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Examined Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) profiles of 52 children ages 4½ to 5½, years with Full Scale IQ scores between 127 and 150 for possible ceiling effects. Results show that the [VPPSI-R's ceiling is adequate for assessing the general intellectual ability of all but the very highest functioning children in the age range studied. However, approaching the test's ceiling appears to restrict indices of intraindividual variability such as subtest "scatter" and the difference between Verbal IQ and Performance IQ. Implications for clinicians who assess exceptionally bright preschool children are discussed.

Mackenzie and Bingham [(1985) Australian Journal of Psychology, 37, 257–268] used a variation of the 2-line Inspection Time (IT) task shifting the stimulus position between trials to prevent focussing of attention and obtained 71% thresholds which correlated -0.50 with WAIS Performance IQ. Nettelbeck [(1987) Speed of information-processing and intelligence. Norwood, NJ: Ablex] estimated the mean 97.5% threshold for Mackenzie and Bingham's subjects was 262 msec where other Inspection Time studies obtain estimated 97.5% thresholds of around 100 msec, and suggested the higher mean threshold estimate might be due to the changes in stimulus position. This experiment investigates whether the higher thresholds obtained by Mackenzie and his associates are due to the changes in stimuli used. Fifty non-retarded adults served as subjects for: M, stimuli which changed position as in Mackenzie and Bingham (1985); S, stimuli similar to M presented in fixed position; and N, stimuli more similar to the conventional 2-line stimuli in contrast and mask width. There were no significant differences between the 3 stimuli in their mean thresholds or in their correlations with progressive matrices (mean r = -0.61). The mean 79% threshold of 90 msec converts to an estimated 97.5% threshold of 216 msec. It follows that changing stimulus position (M vs S) or stimulus contrast or mask width (S vs N) are not responsible for the higher estimated 97.5% thresholds. The present study has obtained for the whole sample a correlation between mean IT and intelligence, -0.61, which is significantly higher than Hunt's [(1980) British Journal of Psychology, 71, 449–474] 0.3 barrier. Correcting possible skew in IT by log transform produces a correlation of -0.64, and there is no evidence that the correlation is substantially lower for subjects of above average IQ, after correcting for restriction of range r = -0.55.

This study examined whether patients with major depressive disorder manifest deficits in intelligence during affective episodes and following clinical improvement. WAIS-R scores were contrasted in 100 patients in an episode of major depression with 50 normal controls, matched to the patient sample in terms of demographic variables and estimates of premorbid IQ. The groups were equivalent in verbal IQ, but, in line with previous studies, the depressed patients had a pronounced deficit in performance IQ. A patient subsample was administered the WAIS-R under unlimited time conditions to determine whether the time constraints of performance IQ subtests contributed to the magnitude of the verbal-performance IQ discrepancy. This discrepancy was only slightly reduced with untimed scoring. Subgroups of depressed patients were retested with the WAIS-R within one week (n = 26) or two months (n = 33) following treatment with electroconvulsive therapy. In both subsamples, IQ scores were improved at posttreatment testing relative to pretreatment, but with little change in the verbal-performance IQ discrepancy. These and related findings suggested that a performance IQ deficit is characteristic of depressed patients regardless of affective state.

Slosson Intelligence Tests (SITS) administered by school guidance counselors correlated significantly with school psychologist administered WISC-Rs (r=.75). The Slosson IQ correlated significantly higher with the WISC-R Verbal IQ than with the Performance IQ score. The mean Slosson IQ was a statistically significant 4.4 points higher than the mean WISC-R Full Scale IQ (p

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.

The issue of Verbal-Performance IQ discrepancy has been investigated with the Wechsler Preschool and Primary Scale of Intelligence (Wechsler, 1967) and, given the recent revision of this scale (WPPSIR; Wechsler, 1989), determining the average expectable scatter would be useful for the clinician. The present study examined the incidence of VIQ-PIQ discrepancies and subtest variation by ability level in the standardization sample of the WPPSIR. Cumulative frequency distributions were constructed for the overall sample of 1,700 children and for five ability levels ( VIQ was 11.54 points (SD = 9.10) and the average VIQ > PIQ was 10.69 (SD = 7.87). The average difference tended to increase with ability level. Subtest scatter also was examined and found to increase with ability level. These results are consistent with previous studies on both the WPPSI and the WISC-R.

Student records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC-R scores over time. There were significant losses in Verbal IQ and Full Scale IQ. Subjects in the above-average IQ range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below-average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC-R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the WISC-R.

The factor structure of the WISC-R was examined in a sample of 829 children with Full Scale IQs ≥ 120. Parallel analysis (PA) and minimum average partial (MAP) criteria were used to bracket a plausible range of solutions for the number of factors to retain. The results suggested that although there were no major factors, as many as three minor factors might be extracted. Despite some support for the replicability of a two-factor solution that generally but imprecisely conformed to the WISC-R verbal-performance dichotomy, the most parsimonious interpretation of subsequent congruence analyses favored a one-factor solution. The factor was thought to reflect “verbal” rather than “general” ability, and was consistent with the results described by Willson, Reynolds, and Gilberg (1983) for children in the standardization sample with either Verbal IQ Performance IQ or Full Scale IQ scores ≥ 120.

SummaryResults are reported for mean IQs on the WAIS-R in Sudan in 1987 and 2007. There was a gain of 4·05 Full Scale IQ points over the 20-year period, representing a gain of 2·05 IQ points a decade. The Verbal IQ showed a loss of 1·65 IQ points, while the Performance IQ showed a gain of 7·2 IQ points. These results are broadly consistent with those in economically developed countries in showing that mean IQ on the WAIS-R has increased in Sudan, and the Performance IQ has increased more than the Verbal IQ.

A longitudinal study of deaf children enrolled in a residential school (N = 142) was conducted to determine the effects of residential placement on intelligence. Deaf children's Performance IQs (PI...

Hydrocephalic children typically show lower nonverbal than verbal intellectual abilities visual deficits, and muscle incoordination One subgroup of learning disabled children, dyserdetic dyslexics, have the same relative nonverbal weakness, but not the other associated deficits The present investigation compared hydrocephalic (H, n = 8), dyseidetic dyslexic (D, n = 8), and IQ-matched regular class children (C, n = 8) on intellectual, visual-perceptual, and spatial reasoning tasks Univariate analyses indicated that, compared to both other groups, H had significantly lower WISC-R Performance IQ scores, F(2,21) = 6 14, p < 01, McCarthy Motor Scale scores, F(2,21) = 7 03, p < 01 and a significantly greater WISC-R VerbalPerformance discrepancy, F(2,21) = 4 79, p < 05 Hydrocephalic children had deficits large enough to be apparent even when compared to dyseidetic children known to have similar relative nonverbal weaknesses These deficits were present despite early surgical correction and present remission of th...

According to the WAIS-III Administration and Scoring Manual, Object Assembly (OA) may be substituted for any spoiled Performance subtest. This assertion has not been evaluated in a clinical sample. The present investigation reports differences that resulted in Performance IQ (PIQ) and Full Scale IQ (FSIQ) when OA replaced each of the Performance subtests. Participants were 47 referrals for neuropsychological assessment (age M = 45.98 years, SD = 9.82; education M = 13.82 years, SD = 2.78). Results indicated that OA may replace any Performance subtest without seriously altering the summary scores. Differences between the standard IQs and OA-based composites were < 2 points for PIQ and < 1 point for FSIQ. More than 90% of the OA-based composites fell within the 90% confidence limits of the corresponding IQ.

The objective of this study was to assess the cognitive profile in the childhood-onset form of myotonic dystrophy (DM1). We carried out a general cognitive abilities study on 36 patients (6–18 years). Results of Full Scale IQ , VIQ (Verbal IQ) and PIQ (Performance IQ) measures are discussed in terms of global cognitive impairment depending on the (CTG) n repeat size and the transmitting parent's sex. The results highlighted a negative correlation between the CTG repeat size and cognitive function : (1) 55% of the subjects (20/34) presented large CTG expansion (mean=761) correlated with significant extensive cognitive deficits (mean Full Scale IQ=56) in both intelligence scales (verbal and non-verbal) ; most of them exhibited DM1 maternal transmission. (2) In the case of smaller expansion (mean=527), 38% of the subjects exhibited a subnormal intelligence (mean Full Scale IQ=86) but performed poorly on subtests evaluating attention/memory function and presented a severe deficit in visuospatial and/or visuo-constructive skills. Most of these children had paternal transmission but a few had an affected mother.

Objective: To determine between timing and LT4 dose which was the more important factor for IQ at 7 years in screened congenital hypothyroidism (CH). Methods: 131 children with CH born from 1979 to 1994 and 30 controls were studied. Mean age at recall: 22.8 ± 1.1 days. Mean initial LT4: 5.6 ± 0.1 µg/kg/day. Results: Optimal global IQ (GIQ; 119.0 ± 1.8) was obtained for a recall ≤15 days. Results for a recall after 3 weeks were lower (107.7 ± 2.4). The IQ of infants treated before 21 days (117.1 ± 1.2) was identical to the IQ of controls (117.0 ± 2.3) whereas the IQ of those treated after this threshold was lower (108.6 ± 1.7). No significant differences for GIQ were observed with various initial LT4 doses. Infants treated with a dose of LT4 ≧6 µg/kg/day had a higher performance IQ (117.3 ± 1.8 vs. 112.8 ± 1.2) compared with those treated with a dose Conclusion: In this study, timing appears to be the more important factor for the intellectual outcome.

Principal axis factor analyses of the Rorschach Comprehensive System (CS) in a clinical sample of 152 adolescents yielded three clearly defined factors: Synthesized Complexity (de-fined by Zf, DQ+, and F%), Productivity (defined by R, D, and Dd), and Form Quality (de-fined by X+%, F+%, and X-%). Variables on the Synthesized Complexity and Form Quality factors were generally correlated with Wechsler Full Scale IQ, Verbal IQ, and Performance IQ scores. Overall, the factors in this adolescent sample replicated factors identified in earlier studies with adults. Implications for clinical practice are discussed.

Performance on standardized measures of intelligence was examined before and after temporal lobectomy in 50 children and adolescents. Group results showed small positive changes in Performance IQ (PIQ), but not Verbal IQ (VIQ). Analyses of individual patients showed that 28% had a significant change in VIQ after surgery, half of whom showed improvements. Increases in VIQ were associated with older age at time of surgery, lower VIQ before surgery, and positive seizure outcome after surgery, whereas longer follow-up time was predictive of smaller change. Increases in PIQ were seen in 25% of patients, and decreases occurred in 8%. Predictors of postoperative change in PIQ were dual pathology and longer follow-up interval, both of which showed negative correlations. Enhanced intellectual function is not one of the benefits to be expected in the majority of children undergoing temporal lobectomy. Further studies are required to determine whether these conclusions may or may not be applied to other aspects of cognitive function.

A formula for the estimation of abnormal VIQ-PIQ discrepancies was evaluated against the actual distribution of Verbal-Performance difference scores in the WAIS-R old age standardization sample. Results showed that the formula is sufficiently accurate for persons 75 years and older.

This study examined the relationship between the Peabody Picture Vocabulary Test-Third Edition (PPVT-III) and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) using 40 adults who ranged in age from 18 to 41 (mean age of 22 years). Participants were administered the PPVT-III and WAIS-III in counterbalanced fashion to control for order effects. Results revealed that the PPVT-III score was related to the WAIS-III Verbal IQ (VIQ) and Full Scale IQ (FSIQ) scores but unrelated to the Performance IQ (PIQ) score. In addition, analyses indicated that, while there were no significant differences between the PPVT-III score and WAIS-III mean FSIQ and PIQ scores, the PPVT-III mean score was significantly lower than the WAIS-III VIQ. Further analysis indicated that the PPVT-III adequately estimated WAIS-III FSIQ and VIQ scores for participants who were classified as Average or High Average on the WAIS-III. However, for participants in the Superior range, the PPVT-III tended to underestimate FSIQ and VIQ scores by approximately 10 points.

An investigation of the Ward 7-subtest short form of the Wechsler Adult Intelligence Scale-III (WAIS-III) in a neuropsychological clinic sample finds that the short form retains equivalent psychometric properties to those previously reported for the same short form of the Wechsler Adult Intelligence Scale-Revised (WAIS-R). The correlations found for the 7-subtest form of the WAIS-III were .95 for Performance IQ, .97 for Verbal IQ, and .98 for Full Scale IQ. The 7-subtest short form of the WAIS-III was also found to perform similarly to its WAIS-R counterpart on other markers of test accuracy. These results support the continued use of the Ward 7-subtest short form of the WAIS-III in a neuropsychological population.

UMMARY The paper reports on changes in IQ scores and in reading, spelling and arithmetic skills over time in 23 young adults with Williams syndrome. They were first assessed in their early to mid-teens and followed up 8 to 9 years later, at an average age of 21 years 9 months. Cognitive assessments indicated increases in Full Scale, Verbal and Performance IQ scores. These increases allow us to conclude that in the case of Williams syndrome (unlike some other conditions) there does not appear to be a decline in the rate of cognitive development over time. Comparisons of Reading. Spelling and Arithmetic scores attained at first and second testing periods revealed only modest increases in reading accuracy and spelling scores, a slight decline in reading comprehension scores, and little change in arithmetic test scores. Differences in the tests used at the two assessment periods do not allow for definitive conclusions to be drawn, but the findings suggest that individuals with Williams syndrome make little progress in their educational skills beyond their early teenage years. RESUME Etude longitudinale ties capacites cognitive. et ties realisations edttcatives dans le Syndrome de Williams L'article rcleve les modifications sur les scores de QI, les capacites en lecture, orthographe et arithmetique. en fonction du temps, chez 23 jeunes adultes presentant un syndrome de Williams. lis furent evalues pour la premiere fois entre 10 et 15 ans et suivis ulterieurement 8 ou 9 ans. jusqu'a un âgemoyen de 21 ans et 9 mois. Les evaluations cognitives revelerent un progres aux scores de QI, Echellcs Globale. Vcrbale ct de Performance. Ce progres conduit les auteurs a penser que dans le cas du syndrome de Williams (en opposition avec d'autres situations), il n'apparait pas un declin du developpement cognitif avec le temps. Une comparaison des scores de lecture, orthographe et arithmetique entre un premier et un second examen ne montra qu'un progres modeste dans les scores de precision de lecture et d'orthographe, un leger declin aux scores de comprehension dc lecture et une stabilite aux scores d'arithmetique. Les differences observes entre les deux evaluations ne permettent pas de conclusions definitives, mais les donnees obtcnues suggerent que les patients presentant un syndrome de Williams font peu de progres sur le plan scolaire au dela de l'adolescence. ZUSAMMENFASSUNG Eine Langzeitstudre uber kogniiive Fahigkeiten unci Aushildtingsstand beim Williams Syndrom In dieser Arbeit wird uber Veranderungen der IQ Scores und der Lcse-, Rcchtschreib- und Rechenfahigkeiten im Verlaufe der Zeit bei 23 Jugendlichen mit Williams Syndrom berichtet. Sie wurden erstmals im fruhen bis mittleren Teen-Alter untersucht und danach 8 bis 9 Jahre spater mit einem durchschnittlichen Alter von 21 Jahren und 9 Monaten. Cognitive Beurteilungen ergaben Verbesserungen der Full Scale, Verbal und Performance IQ Scores. Aufgrund dieser Befunde kann man annehmen, das beim Williams Syndrom (anders als bei einigen anderen Erkrankungen) keine Verschlechterung der kognitiven Entwicklung im Verlaufe der Zeit zu verzeichnen ist. Vergleiche zwischen den Lese-, Rechtschreib- und Rechenscores beim ersteh und beim zweiten Test zeigten nur geringgradigc Verbesserungen der Lesegenauigkeit und der Rechtschreibscores, eine leichte Verschlechterung der Scores fur das Leseverstiindnis und wenig Veranderungen bei den arithmetischen Testscores. Aufgrund von Untcrschieden in den Tests, die bei den beiden Untersuchungen verwendet wurden, konnen keine endgultigen Schlusfolgerungen gezogen werden, aber die Befunde weisen darauf hin, das Patienten mit Williams Syndrom uber das fruhe Teen-Alter hinaus wenig Fortschritte in ihrer Ausbildung machen. RESUMEN Estudio longitudinal de las aptitudes cognitivas y del e.xito edttcativo en el sindrome de Williams El trabajo informa sobre los cambios en los puntajes del CI y en las habilidades de icctura, deletreo y aritmetica a lo largo del tiempo en 23 adultos jovenes con sfndrome de Williams. Fueron evaluados en el principio y en la mitad de su segundo decenio de vida y seguidos despucs durante 8 o 9 anos a la edad promedio de 21 anos y 9 meses. La evaluacion cognitiva indico aumentos en los puntajes de CI global, verbal y de realizacion. Estos aumentos nos permiten concluir que en el caso del sindrome de Wiliiams (al reves que en otras enfermedades) no aparece un declinar en el desarrollo cognitivo a los largo del tiempo. Las comparaciones en los puntajes de lectura, deletreo y aritmetica conseguidos en los periodos primero y segundo de los examenes, revelaron solo aumentos modestos en la precision en la lectura y en los puntajes de deletreo, un ligero declinar en los puntajes de comprension de lectura y pequenos cambios en los puntajes aritmeticos. Las diferencias en las pruebas usadas en los dos periodos de evaluacion no permiten sacar conclusiones definitivas, pero los hallazgos sugieren que los individuos con sindrome de Williams tienen pequefios progresos en sus capacidades educativas mas alla de la edad de 10 a 20 anos.

The ability of the National Adult Reading Test (NART; Nelson & Willison, 1991) and the revised NART (NART-R; Crawford, 1990) to estimate IQ was examined in a healthy sample (N = 47) using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) scores as the criterion. Mean estimated IQs from the NART-R were not significantly different from the WAIS-R Full Scale and Performance IQ, but the NART-R significantly overestimated Verbal IQ by 2.5 points. Nelson & Willison's (1991) NART equations significantly overestimated Full Scale and Verbal IQ by 5.3 and 5.5 IQ points respectively. The NART-R had significantly higher correlations with Full Scale and Verbal IQ than the NART.

The effects of maternal child-rearing attitudes, as measured by the Child Rearing Practices Report, on 5-yr.-old children's Verbal IQ and Performance IQ were investigated in a Scandinavian sample of 108 boys and 126 girls. The maternal child-rearing attitude of Restrictiveness, as defined by scores on the Report, showed negative relations to the cognitive measures. However, the significant negative relation between Restrictiveness and Verbal IQ, obtained for both sexes, disappeared when the effects of maternal IQ and socioeconomic status were controlled. The maternal child-rearing attitude of Nurturance, as defined by scores on the Report, was significantly related to Verbal IQ and Performance IQ for boys only. Significant relationships between scores on Nurturance and cognitive abilities of boys remained when the effects of maternal IQ and socioeconomic status were controlled.

This study examined the clinical effects of cognitive impairment on the course of patients who have a major psychiatric disorder. Surprisingly, a statistical split between Verbal and Performance IQ on the Wechsler Adult Intelligence Scale-Revised is not a marker for greater psychiatric morbidity.

Two groups of pupils from special tract learning schools were randomly selected for this study. The first group (55 pupils) fulfilled the World Federation of Neurology (WFN) definition of developmental dyslexia (DD). The second group (retarded readers, RR) included 20 pupils with IQs between 80 and 90. A group of normal readers was randomly selected from the 5 school grades as a control group. This study showed that the performance IQ of the DD group was not only higher than the verbal IQ, but the DD group also had superior performance IQ compared to normal readers. In the arithmetic achievement test, both DD and RR groups had nearly similar total scores, which were significantly lower than that of the control group. None of the arithmetic subtests could differentiate between DD and RR groups. In linguistic achievement tests, only spontaneous writing and oral spelling could differentiate subjects with DD from the RR group.

Thirty-three tournament-level young Belgian chess players aged 8 to 13 were tested with the French WISC (Wechsler Intelligence Scale for Children). The mean full scale IQ = 121, verbal IQ = 109 and performance IQ = 129. The results suggest that a high level of general intelligence and of spatial ability are necessary to achieve a high standard of play in chess. The high spatial ability of these young chess players suggested by the high performance IQs may go some way towards explaining why males tend to be more numerous than females among high-standard chess players.

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 …

The progress of nine maple syrup urine disease patients (eight classical, one possible variant) was reviewed to look for similarities in developmental patterns. A consistent developmental profile of stronger Verbal than Performance IQ and lower than familially expected IQ was seen. Younger age at diagnosis was associated with a milder neonatal course. Those who were asymptomatic or suffered mild complications in the newborn period have higher IQs than children experiencing moderate or severe complications. Children with asymptomatic or mild neonatal course also required less special education services. Overall, a picture of ubiquitous motor, visual-analytic and learning deficits is seen.

Retest reliability of the Wechsler Preschool and Primary Scale of Intelligence test scores was performed in Iran using 30 subjects in a time interval of 5 to 6 wk. The results of this analysis suggest that this restandardization of the WPPSI provides a consistent measure of intelligence for application in Iran. Reliability coefficients of .83, .90, and .88 were found for Verbal IQ, Performance IQ, and Full Scale IQ, respectively.

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.

Results: Changes in Verbal IQ and Fullscale IQ were significantly negatively correlated with changes in negative symptoms but not psychotic and disorganized symptom dimensions. Psychotic, negative, and disorganized symptoms significantly improved over time. Medication dosage significantly decreased over time. Although IQ measures changed significantly over time, this change was not meaningful (i.e., the change was in the range of 2-5 points) . No significant correlations were observed with Performance IQ. Conclusions: Worsening negative symptoms are associated with cognitive decline.

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.

The Seashore Rhythm Tests, Form A and Form B, and the Timbre Test, Form A were administered to 90 strongly right-handed subjects placed in one of three WAIS Verbal-Performance IQ discrepancy groups. Some dissociation of performance on these tests was expected. As predicted, for the Rhythm Test Form A the High Performance group obtained significantly lower scores than the Equal group, which in turn had reliably lower scores than the High Verbal group. Converse predictions of group differences on Rhythm Test Form B were not confirmed. However, the predicted superiority of the High Performance group over the High Verbal group on Timbre Test Form A was found though the Equal group performed as well as the High Performance group. Thirty per cent of the High Performance group obtained scores on Rhythm Test Form A below the clinical cutoff of this test as opposed to only 6% of the Equal group and 0% of the High Verbal group.

Nine long-term survivors of cerebellar medulloblastoma treated with surgery and irradiation were retrospectively examined with a complete battery of neuropsychological tests and the results compared with their nonirradiated siblings. Significant decreased scores were found in the full-scale intelligence quotients (IQ), performance IQ, and verbal IQ with all nine irradiated patients scoring below their siblings. Also, educational quotients (EQ) of the irradiated patients were 12 to 17 points below the nonirradiated siblings with arithmetic EQ significantly decreased. Most severely affected were those children younger than 8 years at time of irradiation. No correlation was found with whole-brain dose, or objective physical or neurologic findings.

Middle-class 6-year-olds matched for sex, age, pretest WPPSI IQ, and TV-viewing time were blindly assigned to a restricted TV-viewing group or an unrestricted group. Restricted parents halved subjects' previous TV-viewing rates and interacted 20 min./day with subjects for a 6-week period. Unrestricted TV parents provided similar interactions but did not limit viewing. Results tentatively suggest that TV restriction enhanced Performance IQ, reading time, and reflective Matching Familiar Figures scores.

The relationship between the Kaufman Assessment Battery for Children (K‐ABC) and neuropsychological performance in neurologically impaired children was examined in an attempt to interpret K‐ABC findings in terms of a hemispheric specialization model. For comparison, the relationship between the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) and hemispheric functioning was also examined. Hemispheric functioning was determined by mean performance level on several neuropsychological measures of presumed lateralized function. Results lend some support to a hemispheric model for interpreting K‐ABC Simultaneous Processing (SIM) and Sequential Processing (SEQ) scores. The correlation between SIM and right‐hemisphere (RH) functioning was significantly stronger than that between WISC‐R Performance IQ and RH functioning; the correlation between SEQ and left‐hemisphere (LH) functioning, however, was weaker than that between WISC‐R Verbal IQ and LH functioning.

Forty children with Verbal-Performance IQ discrepancies on the WISC/WISC-R were studied in regard to clinical findings on psychological, educational, speech-language, and medical evaluations. Significant delays in the development of verbal when compared to performance skills were observed frequently in this referred sample. The verbal deficits were mostly developmental in nature, rather than secondary to emotional or family background factors. These children's developmental difficulties were frequently complex ones that benefitted from multidisciplinary assessment and treatment planning. It was emphasized that future research in regard to these intellectual patterns should be conducted within the confines of more neuropsychologically oriented approaches.

Administered the WISC and the WISC-R in a counterbalanced design to 20 Hispanic children. Ss scored significantly lower on the WISC-R on Similarities, Object Assembly, Coding, and Mazes subtests, which resulted in lower Performance and Full Scale IQs. WISC-R scores tended to increase after practice on the WISC, but WISC scores tended to decrease after practice on the WISC-R. There was an overall difference of approximately 14 points between the Verbal and the Performance IQs on both tests. The only sex difference occurred on the Coding subscale; girls' mean score was higher than boys'. The tests were highly correlated. Important implications are that the WISC-R is as culturally biased as the WISC and that more Hispanic children may be labeled as mentally deficient. It is suggested that the Verbal IQ reflects the extent of acculturation, while the Performance IQ reflects actual ability.