Vayer test PV and Wechsler preschool and primary scale of intelligence WPPSI were used nbsp Pearson s correlation coefficient and analysis of variance were estimated nbsp Results Body schema BS from the PV test showed the highest statistically significant correlation with global IQ nbsp from the WPPSI r verbal IQ VIQ with Language LE r and performance IQ PIQ with BS r Components from the PV test showing significant correlations with verbal sub scale of WPPSI nbsp Projective drawing correlated to of the sub scales assessed by the Performance sub scale fo WPPSI r to nbsp Conclusion Psychomotor development in preschoolers is the major predictor of the performance functions of children with hypothyroidism nbsp Objective To identify the relationship between the Psychomotor Performance and the Intelligence Quotient in preschoolers diagnosed with Congenital hypothyroidism CH nbsp Methods Transversal study with preschoolers diagnosed with CH Picq and Vayer test PV and Wechsler preschool and primary scale of intelligence WPPSI were used nbsp Pearson s correlation coefficient and analysis of variance were estimated nbsp Results Body schema BS from the PV test showed the highest statistically significant correlation with global IQ nbsp from the WPPSI r verbal IQ VIQ with Language LE r and performance IQ PIQ with BS r Components from the PV test showing significant correlations with verbal sub scale of WPPSI nbsp Projective drawing correlated to of the sub scales assessed by the Performance sub scale fo WPPSI r to nbsp Conclusion Psychomotor development in preschoolers is the major predictor of the performance functions of children with hypothyroidism nbsp

Background Autism spectrum disorders (ASD) are disorders of neurodevelopmental origin characterized by social reciprocity deficits, communication deficits, and unusual restricted and repetitive behaviors. In some of these people, measured IQ (Intelligence Quotient) can be normal or even superior or low. Material and Methods This is a Retrospective study in autistic children. We have analyzed with autistic disorder, 47 patients had savant skills and 1 patients of MR (Mental Retardation) had savant skills. China- Wechsler Young Children Scale of Intelligence (C-WYCSI) and China-Wechsler Intelligence Scale for Children(C-WISC) were used for calculating IQ levels in different age groups. Results Asperger’s syndrome (AS) children had higher verbal IQ (VIQ) and full scale IQ (FSIQ) compared to autism and high functional autism (HFA) children with statistical difference. Autism children had lower VIQ, performance IQ and FSIQ compared to HFA and AS children with statistical significance. AS children had higher values in C-WISC and CWYCSI compared to autism children. Conclusion Children with Asperger’s syndrome have higher full IQ and Sub test IQ compared with autism and HFA children. Journal of Nobel Medical College Volume 5, Number 1, Issue 8, January-July 2016, 9-13

Background: Informed consent forms and clinical study participation explanations contain many specialized words including medical terms that are difficult to understand. The difficulty is particularly obvious for children with developmental disorders who show attention or similar problems. This study quantitatively evaluated the decision-making ability of these children using the Wechsler Intelligence Scale for Children-III (WISC-III) as a preliminary study for a multi-faceted investigation that would also use physiological indices. Methods: Participants were 11 children with Attention Deficit/Hyperactivity Disorder (AD/HD). The WISC-III was used for quantitative evaluation of their decision-making ability. Results of intelligence quotients (IQs), group indices, and subtest scores were analyzed. Results: The mean Performance IQ was four points lower than the mean Verbal IQ. The mean score for the Processing Speed index was lower by more than one standard deviation (SD). The mean scores for the Coding and Object Assembly subtests were lower by more than two SDs. Conclusion: The WISC-III results for IQ and group indices suggested the efficacy of auditory explanations. In addition, the subtest results suggested the necessity to pay sufficient attention to risk-benefit weighting in explanations. These findings suggested that the decision-making ability of children with AD/HD could be assessed using the WISC-III.

Sex differences on the WISC-R in Chinese children were examined in a sample of 788 aged 12years. Boys obtained a higher mean full scale IQ than girls of 3.75 IQ points, a higher performance IQ of 4.20 IQ points, and a higher verbal IQ of 2.40 IQ points. Boys obtained significantly higher means on the information, picture arrangement, picture completion, block design, and object assembly subtests, while girls obtained a significantly higher mean on coding. The results were in general similar to the sex differences in the United States standardisation sample of the WISC-R. Boys showed greater variability than girls.

The Dickens and Flynn model of the Flynn effect (generational increases in mean IQ) assigns an important role to genotype-environment covariance (GE-cov). We quantify GE-cov in a longitudinal simplex model by modeling it as phenotype to environment (Ph->E) transmission in twin data. The model fits as well as the standard genetic simplex model, which assumes uncorrelated genetic and environmental influences. We use the results to explore numerically the possible role of GE-cov in amplifying increases in environmental means. Given the estimated Ph->E transmission parameters, GE-cov resulted in an amplification (in std units) of a factor 1.57 (full scale IQ) to 1.7 (performance IQ). The results lend credence to the role of GE-cov in the Flynn effect.

The relation between the sleep and the visuospatial skills was evaluated in 31 students from a public school. For the analysis of sleep, the parents of volunteers answered a sleep evaluation questionnaire and the sleep diary. The visuospatial performance was evaluated by Wechsler Intelligence Scale for Children (WISC-III), through the subtest Picture Completion, the Perceptual Organization Index and the Performance IQ Scale. In accordance with the results, 72% of the students presented regular sleep and good sleep length. The visuospatial performance was deficient in subtest Picture Completion for 56% of the students, and on the Performance IQ Scale for 60% of the students. Significant correlations were verified between early sleep onset (rho = -0.40, p < 0.05) and regular sleep (rho = -0.39, p < 0.05) with the visuospatial performance. It was concluded that sleeping early and having a regular sleep may contribute to a better visuospatial performance.Avaliou-se a relação entre o sono e a visuoespacialidade em 31 estudantes de uma escola pública. Para a análise do sono, foram preenchidos, pelos pais dos voluntários, uma ficha de avaliação do sono e o diário do sono. O desempenho visuoespacial foi avaliado pela Escala de Inteligência Wechsler para Crianças (WISC-III), utilizando o subteste Completar Figuras, o índice fatorial Organização Perceptual e a Escala QIde Execução. De acordo com os resultados, 72% dos estudantes apresentaram sono regular e boa duração. O desempenho visuoespacial foi deficiente no subteste Completar Figuras para 56% dos estudantes, e na Escala QI de Execução para 60% dos alunos. Foram verificadas correlações significativas entre início do sono cedo (rho = -0,40, p < 0,05) e sono regular (rho = -0,39, p < 0,05) com o desempenho visuoespacial. Conclui-se que dormir mais cedo e ter um sono regular podem contribuir para um melhor desempenho visuoespacial.

Objective: The present study compared results on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) among adult patients with attention-deficit/hyperactivity disorder (AD/HD) and those with Asperger’s disorder (AD). Method: WAIS-R results were compared between 16 adults with AD/HD (8 men and 8 women; mean age, 33.81 years; mean full-scale IQ, 101.5) and 15 adults with AD (12 men and 3 women; mean age, 30.93 years; mean full-scale IQ, 104.6). Results: Verbal IQ was significantly higher than performance IQ in the AD group. Among various subtests, scores were the highest for similarities in the AD/HD group and for block design in the AD group. Picture completion test scores were the lowest scores obtained in both groups. A comparison of subtest scores between the AD/HD and AD groups showed scores for information to be significantly higher in the AD group than in the AD/HD group. Conclusions: Our results suggest that there are no differences in verbal IQ, performance IQ, and full-scale IQ scores (except for scores on the information subtest) among adult patients with AD/HD compared with adult patients with AD.

Normative data for 5–6 year olds on the Chinese Preschool and Primary Scale of Intelligence (WPPSI) are reported for samples tested in 1984 and 2006. There was a significant increase in Full Scale IQ of 4.53 points over the 22 year period, representing a gain of 2.06 IQ points per decade. There were also significant increases in Verbal IQ of 4.27 points and in Performance IQ of 4.08 points.

Background: Assessing disparity in IQ is important in selecting an occupation and thus helping people lead a productive life. In Turner syndrome patients, this shall be more important as assessment of verbal IQ- and performance IQ disparity could be used in helping them select an occupation so that productivity and quality of life is not grossly compromised. Methods: Based on karyotyping, 30 patients with turner syndrome and 30 patients with primary amenorrhoea due to other aetiologies were selected for the study. Cytogenetic analysis was done for every case using G-banding technique. Assessment of intellectual functions was done using Wechsler Adult Intelligence Scale (WAIS). Results: Mean value of PIQ of X0 (turner) was 74.67 and that of XX (other amenorrhoea patients) was 90.30. Mean value of VIQ of X0 (turner) was 93.67 and that of XX (other amenorrhoea patients) was 93.60. Mean value of VIQ and PIQ disparity of X0 (turner) was 18.67 and that of XX (other amenorrhoea patients) was 3. Conclusions: Turner syndrome patients have high VIQ-PIQ disparity when compared to other primary amenorrhoea patients.

Objectives：Intellectual impairment in children with attention-deficit hyperactivity disorder (ADHD) is often associated with relatively severe cognitive dysfunction. This study was designed to investigate cognitive function using auditory and visual event-related potential P300 in children with ADHD with relatively higher and lower IQ. Methods：A total of 20 children aged 6-12 years with DSM-IV-TR diagnosis of ADHD-combined type were recruited. For 10 children with lower IQ (≤100) and 10 children with higher IQ (＞100), auditory and visual P300 using oddball paradigm (target 0.2, standard 0.8, in probability) were employed. Results：No significant differences were found in P300 amplitude and latency between ADHD children with higher and lower IQ in both modalities. However, auditory P300 amplitude in the right parietal area (P8 electrode) was negatively correlated with verbal IQ in ADHD subjects (R=-.50, p＜.05). Visual P300 amplitude in the left parietal area (P3 electrode) was positively correlated with performance IQ in ADHD subjects (R=.57, p＜.01). Conclusion：This study suggests intellectual impairment, as evidenced by lower IQ, could not be associated with cognitive dysfunction reflected in event-related potential P300 in ADHD children. However, cognitive function reflected in intellectual sub components and P300 might be processed in a stimulus modality-specific and asymmetric pattern.

Purpose: The objectives were to examine following 2 questions related to cognitive profile for the children with Williams syndrome (WS); 1) Is there a significant advantage for verbal IQ over performance IQ in WS?; 2) Is there selective impairment in visuospatial ability in the children with WS? Materials and Methods: Five children with WS with the age of 90.86 20.73 months were compared ± with 12 children with Prader-Willi syndrome (PWS) or Down syndrome (DS) with comparable age and IQ. Results: All 5 children with WS showed intellectual disability whose mean scaled scores were 15.71± 9.27 in verbal subtests and 14.29 7.50 in performance subtests, which did not show significant diffe ± rence. There was no significant difference in the total sum of scaled scores of verbal subtests among WS, PWS and DS. There was no selective impairment in subtests which represented visuospatial tasks for the children with WS. However, the scaled score of object assembly was significantly lower in WS (2.29 0.95) compared to that of PWS (4.75 2.77; ± ± P

تهدف هذه الدراسة إلى تحديد الفروق بين متوسط رتبة الأطفال العاديين والأطفال ذوي ADD، والأطفال ذوي ADHD / H والأطفال الذين يعانون من ADHD من الأداء على subfactors من WISC للأطفال في العينة في الصفوف (2، 4، 6) المدرسة. بتوزيعها على:اختبار کروسکال واليس، تستخدم لفروق ذات دلالة إحصائية بين الأطفال من کشف رتبة يعني في أربع مجموعات. کشفت النتائج وجود فروق ذات دلالة إحصائية بين الأطفال في أربع مجموعات في الأداء للقياس المنطق والرياضيات صورة قياس الترتيب، في حين لا توجد فروق ذات دلالة إحصائية بين هذه المجموعات في الأداء على subfactors أخرى. اختبار مان وU witeny المستخدمة لتحديد مصدر الفروق بين أربع مجموعات، کشفت النتائج وجود فروق ذات دلالة إحصائية بين الأطفال الذين يعانون من ADD ADHD والأطفال الذين يعانون من / H والأطفال ADHD مع مجموعات في الأداء على مقياس المنطق والرياضيات صورة التدبير الترتيب. هناک فروق ذات دلالة إحصائية بين الأطفال رتبة الوسائل مع ADD، والأطفال ذوي ADHD / H والأطفال الذين يعانون من ADHD / C المجموعات في الأداء للقياس المنطق والرياضيات ترتيب الصور measure.Finally، وهناک فروق ذات دلالة إحصائية بين الأطفال الذين يعانون من ADHD / H والأطفال الذين يعانون من ADHD في الأداء على مقياس المنطق والرياضيات صورة التدبير الترتيب. تناولت نتائج لا توجد فروق ذات دلالة إحصائية بين أداء الأطفال في أربع مجموعات لIQ اللفظي، IQ الأداء ونطاق کامل.مفتاح أجنحة: ADHD، الانتباه - فرط النشاط اضطراب عجز، سرعة المعلومات وتنظيم إدراکي، والتحرر من التشتت، فهم الألفاظ.Cognition performance for children with Subtypes of Attention- Deficit Hyperactivity Disorder. By: Dr. / Khaled El-Sayed Ziada. Lecturer of Psychology Faculty of Arts – Menoufiya Uni. & King Saudi Uni. This study aims to determine differences between mean rank of Normal children, Children with ADD ,Children with ADHD/H and Children with ADHD of performance on subfactors of the WISC for children at the sample in grades (2, 4, 6) school. It distributed to:1 – Children with ADD (N = 5).2 – Children with ADHD/H (N = 6).3 – Children with ADHD (N = 6).4- Normal Children (N = 5). The Kruskal –Wallis test used to revealed significant differences between children of mean rank in four groups. The results revealed significant differences between children in four groups in performance of Math reasoning measure and Picture arrangement measure, while there aren’t significant differences among those groups in performance on other subfactors. The Mann-witeny U test used to determine source of differences between four groups, the results revealed there are significant differences between children with ADD and Children with ADHD/H and children with ADHD groups in performance on Math reasoning measure and Picture arrangement measure. There are significant differences between means rank’s children with ADD, Children with ADHD/H and children with ADHD/C groups in performance of Math reasoning measure and Picture arrangement measure.Finally ,there are significant differences between children with ADHD/H and children with ADHD in performance on Math reasoning measure and Picture arrangement measure. The results reveled there aren’t significant differences between performance of children in four groups to Verbal IQ, Performance IQ and Full Scale.Key Wards: ADHD, Attention – Deficit Hyperactivity Disorder, Speed of Information , Perceptual Organization, Freedom from Distractibility, Verbal Comprehension.

The Wechsler Intelligence Scale for Children – Third Edition UK test was administered to groups of children between the ages of 6 and 12 years with vertically transmitted HIV infection ( n = 70) and a control group who were not infected by the virus ( n = 70). The study was conducted in India. The two groups were matched for general verbal abilities, age and gender. The children were assessed for Verbal IQ, Performance IQ and Full-Scale IQ. The Verbal Comprehension Index, Perceptual Organization Index and Freedom from Distractibility Index were also obtained. A three-factor analysis of variance disclosed that school-age children with vertically transmitted HIV infection notched below in the areas of Verbal IQ, Performance IQ, Full-Scale IQ, Verbal Comprehension Index, Perceptual Organization Index and Freedom from Distractibility Index when collated with normal uninfected cohorts. Findings are discussed in the light of both theoretical and clinical implications.

Intelligence, as measured by standardized psychological tests, has been shown to be highly heritable, though identifying specific genes influencing general intelligence has proven difficult. We conducted genome-wide linkage analyses to identify chromosomal regions containing genes influencing intelligence, as measured by WAIS full-scale IQ (FSIQ), performance IQ (PIQ) and verbal IQ (VIQ). Non-parametric multipoint linkage analyses were conducted with Merlin-regress software, using a sample of 1,111 genotyped and phenotyped individuals from 201 families, ascertained as part of the Collaborative Study on the Genetics of Alcoholism (COGA). The strongest evidence of linkage was obtained for FSIQ on chromosome 6 (LOD=3.28, 12 cM) near the marker D6S1006. This region was also implicated with suggestive linkage in a recently published genome screen of IQ in Australian and Dutch twin pairs, and it has been implicated in linkage studies of developmental dyslexia. Our findings provide further support that chromosome 6p contains gene(s) affecting intelligence.

The Flynn effect has been widely researched in Western and European nations, while it has been comparatively understudied in Asian countries. This study examines possible Flynn effects in China from 1985 to 86 and to 2011–12. Results are reported for an IQ increase among 12 year olds on the Full Scale IQ WISC-R (Wechsler Intelligence Scale for Children-Revised) of 6.19 IQ points, a gain on the Performance IQ of 6.55 IQ points, and a gain on the Verbal IQ of 1.91 IQ points.

The extent to which the acquisition of expertise in knowledge-rich domains, such as chess, can be influenced by general individual characteristics, such as intelligence, has remained unclear. Some previous studies with children have documented significant correlations between chess skill and performance on some psychometric tests, such as performance IQ. However, we found no evidence for a correlation between chess skill and visual memory ability in a group of adult chess players (N = 36, age = 28.4 years). This finding, together with other data in the literature, suggests that there is surprisingly little evidence that chess skill and visuospatial ability are associated in adults. Thus, visual memory ability, and perhaps visuospatial intelligence, may be relatively unimportant factors in the long-term acquisition of chess skill.

article i nfo Intelligence quotient (IQ) scorestend to remain stable across the lifespan. Nevertheless, in some healthy individ- uals, significant decreases or increases in IQ have been observed over time. It is unclear whether such changes reflect true functional change or merely measurement error. Here, we applied surface-based corticometry to in- vestigatevertex-wisecorticalsurfaceareaandthicknesscorrelatesofchangesinFullScaleIQ(FSIQ),Performance IQ (PIQ) and Verbal IQ (VIQ) in a representative sample of children and adolescents (n = 188, mean age = 11.59 years) assessed two years apart as part of the NIH Study of Normal Brain Development. No significant as- sociationsbetween changesinIQ measuresand changes incorticalsurface area were observed,whereas changes in FSIQ, PIQ, and VIQ were related to rates of cortical thinning, mainly in left frontal areas. Participants who showed reliable gains in FSIQ showed no significant changes in cortical thickness on average, whereas those who exhibited no significant FSIQ change showed moderate declines in cortical thickness. Importantly, individ- uals who showed large decreases in FSIQ displayed the steepest and most significant reductions in cortical thick- ness. Results support the view that there can be meaningful cognitive ability changes that impact IQ within relatively short developmental periods and show that such changes are associated with the dynamics of cortical thickness development.

WAIS-R Verbal-Performance IQ difference scores for Ward's (1990) seven subtest short form and the complete WAIS-R were examined in patients with lateralized and diffuse lesions. For both versions, the expected Performance > Verbal pattern was observed in the right hemisphere lesion group, while no summary score differences were seen in the left hemisphere group. Verbal-Performance IQ discrepancies for the short form fell within ± 5 points of the WAIS-R discrepancy scores in about 75%of the cases, regardless of lesion location. Statistically reliable IQ differences between the complete and abbreviated WAIS-R attained 66%, 91%, and 89% agreement for the left, right, and diffuse groups, respectively. The results support the clinical utility of the seven subtest short form.

Twenty-four aphasic and fifteen right brain-damaged subjects were compared on their ability to identify the objects whose use was depicted in a series of twenty videotaped pantomimes. Aphasics were inferior to right brain-damaged patients in inferring object use. Success was correlated with Performance IQ, but not with language measures. Analysis of movement features contributing to subjects' choices reveal speed of movement and object weight to be the most robust and hand shape and size to be the most fragile.

Evaluate neuropsychological functioning in children with non-syndromic cleft of the lip and/or palate (NSCL/P) through profile variance within type of cleft and comparisons to controls.Children ages 7 to 17 years participated; 66 had a diagnosis of NSCL/P and 87 were healthy controls. Neuropsychological tests of language, visual-perceptual, executive functioning, and memory skills were administered. Between- and within-group differences were assessed.Within cleft types, children with NSCLP had an even profile with equal Verbal and Performance IQ (VIQ and PIQ, respectively). Children with non-syndromic cleft palate only (NSCP) had significantly lower VIQ than PIQ, while children with non-syndromic cleft lip only (NSCL) showed a nonsignificant trend for higher VIQ than PIQ. Overall, subjects with NSCL/P performed lower on measures of expressive language and verbal memory than controls.While deficits in verbal and memory skills for children with NSCL/P remain apparent, there is still uncertainty around the possible influence of cleft type on the pattern of deficits.

Sir, Anderson et al. (2009) refuted the Kennard Principle, which states that the immature brain is more plastic and less vulnerable to insult than a mature brain (Montour-Proulx et al. , 2004); however, there are important errors in Table 5 of their paper. The IQ data for their six age subgroups do not tally with the total group figures in the last column of Table 5. In each of these six subgroups, the IQ figure in the last row is intermediate between the first two rows, so clearly must be the full scale IQ, and not performance IQ as stated (V, P and FS refer to verbal, performance and full scale IQs on the Wechsler Intelligence Scales). One would then assume, as is usually reported, that the first subgroup row is verbal IQ, the second performance IQ and the third full scale IQ. However, there are two major problems with this reading: 1. the mean figure for full scale IQ for the whole group (last column in Table 5), intermediate between verbal IQ and performance IQ, is now in row 1 and not row 3. The mean total group figures as printed do not correspond to subgroup row order from Table 5 (FS/V/P), to the more usual proposed order (V/P/FS), or to that expected from the previous literature (FS/P/V). 2. In all six subgroups, verbal IQs would be lower than performance IQs. For those aged 3–6 years at lesion, verbal IQ would be 94 and performance IQ 100; for age 7–9 years, verbal IQ would be 94 and performance IQ 102; for 10–16 years, verbal IQ would be 95 and performance IQ100. For the total group of 160 children, the figures in Table 5 claim a mean verbal IQ of 86 (see also p. 49) and performance IQ of 91. It was …

Sir, Many thanks for providing the opportunity to respond to the letter from Dr Gordon concerning our recent paper: Childhood brain insult: can age at insult help us predict outcome? (Anderson et al. , 2009). We are grateful for the chance to clarify the issues raised. The first point raised by Gordon (2009) correctly identified an error in the data presented in Table 5 of our paper. This error has been acknowledged and addressed separately in a recent Corrigendum published in Brain . Importantly, this was a clerical error regarding labelling of variables within the table. Interpretation of the results and data were not impacted by this error. The second issue of the contention relates to our finding that verbal IQ (VIQ) was consistently less than performance IQ (PIQ) in all groups in our sample. Subsequent analyses confirm …

To examine the growth of the corpus callosum between adolescence and early adulthood in individuals who were born before 33 weeks' gestation (very preterm [VPT]) and its relation to neuropsychological function.A longitudinal cohort study of VPT individuals born between January 4, 1982, and December 29, 1984, and a term-born comparison group.A long-term follow-up study into perinatal predictors of outcome after preterm birth at University College Hospital, London.A total of 72 VPT and 34 term-born individuals were assessed in adolescence (aged 15 years) and in early adulthood (aged 19 years). Adult assessments took place between June 6, 2002, and October 23, 2004.Birth before 33 weeks' gestation.The cross-sectional area of 4 segments of the corpus callosum, measured on the midsagittal slice of high-resolution structural magnetic resonance images in adolescence and young adulthood.Total corpus callosum size increased in term and VPT groups, but growth was much greater in the VPT group (13.4% in the VPT group vs 3.3% in the term group). There were significant associations between adult performance IQ and growth of anterior (P = .001), midposterior (P = .009), and posterior (P = .009) segments in the VPT group.The corpus callosum grows dramatically in VPT adolescents, and this growth is associated with neuropsychological outcome. This may represent a delay of a normal maturational process in VPT individuals.

The majority of patients with DiGeorge / velocardiofacial syndrome have a 22q11.2 microdeletion, demonstrable by fluorescent in-situ hybridization. As part of a prospective study of patients with such deletions, Wechsler IQ measures were administered to 13 subjects (8 female, 5 male; age range 3y1m-20y10m). Full-scale IQ (FS-IQ) averaged 74.8 ± 9.8 (mean ± standard deviation), with 4/13 subjects scoring in the low-average or average ranges. A significant discrepancy was found between mean Verbal IQ (V-IQ) and Performance IQ (P-IQ) scores (82.8 ± 12.1 vs. 70.5 ± 9.2, Wilcoxon signed rank test, z=2.76, p P-IQ profile, and this discrepancy was statistically significant in 7 subjects.

This study compares the degree of delinquency involvement of V > P and P > V imbalanced delinquents with intellectually balanced (P=V) delinquents. It was found that P > V subjects were overrepresented and V > P subjects were underrepresented in our sample compared with expectations derived from a normative sample. It was also found that intellectual imbalance, regardless of direction, was significantly related to delinquency involvement. This finding held when controlling for social class and race.

The relationship between Inspection Time (a perceptual discrimination task designed to estimate the rate at which a subject processes sensory input) and the Wechsler Adult Intelligence Scale (WAIS) was assessed in a sample of 29 university students. Sixteen of the subjects (“strategy users”) independently developed a strategy for performing the task, based on apparent movement cues. The remaining 13 (“non-users”) did not develop the strategy and could not easily be trained in its use. Strategy users had slightly faster Inspection Times than non-users, but were not significantly different from the non-users on the WAIS or any of the subtests. However, the two groups differed substantially in the relationship of Inspection Time to IQ. In the strategy users, Inspection Time was not significantly related to IQ or to any of the WAIS subtests. In the non-users, Inspection Time was highly correlated with Performance IQ and with scores on two of the subtests. Methodological implications of the difference...

Boys with congenital heart defects had essentially normal Verbal and Performnance IQ's on preoperative and postoperative tests; but girls' Verbal IQ's were significantly lower than those of boys, and significantly lower than girls' own Performance IQ's. This sex difference among congenital heart cases reverses the usual finding that girls excel on Verbal tests.

1. Behavioural responses of young anaemic Indian children to iron-folic acid supplements were assessed in two separate studies using the Indian adaptation of Wechsler's (1967) intelligence scale for children (WISC).2. The first study was an exploratory study in which the cognitive behaviour of 5–8-year-old children of both sexes was assessed before and after supplementation with 20 mg elemental Fe and 0.1 mg folic acid given daily for a period of 60 d.3. The supplemented children showed a significant improvement in haemoglobin (Hb) as well as the WISC scores while the control children who did not receive any supplements failed to show an improvement either in Hb or in the WISC scores. However, within the supplemented group when the initially-anaemic children were compared with the inttially-non-anaemic ones, only the 7-year-old anaemic children performed significantly poorer in the tests than the non-anaemic group of the same age. The study raised the possibility that in addition to increasing the blood Hb levels, Fe-folic acid supplements may have additional benefits in improving the cognitive performance of children.4. In the second study, cognitive behaviour of fourteen matched pairs of anaemic children in the age-range of 5–6 years was assessed before and after supplementation with 40 mg Fe and 0.2 mg folic acid given daily in two divided doses or sugar placebos for a period of 60 d. The tester did not know the group to which each child belonged.5. The supplemented children showed a significant improvement in Hb as well as in the verbal and performance IQ of WISC. The control children showed no improvement in Hb but their verbal IQ improved significantly. However, there was no significant improvement in their performance IQ.6. The results indicated that Fe-folic acid supplements to anaemic children not only raised Hb levels but also improved intelligence test results, particularly in the performance section.

Forty three children aged 6 to 16 years with a documented history of idiopathic infantile hypercalcaemia were assessed on a variety of cognitive and behavioural measures. No relation was found between the age at which hypercalcaemia was diagnosed and subsequent full scale intelligence quotients (IQ) and reading or spelling abilities. Verbal IQ was, however, significantly higher than performance IQ, which had an inverse relation with age at diagnosis. Furthermore, scores for deviant behaviour were found to correlate with age at diagnosis. Thus the characteristic psychological profile of this syndrome may be in part a function of hypercalcaemia during infancy.

Test-retest performance on the Wechsler Adult Intelligence Scale (WAIS) of two groups of adult epilepsy patients are presented and compared. In one group, Seizures Improved (SI) group, seizure frequency had decreased during the test-retest interval, and in the other group, Seizures Unimproved (SU) group, the number of seizures had either increased or stayed the same over the test-retest interval. The SI group showed a significant test-retest improvement on WAIS Verbal IQ, Performance IQ, and Full Scale IQ, as well as on eight of 11 WAIS subtests. In comparison, the SU group showed significant increases only on the Performance IQ and Object Assembly subtest. Furthermore, differences between the two groups were observed in the pattern of test-retest changes seen on the Performance measures relative to the Verbal measures. The results suggest that change in seizure frequency is one of the factors associated with test-retest changes in the intellectual functioning of epilepsy patients.

The relationship between the Rorschach Prognostic Rating Scale (RPRS) and the Wechsler Adult Intelligence Scale (WAIS) was investigated to identify the factors, intelligence and others, which contribute to the RPRS. Correlation between the RPRS total and WAIS FSIQ showed that approximately 43% of the variance in the RPRS total can be accounted for by the variance in the FSIQ. Verbal IQ is not significantly more highly correlated with the RPRS total than the Performance IQ (p less than .10). Factor analysis of the six RPRS subscores resulted in two factors. Subsequent factor analysis of the six RPRS subscores plus FSIQ and the factor analysis of the six RPRS subscores plus PIQ and VIQ showed the first factor to be an intelligence factor accounting for 85% of the common variance. The RPRS variables FL, FM, M and Sh loaded most heavily on this factor. The second factor was a non-intelligence factor accounting for 15% of the common variance. Small m is clearly the main determinant of this factor, followed by Sh.

This study investigated the relation between differences in WISC Verbal and Performance IQ values and reading achievement at CA 6 and CA 10. 3 groups were formed at each age level. Members of Group I had a VIQ several points higher than PIQ. Those in Group II were the opposite. Members of Group III were approximately equal in VIQ and PIQ. Significant differences in reading achievement among the groups were found at CA 10, but not at CA 6. The results supported the hypothesis that the significance for reading achievement of differences between verbal and performance abilities is dependent upon stage of development.