A cross-sectional study of the association between exposure to violence, intelligence, and executive function in Brazilian youths.

We carried out an exploratory study of the association between exposure to violence, intelligence, and executive functions in Brazilian preadolescents. The study included 56 participants (31 males) aged 8 to 14 years old (mean = 11.3, SD = 1.0). We administered neuropsychological tests to evaluate executive functions and the Juvenile Victimization Questionnaire (JVQ) to evaluate exposure to violence. We used the following neuropsychological instruments: Wechsler Abbreviated Scale of Intelligence (WASI), Stroop Color-Word Interference task, digits subtest of the Wechsler Intelligence Scale for Children, and an N-back task. We generated a composite score from neuropsychological test scores and investigated the association of that score, and individual test scores, with exposure to violence and socioeconomic status (SES). Results suggest, first, that exposure to violence is associated with a 0.5-point lower intelligence quotient score for every reported victimization event in the Juvenile Victimization Questionnaire. Results also show that the digits backward subtest scores showed a significant negative correlation with exposure to violence (JVQ; rho = -0.29, p < 0.05); both analyses were adjusted for the level of schooling of parents or guardians, which was also found to be significantly associated with lower intelligence quotient scores. We discuss results in the light of the existing literature on the effects of exposure to violence on adolescent development, and the amounting evidence that suggests an association of exposure to violence, and of victimization, with tests that evaluate constructs of executive functions. The study struggled with low compliance from participants, and we underscore the challenges of carrying out empirical studies aimed at better understanding the development of underrepresented youths, such as those from Central and Latin America.

Association between intelligence quotient scores and body mass index in pediatric multiple sclerosis.

The aim of this study is to examine the relationship between body mass index (BMI) and intelligence quotient scores (IQ). The sample included 11 patients with pediatric multiple sclerosis between 8 and 17 years, mean age 14.45 years (SD = 2.69). The BMI was calculated as weight in kilograms divided by the square of height in meters. The Wechsler Intelligence Scale for Children V and the Abbreviated Weschler Intelligence Scale were used to measure total IQ. Average sample BMI and IQ were 24.61 (SD = 5.53) (range: 19-39.4) and 86.63 (SD = 14.79) (range: 66-111), respectively. Results of the Pearson correlation indicated that there was a significant negative association between BMI and IQ, (r = -0.608, p = 0.042). R-squared was 0.370. We discuss if lower IQ lead to BMI gains or whether overweight/obesity lead to intellectual functioning changes. Implication for practice and future research are presented.

A cross-sectional study of the association between exposure to violence, intelligence, and executive function in Brazilian youths

Abstract We carried out an exploratory study of the association between exposure to violence, intelligence, and executive functions in Brazilian preadolescents. The study included 56 participants (31 males) aged 8 to 14 years old (mean = 11.3, SD = 1.0). We administered neuropsychological tests to evaluate executive functions and the Juvenile Victimization Questionnaire (JVQ) to evaluate exposure to violence. We used the following neuropsychological instruments: Wechsler Abbreviated Scale of Intelligence (WASI), Stroop Color-Word Interference task, digits subtest of the Wechsler Intelligence Scale for Children, and an N-back task. We generated a composite score from neuropsychological test scores and investigated the association of that score, and individual test scores, with exposure to violence and socioeconomic status (SES). Results suggest, first, that exposure to violence is associated with a 0.5-point lower intelligence quotient score for every reported victimization event in the Juvenile Victimization Questionnaire. Results also show that the digits backward subtest scores showed a significant negative correlation with exposure to violence (JVQ; rho = -0.29, p < 0.05); both analyses were adjusted for the level of schooling of parents or guardians, which was also found to be significantly associated with lower intelligence quotient scores. We discuss results in the light of the existing literature on the effects of exposure to violence on adolescent development, and the amounting evidence that suggests an association of exposure to violence, and of victimization, with tests that evaluate constructs of executive functions. The study struggled with low compliance from participants, and we underscore the challenges of carrying out empirical studies aimed at better understanding the development of underrepresented youths, such as those from Central and Latin America.

Modification by genetic polymorphism of lead-induced IQ alteration: a systematic review.

As well as a lead-related environmental factor, genetic factors could also corroborate important changes in intelligence quotient (IQ) through single-nucleotide polymorphisms. Thus, a systematic review was carried out to evaluate the possible influence of polymorphism on blood Pb levels and IQ points in pediatric patients (0-19 years old). Following the PRISMA guideline, the studies were systematically collected on PubMed, Scopus, and Embase databases. Six genes (transferrin (TF); glutamate ionotropic receptor NMDA type subunit 2A (GRIN2A); glutamate ionotropic receptor NMDA type subunit 2B (GRIN2B); dopamine receptor D2/ankyrin repeat and kinase domain containing 1 ankyrin repeat and kinase domain containing 1 (DRD2/ANKK1); aminolevulinate dehydratase (ALAD); vitamin D receptor (VDR)) were found in six selected articles. In these genes, 11 single-nucleotide polymorphisms were searched and six different types of variations (missense variant, intron variant, synonymous variant, stop, stop gained) were observed. Due to the few studies in the literature, there is no conclusive data to point out that there is a direct relationship between polymorphisms, Pb levels, and reduction of IQ points.

IQ alteration induced by lead in developed and underdeveloped/developing countries: A systematic review and a meta-analysis.

The aim of this study was to evaluate the effects of Pb exposure on full-scale IQ score in pediatric subjects. Following PRISMA guidelines, the data from January 2010 to April 2020 were systematically searched and collected on electronic databases (PubMed, Scopus, and Embase). The eligibility criteria included cross-sectional, cohort, and case-control studies that were published in English, from 2010 to 2020, that analyzed the blood Pb levels of pediatric subjects (0-19 years) and possible changes in the full-scale IQ score. In this study, 2174 scientific papers were collected from three electronic databases. From those, 726 were duplicates and 1421 were excluded because they did not meet the eligibility criteria, resulting in a total of 27 papers, from which, seven were used to perform the meta-analysis. The 27 scientific papers systematically selected for this study were separated by the country where the study was realized in developed and underdeveloped/developing countries. In the underdeveloped/developing countries the blood Pb levels are higher and showed a greater variation (1.30-11.66 µgPb/dL of blood) than in countries with higher development index (0.57-4.80 µgPb/dL of blood). The full-scale IQ score are inversely proportional to the blood Pb values, and it is possible to see that in the underdeveloped/developing countries the full-scale IQ score showed lower values and greater variation (59.2-111) compared to the individuals from developed countries (91.9-114.5). In conclusion, it was observed that blood Pb levels alter the full-scale IQ score. Thus, policies for the prevention of environmental contamination and the reduction of Pb exposure must be taken, mainly, in underdeveloped/developing countries.

Intelligence Quotient Variability in Klinefelter Syndrome Is Associated With GTPBP6 Expression Under Regulation of X-Chromosome Inactivation Pattern.

Klinefelter syndrome (KS) displays a broad dysmorphological, endocrinological, and neuropsychological clinical spectrum. We hypothesized that the neurocognitive dysfunction present in KS relies on an imbalance in X-chromosome gene expression. Thus, the X-chromosome inactivation (XCI) pattern and neurocognitive X-linked gene expression were tested and correlated with intelligence quotient (IQ) scores. We evaluated 11 KS patients by (a) IQ assessment, (b) analyzing the XCI patterns using both HUMARA and ZDHHC15 gene assays, and (c) blood RT-qPCR to investigate seven X-linked genes related to neurocognitive development (GTPBP6, EIF2S3, ITM2A, HUWE1, KDM5C, GDI1, and VAMP7) and XIST in comparison with 14 (male and female) controls. Considering IQ 80 as the standard minimum reference, we verified that the variability in IQ scores in KS patients seemed to be associated with the XCI pattern. Seven individuals in the KS group presented a random X-inactivation (RXI) and lower average IQ than the four individuals who presented a skewed X-inactivation (SXI) pattern. The evaluation of gene expression showed higher GTPBP6 expression in KS patients with RXI than in controls (p = 0.0059). Interestingly, the expression of GTPBP6 in KS patients with SXI did not differ from that observed in controls. Therefore, our data suggest for the first time that GTPBP6 expression is negatively associated with full-scale IQ under the regulation of the type of XCI pattern. The SXI pattern may regulate GTPBP6 expression, thereby dampening the impairment in cognitive performance and playing a role in intelligence variability in individuals with KS, which warrants further mechanistic investigations.

Aleitamento materno e quimiocinas: diferenças entre esquizofrenia e controles / Breastfeeding and chemokines: differences in schizophrenia and controls

Introdução: Avaliar a associação entre níveis plasmáticos da quimiocina CCL11, coeficiente de inteligência e prática da amamentação em homens com esquizofrenia em condições psiquiátricas estáveis sob acompanhamento ambulatorial em um serviço de saúde pública. Métodos: Foi realizado estudo caso-controle com 60 indivíduos: 30 pacientes com esquizofrenia e 30 controles saudáveis, dos quais 15 de cada grupo foram expostos ao aleitamento materno e 15 não foram. Foi aplicado questionário abordando questões socioeconômicas, história ao nascer, dados clínicos e alimentação ao nascer. Foi dosada a quimiocina CCL11 e aplicados testes psicológicos para avaliar quociente de inteligência, funcionalidade, sintomas psiquiátricos, curso da doença e diagnóstico. Para os controles, foi utilizada uma escala para descartar doença psiquiátrica. Resultados: A quimiocina CCL11 apresentou valores significativamente mais altos (> 0,5) em pacientes com esquizofrenia quando comparados aos controles. No grupo de amamentados, os esquizofrênicos apresentaram valores significativamente mais altos a nível intermediário (entre 0.106 e 0.5). Não houve correlação da CCL11 com o número de hospitalizações, idade, tempo de diagnóstico e escolaridade. Não foi evidenciada correlação entre tempo de aleitamento materno em relação aos fatores do Brief Psychiatric Rating Scale. Houve uma tendência de correlação entre a idade de início da doença e o aleitamento materno. Foi encontrada correlação positiva do CCL11 com o tempo de aleitamento materno. Ao comparar os pacientes esquizofrênicos que foram aleitados com os que não foram, foi encontrada diferença estatisticamente significativa apenas para o quociente de inteligência. Conclusão: O aleitamento materno está associado a níveis mais baixos de CCL11, escores mais altos de quociente de inteligência e a esquizofrenia. A quimiocina CCL11 é mais alta em quem não amamentou, especialmente nos esquizofrênicos. (AU)

Introduction: To evaluate the association between plasma levels of chemokine CCL11, intelligence quotient, and exposure to breastfeeding in men with schizophrenia under stable psychiatric condition and monitored as outpatients in a public health care unit. Methods: A case-control study of 60 individuals, 30 patients with schizophrenia and 30 healthy controls; in each group, 15 were exposed to breastfeeding and 15 were not. A questionnaire addressing socioeconomic issues, history at birth, clinical data, and feeding at birth was administered. Chemokine CCL11 levels were measured, and psychological tests were applied to assess intelligence quotient, functional status, psychiatric symptoms, disease course, and diagnosis. A scale to rule psychiatric illness was used for the controls. Results: Chemokine CCL11 levels were significantly higher (> 0.5) in patients with schizophrenia than in controls. In the breastfed group, patients with schizophrenia also had significantly higher CCL11 levels, but at an intermediate level (between 0.106 and 0.5). There was no correlation between CCL11 and number of hospitalizations, age, time since diagnosis, or level of education, nor between duration of breastfeeding and the Brief Psychiatric Rating Scale factors. A trend toward a correlation was observed between age at disease onset and breastfeeding. There was a positive correlation between CCL11 and duration of breastfeeding. The comparison of patients with schizophrenia who were breastfed vs those who were not breastfed showed a statistically significant difference only in intelligence quotient. Conclusion: Breastfeeding is associated with lower CCL11 levels, higher intelligence quotient scores, and schizophrenia. Chemokine CCL11 levels are higher in those not exposed to breastfeeding, especially in patients with schizophrenia. (AU)

Associations between growth from birth to 18 years, intelligence, and schooling in a Brazilian cohort.

BACKGROUND: Growth faltering in the first 1000 d is associated with lower human capital among adults. The existence of a second window of opportunity for nutritional interventions during adolescence has been postulated. OBJECTIVES: We aimed to verify the associations between growth from birth to 18 y and intelligence and schooling in a cohort. METHODS: A total of 5249 hospital-born infants in Pelotas, Brazil, were enrolled during 1993. Follow-up visits to random subsamples took place at 6, 12, and 48 mo and to the full cohort at 11, 15, and 18 y. Weight and length/height were collected in all visits. The Wechsler Adult Intelligence Scale was applied at age 18 y, and primary school completion was recorded. Conditional length/height and conditional BMI were calculated and expressed as z scores according to the WHO Growth Standards. These express the difference between observed and expected size at a given age based on a regression that includes earlier anthropometric measures. Analyses were adjusted for income, parental education, maternal skin color and smoking, and breastfeeding duration. RESULTS: In the adjusted analyses, participants with conditional length ≥1 z score at 1 y had mean intelligence quotient (IQ) scores at 18 y 4.50 points (95% CI: 1.08, 7.92) higher than those with conditional length ≤-1 at 1 y. For height-for-age at 4 y, this difference was equal to 3.70 (95% CI: 0.49, 6.90) IQ points. There were no associations between conditional height at 11, 15, or 18 y and IQ. For the same previously mentioned comparison, the prevalence ratio for less than primary schooling was 1.42 (95% CI: 1.12, 1.80) for conditional height at 1 y. There were no consistent associations with conditional BMI. CONCLUSIONS: Our findings show that adolescent growth is not associated with intelligence and schooling, and are consistent with the literature on the associations between intelligence and schooling and early linear growth.

Auditory processing disorder evaluations and cognitive profiles of children with specific learning disorder.

OBJECTIVE: This study investigated the auditory sensory-perceptual level of specific learning disorder (SLD) and explored relationships among neuropsychological assessments for SLD, auditory processing, and short and long latencies of auditory event-related potentials (ERPs). METHODS: Fifteen children (7-14 years old) comprised the control group; 34 children comprised the SLD group. Audiologic assessments included tone audiometry, acoustic immittance measurements, acoustic reflex, central auditory processing, brainstem evoked response audiometry, and long latency potentials (P3 and N2). Children's intelligence levels were assessed with 2 intelligence batteries, 1 verbal and 1 non-verbal, as well as with visuomotor skills. RESULTS: Multiple regression showed a significant interaction effect of APE tests and P3/N2 over Wechsler Scale performance in freedom of distractibility indexes and multiple subtests. Errors in the Bender Visual Motor Gestalt Test were predicted by lower parental education, lower performance in APE tests: dichotic digits and pediatric/synthetic sentence identification-ipsilateral, and longer P3/N2 latencies, particularly regarding integration and rotation distortions. CONCLUSIONS: Children with altered auditory processing exhibit a specific cognitive profile, including lower verbal and spatial reasoning performance, that is sensitive to parental education level. SIGNIFICANCE: Children with SLD should undergo a complete multimodal examination to identify their specific difficulties and needs.

Maternal dietary patterns during pregnancy and intelligence quotients in the offspring at 8 years of age: Findings from the ALSPAC cohort.

Dietary intake during pregnancy may influence child neurodevelopment and cognitive function. This study aims to investigate the associations between dietary patterns obtained in pregnancy and intelligence quotients (IQ) among offspring at 8 years of age. Pregnant women enrolled in the Avon Longitudinal Study of Parents and Children completed a food frequency questionnaire at 32 weeks' gestation (n = 12,195). Dietary patterns were obtained by cluster analysis. Three clusters best described women's diets during pregnancy: "fruit and vegetables," "meat and potatoes," and "white bread and coffee." The offspring's IQ at 8 years of age was assessed using the Wechsler Intelligence Scale for Children. Models, using variables correlated to IQ data, were performed to impute missing values. Linear regression models were employed to investigate associations between the maternal clusters and IQ in childhood. Children of women who were classified in the meat and potatoes cluster and white bread and coffee cluster during pregnancy had lower average verbal (ß = -1.74; p < .001 and ß = -3.05; p < .001), performance (ß = -1.26; p = .011 and ß = -1.75; p < .001), and full-scale IQ (ß = -1.74; p < .001 and ß = -2.79; p < .001) at 8 years of age when compared to children of mothers in the fruit and vegetables cluster in imputed models of IQ and all confounders, after adjustment for a wide range of known confounders including maternal education. The pregnant women who were classified in the fruit and vegetables cluster had offspring with higher average IQ compared with offspring of mothers in the meat and potatoes cluster and white bread and coffee cluster.

Working memory and intelligence quotient: which best predicts on school achievement? / Memória de trabalho e quociente de inteligência: o que melhor prevê o desempenho escolar? / Memoria de trabajo y cociente de inteligencia: ¿cuál predice mejor el logro escolar?

Working memory (WM) refers to ability to store and manipulate information for a period of time. There is evidence of a close relationship between WM and learning. The aim of this study was to investigate the relationship between WM, intelligence quotient (IQ) on school achievement. Individual neuropsychological assessment was conducted following a specific protocol. The study included 227 children aged 7 to 12 years (M=9.87, SD=1.34), of which 119 were females, from private and public schools in Salvador, Bahia, Brazil. The data analysis included descriptive and inferential statistics. Academic achievement was evaluated using the Academic Performance Test (TDE), with subtests in reading, writing and arithmetic. The components of WM were evaluated using backward and forward Digit Span tasks and the backward and forward Corsi block-tapping task. The estimated IQ was assessed using tasks vocabularies and block design of the Wechsler scales. The statistical tests used were linear regression analysis (stepwise) and Pearson correlation. The results showed that the best predictors of academic performance were Digit Span Forward, Corsi Block Backward and Digit Span Backward task. The hypothesis of non-multicollinearity was tested, and it was verified that the constructs were independent (VIF <10 and Tolerance >0.20). The variance in academic performance explained by WM model was ΔR=0.36. High and significant correlations were observed between the components of WM and the TDE. The WM score (Digit Span Backward + Corsi Block Backward) and the TDE were correlated (r=0.54**). These results indicate that WM is a good predictor of academic achievement than IQ and are consistent with other findings showing WM as a predictor of learning or the potential for learning. This result has important implications for education, particularly with respect to intervention.

Memória de trabalho (MT) refere-se a capacidade de armazenar e manipular informações por um período de tempo. Há evidências de uma estreita relação entre MT e aprendizado. O objetivo deste estudo foi investigar a relação entre MT, quociente de inteligência (QI) no desempenho acadêmico. A avaliação neuropsicológica individual foi realizada seguindo um protocolo específico. O estudo incluiu 227 crianças com idades entre 7 a 12 anos (M=9.87, SD=1.34), das quais 119 eram do sexo feminino, de escolas privadas e públicas em Salvador, Bahia, Brasil. A análise de dados incluiu estatística descritiva e inferencial. O desempenho acadêmico foi avaliado usando o Teste de Desempenho Escolar (TDE), com subtestes de leitura, escrita e aritmética. Os componentes da MT foram avaliados usando tarefas de Span de Digitos e direta e inversa e a tarefa de Blocos de Corsi versão direta e inversa. O IQ estimado foi avaliado usando as tarefas de vocabulário e cubos das escalas Wechsler. Os testes estatísticos utilizados foram análise de regressão linear (enter) e correlação de Pearson. Os resultados mostraram que os melhores preditores de desempenho escolar foram as tarefas Digitos span direto, invertido e Cubos de Corsi direto e inverso. A hipótese de não-multicolinearidade foi testada, e verificou-se que os construtos foram independentes (VIF <10 e tolerância> 0,20). A variância no desempenho acadêmico explicado pelo modelo WM foi ΔR=0,12. Correlações significativas foram observadas entre os componentes da MT e do TDE. O escore da MT (Dígito span do inverso + Corsi Block inverso) e o TDE foram correlacionados (r=0,28 **). Estes resultados indicam que a MT é um bom preditor de realização escolar do que o QI e são consistentes com outros achados mostrando MT como um preditor de aprendizagem ou o potencial de aprendizagem. Este resultado tem implicações importantes para a educação, particularmente no que diz respeito à intervenção.

La memoria de trabajo (WM) se refiere a la capacidad de almacenar y manipular información durante un período de tiempo, y existe evidencia de una relación cercana entre la memoria de trabajo y el aprendizaje. El objetivo de este estudio fue investigar la relación entre la memoria de trabajo, la inteligencia (IQ) y el rendimiento escolar. La evaluación individual se realizó siguiendo un protocolo específico. El logro escolar se evaluó mediante la prueba de Logro escolar (TDE), con subpruebas en lectura, escritura y aritmética. Los componentes de la memoria de trabajo se evaluaron utilizando versiones anteriores y posteriores de Digit Span y las pruebas de bloqueo de tapado de Corsi. El IQ estimado se evaluó mediante las subpruebas Vocabulary and Block Design de Wechsler Intelligence Scale for Children III. El estudio incluyó a 227 niños de 7 a 12 años (M=9.87, SD=1.34), de los cuales 119 eran mujeres, de escuelas privadas y públicas en Salvador, Bahía, Brasil. El análisis de los datos incluyó estadística descriptiva e inferencial. Las pruebas estadísticas utilizadas fueron el análisis de regresión lineal (enter) y la correlación de Pearson. Los resultados mostraron que los mejores predictores de Logros Escolares fueron el Digit Span hacia adelante, hacia atrás y Corsi bloquean las tareas hacia adelante y hacia atrás. Se probó la hipótesis de no multicolinealidad y se verificó que las construcciones eran independientes (VIF <10 y Tolerancia >0.20). La variación en el rendimiento académico explicada por el modelo de memoria de trabajo fue ΔR=0.12. Se observaron correlaciones significativas entre los componentes de la memoria de trabajo y el TDE. La puntuación de la memoria de trabajo (Digit Span Backward + Corsi Block Backward) y el TDE se correlacionaron (r=0.28 **). Estos resultados indican que la memoria de trabajo es un buen predictor del rendimiento escolar que el coeficiente intelectual y es consistente con otros hallazgos que muestran que la memoria de trabajo es un predictor del aprendizaje o el potencial de aprendizaje. Este resultado tiene implicaciones importantes para la educación, particularmente con respecto a la intervención.

A diferenciação cognitiva na infância: um estudo de perfis cognitivos aos 5, 7 e 9 anos / Cognitive differentiation during childhood: A study on cognitive profiles of 5, 7, and 9-year-old children

Resumo No seio do debate sobre se a inteligência é mais bem definida por um fator geral ou por aptidões específicas, ganha relevância a hipótese da diferenciação cognitiva. Análises recentes enfatizam o interesse dessa questão para a investigação e alertam para a relevância das suas implicações na área educativa. Este estudo analisou a possibilidade de a diferenciação das aptidões cognitivas ocorrer já na infância e também o efeito moderador do Quociente de Inteligência na magnitude da relação entre as habilidades cognitivas. Aplicou-se uma bateria de provas que avaliam várias funções cognitivas a uma amostra de 231 crianças com 5, 7 e 9 anos, distribuídas por três grupos de desempenho cognitivo. Os resultados de uma análise de clusters hierárquica e de uma análise de variância apontam para a não diferenciação das funções cognitivas na infância. Contudo, uma análise mais cuidadosa aponta para alguma diferenciação suportada pela hete-rogeneidade dos perfis cognitivos junto dos alunos com Quociente de Inteligência elevado.

Abstract Within the debate about whether intelligence is best defined by a general factor or specific skills, the hypothesis of cognitive differentiation gains relevance. Recent analyses have emphasized the importance of this issue in the investigation of cognitive skills and have highlighted its implications in education. This study examined the possibility that the differentiation of cognitive abilities may occur during childhood and investigated the moderating effect of Intelligence Quotient on the magnitude of the relationship between cognitive abilities. A battery of tests for assessing cognitive function was administered to 231 children aged 5, 7, and 9 years old, who were divided into three cognitive performance groups. The results of hierarchical cluster analysis and variance analysis indicate the lack of differentiation of cognitive functions during childhood. However, a more careful analysis suggests some differentiation supported by the heterogeneity of cognitive profiles among students with high Intelligence Quotient.

Curvas de referência de pontos brutos no Stanford-Binet Intelligence Scale de crianças e adolescentes / Curves reference crude scores in Stanford-Binet Intelligence Scale for children and adolescents / Curvas de referencia de puntaje bruto en el Stanford-Binet Intelligence Scale de niños y adolescentes

O trabalho teve como objetivo construir curvas de referência de pontos brutos das Áreas e do Total do Stanford-Binet em crianças e adolescentes paulistanos. Foram avaliadas individualmente 257 crianças e adolescentes, com idade média de 5 anos e 10 meses, sendo 130 (50,58%) do sexo feminino e 127 (49,42%) do sexo masculino, todas frequentadoras de Escolas Públicas de Educação Infantil e Fundamental, de diferentes regiões da cidade de São Paulo. O teste foi aplicado individualmente na própria escola das crianças, sempre a partir do primeiro item, independentemente da idade da criança. Os participantes foram agrupados por idade; calcularam-se medidas descritivas para cada faixa etária desta população. Foram confeccionadas curvas de referência para Áreas e Total do Stanford Binet com os pontos brutos obtidos. Os pontos brutos foram distribuídos de acordo com a curva normal.

The objective of this study was to construct curves reference crude scores on the areas and total of the Stanford-Binet test for children in Sao Paulo. 257 children [130 (50.58%) females and 127 (49.42%) males] with a mean age of 5 years 10 months were individually evaluated, all of them attending public Nursery and Elementary schools in different regions of the city of São Paulo. The test was applied individually in the children's schools, always based on the first item, regardless of the child's age. The participants were grouped according to age and descriptive measures were performed for each age group in this population. References curves were constructed for the areas and total of the Stanford-Binet test with the crude scores obtained. The crude scores were distributed in accordance with the normal curve.

El estudio tuvo como objetivo construir curvas de referencia de puntajes brutos de las Áreas y del Total del Stanford-Binet en niños y adolescentes del estado de São Paulo-Brasil. Fueron evaluados individualmente 257 niños y adolescentes, con edad media de 5 años y 10 meses, siendo 130 (50,58%) del sexo femenino y 127 (49,42%) del sexo masculino, todos frecuentadores de escuelas públicas de educación infantil y básica, de diferentes regiones de la ciudad de São Paulo. El test fue aplicado individualmente en la propia escuela de los niños, siempre a partir del primer ítem, independientemente de la edad del niño. Los participantes fueron agrupados por edad; se calculó medidas descriptivas para cada rango etario de esta población. Fueron confeccionadas curvas de referencia para Áreas y Total del Stanford Binet con los puntajes brutos obtenidos. Los puntajes brutos fueron distribuidos de acuerdo con la curva normal.

Curvas de referência de pontos brutos no Stanford-Binet Intelligence Scale de crianças e adolescentes / Curves reference crude scores in Stanford-Binet Intelligence Scale for children and adolescents / Curvas de referencia de puntaje bruto en el Stanford-Binet Intelligence Scale de niños y adolescentes

O trabalho teve como objetivo construir curvas de referência de pontos brutos das Áreas e do Total do Stanford-Binet em crianças e adolescentes paulistanos. Foram avaliadas individualmente 257 crianças e adolescentes, com idade média de 5 anos e 10 meses, sendo 130 (50,58%) do sexo feminino e 127 (49,42%) do sexo masculino, todas frequentadoras de Escolas Públicas de Educação Infantil e Fundamental, de diferentes regiões da cidade de São Paulo. O teste foi aplicado individualmente na própria escola das crianças, sempre a partir do primeiro item, independentemente da idade da criança. Os participantes foram agrupados por idade; calcularam-se medidas descritivas para cada faixa etária desta população. Foram confeccionadas curvas de referência para Áreas e Total do Stanford Binet com os pontos brutos obtidos. Os pontos brutos foram distribuídos de acordo com a curva normal.(AU)

The objective of this study was to construct curves reference crude scores on the areas and total of the Stanford-Binet test for children in Sao Paulo. 257 children [130 (50.58%) females and 127 (49.42%) males] with a mean age of 5 years 10 months were individually evaluated, all of them attending public Nursery and Elementary schools in different regions of the city of São Paulo. The test was applied individually in the children's schools, always based on the first item, regardless of the child's age. The participants were grouped according to age and descriptive measures were performed for each age group in this population. References curves were constructed for the areas and total of the Stanford-Binet test with the crude scores obtained. The crude scores were distributed in accordance with the normal curve.(AU)

El estudio tuvo como objetivo construir curvas de referencia de puntajes brutos de las Áreas y del Total del Stanford-Binet en niños y adolescentes del estado de São Paulo-Brasil. Fueron evaluados individualmente 257 niños y adolescentes, con edad media de 5 años y 10 meses, siendo 130 (50,58%) del sexo femenino y 127 (49,42%) del sexo masculino, todos frecuentadores de escuelas públicas de educación infantil y básica, de diferentes regiones de la ciudad de São Paulo. El test fue aplicado individualmente en la propia escuela de los niños, siempre a partir del primer ítem, independientemente de la edad del niño. Los participantes fueron agrupados por edad; se calculó medidas descriptivas para cada rango etario de esta población. Fueron confeccionadas curvas de referencia para Áreas y Total del Stanford Binet con los puntajes brutos obtenidos. Los puntajes brutos fueron distribuidos de acuerdo con la curva normal.(AU)

Coeficiente intelectual de niños escolarizados en instituciones públicas de las zonas nororiental y noroccidental de Medellín según el nivel de seguridad alimentaria del hogar y condiciones socieconómicas / Intelligence quotient of school-aged children enrolled in public schools located in the northeast and northwest areas of Medellin based on the level of household food security and socioeconomic conditions

Objective: To analyze the association between school-aged children intelligence quotient and their household food security levels and socioeconomic conditions. Methodology: Cross-sectional analysis with a randomly selected group of 423 school-aged children enrolled in 41 public schools located in the northeast and northwest areas of Medellin, Colombia. The intelligence quotient (IQ) was assessed using the Wechsler Intelligence Scale for Children-IV (WISC-IV). Household food security was assessed using the Latin American and Caribbean Household Food Security Scale. Results: There were significant differences (p<0,001) between children IQ in household with good food security (mean: 93.6 ± 12.7) and severe household food insecurity (mean: 87.5 ± 15.4). The lower IQ scores were explained partly by diminished household food insecurity and socioeconomic conditions. Conclusions: To live under unfavorable environmental conditions predicts children cognitive problems and these effects are bigger if the families experiencing food insecurity or hunger.

Objetivo. AAnalizar la asociación entre el coeficiente intelectual de niños entre 6 y 8 años escolarizados en instituciones públicas de las zonas nororiental y nor-occidental de Medellín con los niveles de seguridad alimentaria de sus hogares y condiciones socioeconómicas. Metodología. Estudio observational analítico de corte transversal. La muestra estuvo constituida por 423 niños. El coeficiente intelectual fue valorado mediante la Escala de Inteligencia Wechsler para Niños WISC-IV. Para la medición de la seguridad alimentaria en el hogar se utilizó la Escala Latinoamericana y Caribeña de Seguridad Alimentaria. Las condiciones socioeconómicas fueron elegidas tomando como referencia antecedentes de investigación. Resultados. Se hallaron diferencias estadísticamente significativas (p<0,001) en el coeficiente intelectual total de los niños que pertenecían a hogares seguros (media: 93,6 DE: 12,7) con respecto a aquellos de hogares en inseguridad alimentaria severa (media: 87,5 DE: 15,4). El coeficiente intelectual limítrofe fue explicado en parte por la inseguridad alimentaria severa en el hogar (OR: 3,57 IC: 1,61-7,91) y las condiciones socioeconómicas. Conclusión. Vivir en medio de condiciones precarias predice la alteración cognitiva, estos efectos son mayores si las familias de los niños se encuentran en inseguridad alimentaria.

Factores biológicos en la epilepsia que provocan déficit de la inteligencia / Biological factors in epilepsy causing intelligence deficit

Mediante el estudio de un grupo de pacientes adultos con epilepsia, se investigan los niveles bajos de coeficiente de inteligencia (CI) e índice de deterioro cognitivo (ID) y su relación con un conjunto de variables biológicas. El objetivo es identificar las variables biológicas a largo plazo para disminuirlas. Utilizamos el CI y el ID de Wechsler que se aplicó a 200 pacientes diagnosticados de epilepsia, divididos en dos grupos, los que tenían CI < 89 y > 90, y los que tenían ID positivo y los que no. Estas variables se analizaron según factores biológicos. Los datos se procesaron con diferentes estadígrafos. Del total de pacientes estudiados, 109 (54.5 por ciento) tienen un CI < 89 y 50 por ciento un índice de deterioro cognitivo. Los factores relacionados en los pacientes con CI menor de < 89 eran, entre otros, inicio de las crisis por debajo de los 15 años de edad, más de 15 años de evolución de las crisis, elevada frecuencia de las crisis, antecedentes de estado de mal epiléptico y las crisis parciales secundariamente generalizadas. Los enfermos con crisis focales secundariamente generalizadas tienen más deterioro que los que sufren de crisis focales o generalizadas, ANOVA p= 0.0029 muy significativo. La mitad de los pacientes presentan CI normal bajo, así como deterioro. Se considera que, aunque no es evidente el deterioro detectado mediante el WAIS, es importante conocer su existencia para controlar los factores de riesgo biológicos.

n a group of adult patients suffering from epilepsy, low intelligence quotient (IQ) levels, the cognitive deterioration rate as well as its relation to a number of biological variables are studied. The aim of this research is to determine the long term biological vari-ables in order to reduce them. We used the IQ and Wechsler’s Deterioration index (DI) to study 200 patients diagnosed with epi-lepsy. The patients were divided into two groups, a first group included those with IQ <89 and >90 and the second patients with or without a positive DI. These variables were analyzed according to different biological factors. Data was processed using different statistical methods. Out of the total of studied patients, 54.5 percent showed an IQ <89 and 50 percent a cognitive deterioration rate. Factors related to the patients with an IQ lower than 89 were among others the following: The start of the seizures before the age of 15, having suffered from epileptic seizures for more than 15 years, a high frequency of seizures, and personal past history of status epilepticus as well as suffering from secondarily generalized partial epileptic seizures. Patients suffering from generalized secondar-ily focal epileptic seizures show a higher cognitive deterioration than those suffering focal or generalized seizures, ANOVA p=0.0029, which is highly meaningful. Half of the patients show a normal-low IQ, as well as some cognitive deterioration. Although the deterioration detected by using WAIS was not evident, it is important to be aware of the fact that there are biological risk fac-tors in order to be able to control them.

Viabilidade da estimativa de QI a partir dos subtestes Vocabulário e Cubos da WAIS-III / Viability of IQ estimates based on Vocabulary and Block Design WAIS III subtests

Objetivou-se avaliar a viabilidade de estimar o Quociente de Inteligência (QI) de adultos por meio de duas estratégias que utilizam uma forma curta constituída pelos subtestes Vocabulário e Cubos da Escala Wechsler de Inteligência para Adultos (WAIS-III). Participaram do estudo 77 homens e mulheres, com idade média de 39,1 anos (dp=13,4). Foi aplicada a WAIS-III e questionários para cumprir os critérios de inclusão dos participantes sem prejuízos neurológicos e psiquiátricos. Para avaliar a concordância entre as duas estratégias de estimar o QI, utilizou-se o método estatístico proposto por Bland e Altman. Como resultado, encontrou-se que as estimativas de QI geradas pelas duas estratégias apresentam concordância com a medida do QI realizada pela aplicação da escala completa apenas em alguns dos casos avaliados. Sugere-se cautela na utilização dessas estratégias para estimar o QI de adultos.

The aim of this study was to evaluate the feasibility of estimating the Intelligence Quotient (IQ) in adults based on two strategies that use Vocabulary and Block Design subtests of Wechsler Adult Intelligence Scale (WAIS-III). Seventy-seven men and women participated of the study, with mean age of 39.1 (sd=13.4). WAIS-III subtests were administered and questionnaires were used to verify inclusion criteria for participants without neurological or psychiatric impairments. A statistical method proposed by Bland and Altman was used to evaluate the agreement between both strategies to estimate IQ. Results suggest that IQ estimates derived from both strategies only agree with the IQ derived from the full battery in a few cases of the sample. Considering these findings, caution is suggested when using these strategies to estimate adults' IQ.

Executive dysfunction screening and intelectual coefficient measurement in children with attention deficit hyperactivity disorder / Tamizaje de la disfunción ejecutiva y medición del coeficiente intelectual en niños con trastorno por déficit de atención-hiperactividad

OBJECTIVE: To perform a complete Intelligence quotient (IQ) measurement (verbal, performance, and total) and subsequently, to compare executive function (EF) measurements in subgroups of children with attention deficit-hyperactivity disorder (ADHD) with a control group. METHOD: We studied a group of children from 7-12 years of age from public elementary schools. Children were selected by means of Diagnostic and Statistical Manual of Mental Disorders-IV-Revised (DSM-IV-R) parent and teacher questionnaires for ADHD. EFs were screened by Weschler Intelligence Scale for Children (WISC-R) performance intelligence quotient (IQ) determination of the following sub-tests: picture completion; block designs, and object assembly tests. Simultaneously, total (T-), performance (P-), and verbal (V-) IQs were measured for each patient. RESULTS: We studied 26 control subjects, and 35 children with ADHD. Numbers of children in each ADHD sub-type group were as follows: 15 in the combined group (-C), 13 in the inattentive group (-I), and 7 in hyperactivity group (-H). We found significant lower EF scores in picture arrangement (F=3.76, df 3,57, p=0.01), block design (F=4.55, df 3,57, p<0.01), and object assembly (F=4.52, df 3,57, p<0.01). Post-hoc analysis showed that differences were located among ADHD-C, ADHD-I, and ADHD-H groups when compared with controls. We found significantly lower cognitive scores in the ADHD-I group as follows: P-IQ (F=3.57, df 3,57, p=0.02), and T-IQ (F=2.90, df 3,57, p=0.04). CONCLUSION: Our results showed that screening of EF alteration in children with ADHD is easy and rapid by means of certain P-IQ determination sub-scales of the WISC test; moreover, complementary IQ determination can be measured simultaneously. Overall, children with ADHD exhibited an EF alteration. ADHD-I children demonstrated lower P-IQ, and T-IQ scores than control children.

OBJETIVO: Realizar una medición global de cociente intelectual (CI) (verbal, ejecutivo y total) y comparar las funciones ejecutivas (FE) en los subgrupos de niños con trastorno por déficit de atención-hiperactividad (TDAH) con un grupo control. MÉTODO: Se estudiaron niños de 7-12 años, provenientes de escuelas oficiales primarias. Se les aplicó el cuestionario de criterios diagnósticos de TDAH del DSM-IV-R para padres y maestros. Las FE se tamizaron mediante las sub-escalas de: ordenación de dibujos, diseño con cubos y composición de objetos del WISC-R. En forma paralela se midieron los CI Verbal (-V), Ejecutivo (-E), Total (-T) de cada paciente. RESULTADOS: Se estudiaron 26 niños control y 35 con TDAH. La distribución de niños con TDAH en los diferentes subtipos clínicos fue la siguiente: 15 niños con TDAH combinado (-C), 13 con inatención (-I) y 7 con hiperactividad-impulsividad (-H). Se encontraron calificaciones menores en las sub-escalas de: ordenación de dibujos (F=3,76, gl 3,57, p=0,01), diseño con cubos (F=4,55, gl 3,57, p<0,01) y en la composición de objetos (F=4,52, gl 3,57, p<0,01). El análisis post-hoc mostró que las diferencias se produjeron entre los grupos de TDAH-I, TDAH-H y TDAH-C en relación al de control. Encontramos calificaciones menores en el CI del grupo de TDAH-I en la siguiente forma: CI-E (F=3,57, gl 3,57, p=0,02) y CI-T (F=2,90, gl 3,57 p=0,04). CONCLUSIÓN: Nuestros resultados muestran que las alteraciones de las FE pueden ser fácilmente tamizadas por WISC-R, además de medir simultáneamente el CI. Se encontró que los niños con TDAH de los 3 tipos muestran una disfunción de las FE. También se encontró que los niños con TDAH-I muestran menores puntajes del CI-E y CI-T que los controles.

Viabilidade da estimativa de QI a partir dos subtestes Vocabulário e Cubos da WAIS-III / Viability of IQ estimates based on Vocabulary and Block Design WAIS III subtests

Objetivou-se avaliar a viabilidade de estimar o Quociente de Inteligência (QI) de adultos por meio de duas estratégias que utilizam uma forma curta constituída pelos subtestes Vocabulário e Cubos da Escala Wechsler de Inteligência para Adultos (WAIS-III). Participaram do estudo 77 homens e mulheres, com idade média de 39,1 anos (dp=13,4). Foi aplicada a WAIS-III e questionários para cumprir os critérios de inclusão dos participantes sem prejuízos neurológicos e psiquiátricos. Para avaliar a concordância entre as duas estratégias de estimar o QI, utilizou-se o método estatístico proposto por Bland e Altman. Como resultado, encontrou-se que as estimativas de QI geradas pelas duas estratégias apresentam concordância com a medida do QI realizada pela aplicação da escala completa apenas em alguns dos casos avaliados. Sugere-se cautela na utilização dessas estratégias para estimar o QI de adultos.(AU)

The aim of this study was to evaluate the feasibility of estimating the Intelligence Quotient (IQ) in adults based on two strategies that use Vocabulary and Block Design subtests of Wechsler Adult Intelligence Scale (WAIS-III). Seventy-seven men and women participated of the study, with mean age of 39.1 (sd=13.4). WAIS-III subtests were administered and questionnaires were used to verify inclusion criteria for participants without neurological or psychiatric impairments. A statistical method proposed by Bland and Altman was used to evaluate the agreement between both strategies to estimate IQ. Results suggest that IQ estimates derived from both strategies only agree with the IQ derived from the full battery in a few cases of the sample. Considering these findings, caution is suggested when using these strategies to estimate adults' IQ.(AU)