Normatização da Bateria de Provas de Raciocínio (BPR-5) usando a Teoria de Resposta ao Item / Standardization of the Reasoning Tests Battery (BPR-5) using Item Response Theory / Estandarización de la Batería de Pruebas de Razonamiento (BPR-5) usando la teoría de respuesta al ítem

A Bateria de Provas de Raciocínio (BPR-5) é um instrumento bastante utilizado para avaliação da inteligência no Brasil, possuindo três formas: infantil (1º ao 6º ano do Ensino Fundamental), Forma A (7º ao 9º ano do Ensino Fundamental) e Forma B (Ensino Médio e Superior). Visando a possibilidade de comparar os resultados entre sujeitos que respondem a formas diferentes, o presente estudo objetivou: (a) calibrar os itens das três formas pelo modelo de Rasch, realizando a equalização por itens comuns de modo a obter uma escala equiparável para as três formas, (b) atualizar as normas expandindo a representatividade das amostras e produzindo-se normas para diferentes combinações de idade, escolaridade e sexo, (c) descrever padrões de desenvolvimento da inteligência a partir da escala, comum, produzida entre 6 e 52 anos. Dois estudos foram relatados, o primeiro sobre a calibração dos parâmetros segundo o modelo de Rasch indicando um bom ajuste ao modelo. O segundo estudo exemplificou a utilização de regressão múltipla para criação de normas para testes psicológicos, considerando as variáveis idade, escolaridade e sexo como preditoras dos escores na BPR-5. Essas três variáveis tiveram efeitos significativos explicando 8% (Raciocínio Abstrato), 13% (Raciocínio Verbal), 12% (Raciocínio Espacial), 8% (Raciocínio Numérico) e 22% (Raciocínio Mecânico).(AU)

The Reasoning Tests Battery (BPR-5) is widely used in Brazil for the assessment of intelligence. It has three different forms: children (1st to 6th grade of elementary school), Form A (7th to 9th grade of elementary school) and Form B (high school and higher education). This study describes the steps followed to create a common metric across the forms. It aimed to: (a) calibrate the items of the three forms using Rasch model, link items and equate subjects' scores across forms using the anchoring of common items method, (b) update the norms by expanding the representativeness of the samples by producing norms for different combinations of age, education and sex, and (c) describe the developmental patterns of the BPR-5 subtests across a wide age range, from 6 to 52 years. We present two studies, the first reporting the calibration of item and person parameters with the Rasch model and a good fit to the model. The second illustrated the use of multiple regression analysis to create norms for the psychological tests considering the variables age, education and gender as predictors of the BPR-5 scores. These three variables had significant effects explaining 8% (Abstract Reasoning), 13% (Verbal Reasoning), 12% (Spatial Reasoning), 8% (Numerical Reasoning) and 22% (Mechanical Reasoning) of the variance. (AU)

La Batería de Pruebas de Razonamiento (BPR-5) es un instrumento muy utilizado para la evaluación de la inteligencia en Brasil, disponiendo de tres formas: infantil (1° al 6° año de la Enseñanza Fundamental), Forma A (7° al 9° año de la Enseñanza Fundamental) y Forma B (Bachillerato y Educación Superior). Teniendo como finalidad la posibilidad de comparar los resultados entre sujetos que responden a diferentes versiones, el presente estudio tuvo como objetivo: (a) calibrar los ítems de las tres formas por el modelo de Rasch, realizando la igualación por ítems comunes a fin de obtener una escala equiparable para las tres formas, (b) actualizar las normas ampliando la representatividad de las muestras y produciendo normas para diferentes combinaciones de edad, escolarización y sexo, (c) describir patrones de desarrollo de la inteligencia a partir de la escala, común, producida entre los 6 y los 52 años. Dos estudios fueron reportados, el primer sobre la calibración de los parámetros de acuerdo con el modelo de Rasch, indicando un buen ajuste al modelo. El segundo estudio ejemplificó la utilización de regresión múltiple para crear normas para tests psicológicos, considerando las variables edad, educación y sexo como predictivos de los escores en el BPR-5. Esas tres variables tuvieron efectos significativos explicando 8% (Razonamiento Abstracto), 13% (Razonamiento Verbal), 12% (Razonamiento Espacial), 8% (Razonamiento Numérico), y 22% (Razonamiento Mecánico).(AU)

Research Involving Participants With Impaired Consent Capacity: An Examination of Methods to Determine Capacity to Consent.

OBJECTIVE: To examine methods of assessing consent capacity in research protocols involving participants with impaired consent capacity, and examine instruments used to evaluate research consent capacity. METHODS: A retrospective review of 330 active research protocols involving participants lacking capacity to consent over a 10-year period (January 1, 2009, through March 1, 2019) was conducted to collect protocol characteristics (medical specialty, level of risk and type of study, consent and assent procedures, and type of vulnerable or protected population). Methods to assess consent capacity are described, and instruments to assess consent capacity are summarized. RESULTS: The specialties most frequently involving participants with impaired consent capacity in research were Neurology (27.3%), Critical Care (16.7%), and Surgery (10%). Type of studies are observational (43.9%), clinical trials (33%), chart review (11.5%), biobank (6.1%), and biomarker (5.5%). Minimal risk (53.3%) outnumbered greater than minimal risk (46.7%) studies. Most obtained written informed consent (77%) and assent (40.9%). The most common method to assess consent capacity was direct assessment by investigators (32.7%). Only 86 (26%) studies used instruments to assess consent capacity. Of the 13 instruments used, the most common was the Evaluation of Decision-Making Capacity for Consent to Act as a Research Subject, and is the only instrument that assesses all four components of decisional capacity: understanding, appreciation, reasoning, and choice. CONCLUSION: Generally, there was lack of uniformity in determining capacity to consent to research participation. Very few studies used instruments to assess consent capacity. Institutional review boards can provide greater guidance for research consent capacity determination.

Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach.

We aimed to identify patterns of cognitive differences and characterize subgroups of Mexican children and adolescents with three neurodevelopmental disorders (NDD): intellectual disability (ID), autism spectrum disorders (ASD) and attention deficit/hyperactivity disorder (ADHD). The sample included 74 children and adolescents 6-15 years; 34% had ID, ASD or ADHD, 47% had ID in comorbidity with ASD, ADHD or both, 11% had ASD + ADHD, 8% were children without NDD. We applied WISC-IV, Autism Diagnostic Interview-Revised, Mini-International Neuropsychiatric Structured Interview, Child Behavior Checklist, and UNICEF Child Functioning Module. We evaluated the normality of the WISC-IV sub-scales using the Shapiro-Francia test, then conducted a latent class analysis and assessed inter-class differences in terms of household, parent and child characteristics. The following four-class solution best fit the data: "Lower Cognitive Profile" (LCP), "Lower Working Memory" (LWM), "Higher Working Memory" (HWM), "Higher Cognitive Profile" (HCP). LCP included most of the children with ID, who had a low Working Memory (WM) index score. LWM included mainly children with ASD or ID + ADHD; their Perceptual Reasoning (PR) and Processing Speed (PS) index scores were much higher than those for Verbal Comprehension (VC) and WM. HWM included children with ASD or ADHD; their scores for PR, PS and VC were high with lower WM (although higher than for LWM). HCP included children without NDD and with ASD or ADHD or both and had the highest scores on all indices. Children with NDD show cognitive heterogeneity and thus require individualized treatment plans.

Cognitive and Adaptive Functioning in Youth With Retinoblastoma: A Longitudinal Investigation Through 10 Years of Age.

PURPOSE: To describe the trajectory of cognitive and adaptive functioning in pediatric patients with retinoblastoma from diagnosis through age 10. This is an extension of a previous report that discussed findings from diagnosis through age 5. PATIENTS AND METHODS: Ninety-eight participants with retinoblastoma completed psychological assessments as part of their enrollment on an institutional treatment protocol, with 73 completing an additional assessment at age 10. Trajectories of adaptive and cognitive functioning were determined, with data analyzed by treatment strata, and patients with 13q- analyzed separately. RESULTS: Longitudinal trajectories identified a significant change point in trends at age 5, with functioning declining from diagnosis through age 5 and then increasing from age 5 to age 10. This pattern was observed for all strata for adaptive functioning, but only for enucleation-only patients (strata C low) for cognitive functioning. Cognitive trajectories were also influenced by laterality and enucleation status. At age 10, overall functioning was generally within the average range, although estimated intelligence quotient was significantly below the normative mean for enucleation-only (C low) patients. Patients with 13q- demonstrated very low functioning, but few analyses were significant because of small sample size. CONCLUSION: The results generally indicate that previously demonstrated declines in functioning from diagnosis through age 5 improve by age 10. However, these early declines, as well as the continuous difficulties observed in patients treated with enucleation only, suggest the need for early intervention services for young patients with retinoblastoma. Continuous monitoring of the psychological functioning of patients with retinoblastoma, increased awareness of risk factors such as unilateral disease, enucleation, race, and surgery-only treatment plans, and referral to Early Intervention for all patients are indicated.

Discrepancies in Wechsler Adult Intelligent Scale III profile in adult with and without attention-deficit hyperactivity disorder.

AIM: The Wechsler Adult Intelligent Scale (WAIS) is the most frequently administered cognitive assessment for adult Attention-deficit hyperactivity disorder (ADHD); therefore, identifying discrepancies in WAIS profile in patients and comparing with matched controls would be clinically and diagnostically beneficial. METHODS: The WAIS-III profiles of 50 adults with ADHD were compared to an age-matched typical development (TD) group. RESULTS: The adult ADHD group exhibited significantly lower WAIS-III working memory (WM) and processing speed (PS) indices. However, these differences disappeared when intelligence quotient (IQ), Beck Depression Inventory (BDI) score, or Autism Quotient (AQ) score was included as a covariate. The adult ADHD group also demonstrated significantly lower scores in several WM- and PS-domain subscales, while crystallized abilities were comparatively preserved. Additionally, only a small portion of participants in both groups lacked any significant gaps between WAIS-III verbal and performance IQ scores (VIQ-PIQ) or associated indices. DISCUSSION: This study confirms previous findings that adult ADHD patients have deficits in WM and PS. However, it is highly likely that comorbidities such as depression and autism spectrum disorder contribute to lower WM and PS scores in adult ADHD. Unexpectedly, a "flat profile" is uncommon even in TD adults. Therefore, clinician should assess how WAIS deficits affect daily life rather than merely considering an uneven WAIS profile when diagnosing and treating adult ADHD.

GSTP1 polymorphisms sex-specific association with verbal intelligence in survivors of pediatric medulloblastoma tumors.

Glutathione S-transferase (GST) single nucleotide polymorphisms (SNPs) have been associated with a lower intellectual quotient (IQ) in medulloblastoma survivors. We investigated the association of GSTP1 polymorphisms with intellectual, neurocognitive skills (e.g., attention span, working memory, and processing speed), and adaptive outcomes for long-term pediatric medulloblastoma survivors. We hypothesized that genetic risk and sex-specific risk would contribute to significantly lower performances across all measures. Eighteen long-term pediatric medulloblastoma survivors completed the Wechsler Abbreviated Scale Intelligence, California Verbal Learning Test-II, Auditory Consonant Trigrams, and Oral Symbol Digit Modality Test. Informants were interviewed with the Scales of Independent Behavior-Revised (SIB-R). After controlling for the false discovery rate, females with a polymorphism performed significantly worse than females without a polymorphism on verbal IQ (p = .005) and SIB-R (p = .012). There was a significant interaction between sex and polymorphism status for verbal IQ (b = -1.8, SE = 0.827, CI: -3.58, -.036). The main effect of this interaction was significant for females (p = .004) and not for males (p = .557). We found large effect sizes between males with the polymorphism and females with the polymorphism across measures of attention span (g = .877), working memory (g = 1.12), and processing speed (g = 1.53). Female medulloblastoma survivors with a GSTP1 polymorphism may have increased vulnerability to deficits in core cognitive skills, IQ, and everyday functional outcomes. Sex-specific genetic risk contributes to the variability in long-term verbal intelligence for medulloblastoma survivors.

Neurocognitive reorganization between crystallized intelligence, fluid intelligence and white matter microstructure in two age-heterogeneous developmental cohorts.

Despite the reliability of intelligence measures in predicting important life outcomes such as educational achievement and mortality, the exact configuration and neural correlates of cognitive abilities remain poorly understood, especially in childhood and adolescence. Therefore, we sought to elucidate the factorial structure and neural substrates of child and adolescent intelligence using two cross-sectional, developmental samples (CALM: N = 551 (N = 165 imaging), age range: 5-18 years, NKI-Rockland: N = 337 (N = 65 imaging), age range: 6-18 years). In a preregistered analysis, we used structural equation modelling (SEM) to examine the neurocognitive architecture of individual differences in childhood and adolescent cognitive ability. In both samples, we found that cognitive ability in lower and typical-ability cohorts is best understood as two separable constructs, crystallized and fluid intelligence, which became more distinct across development, in line with the age differentiation hypothesis. Further analyses revealed that white matter microstructure, most prominently the superior longitudinal fasciculus, was strongly associated with crystallized (gc) and fluid (gf) abilities. Finally, we used SEM trees to demonstrate evidence for developmental reorganization of gc and gf and their white matter substrates such that the relationships among these factors dropped between 7-8 years before increasing around age 10. Together, our results suggest that shortly before puberty marks a pivotal phase of change in the neurocognitive architecture of intelligence.

Examining the "reading the mind in the eyes test" as an assessment of subtle differences in affective theory of mind after concussion.

Objective: This research examined affective theory of mind (ToM) differences between university students with and without a history of concussion using the revised Reading the Mind in the Eyes Test (RMET). Although, previous studies have shown that affective ToM is subserved by the ventromedial prefrontal cortex - a region that is vulnerable in head injury - few have examined whether subtle deficits in affective ToM are evident after concussion. Given the RMET's sensitivity to affective deficits following moderate-to-severe traumatic brain injury, the current study examined its validity following concussion and its correlation with related ToM measures and constructs, such as empathy.Method: Seventy-seven students with and without a history of self-reported concussion completed the RMET, the Interpersonal Reactivity Index, a novel Perspective-Taking Task, and the Questionnaire of Cognitive and Affective Empathy. Indices of spelling/reading capabilities were obtained and baseline electrodermal activation was recorded as an index of arousal.Results: RMET performance did not differ between individuals with and without a prior concussion when controlling for sex and spelling/reading skills and was not correlated with other measures of affective ToM, empathy, and arousal. However, spelling/reading skills were found to be a predictor of RMET performance among both concussion and no-concussion groups.Conclusions: Together, these findings imply that the RMET is not sensitive to ToM impairments after concussion and may be related to language skills among neurotypical students.

[Formula: see text] The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed.

There are several studies showing that executive functions such as working memory, inhibition, and cognitive flexibility are related to reading abilities. However, most of these studies did not simultaneously take different executive functions and intelligence into account. Therefore, the aim of our study was to investigate if working memory, inhibition, cognitive flexibility, and fluid intelligence uniquely contribute to reading. Furthermore, we tested the hypothesis that reading comprehension and reading speed are correlated but separable reading abilities with different relations to other cognitive functions. To test this assumption, we examined if executive functions and fluid intelligence unequally relate to reading comprehension and reading speed. A total of 186 school children (mean age = 9.31 years) participated in our study and performed a complex span task (working memory), task switching (cognitive flexibility), a stroop-like task (inhibition), raven matrices (fluid intelligence), a reading speed task and three reading comprehension tasks. Structural equation modeling (SEM) showed that working memory, inhibition, cognitive flexibility and fluid intelligence differently contributed to reading speed and reading comprehension. Working memory, inhibition and fluid intelligence were related to reading speed, indicating that a higher working memory capacity, better inhibitory abilities and higher fluid intelligence were associated with higher reading speed. Moreover, cognitive flexibility and fluid intelligence were related to reading comprehension, suggesting that higher cognitive flexibility and fluid intelligence were associated with better reading comprehension. Thus, our results point to differential contributions of executive functions to reading comprehension and reading speed.

A brief report: The National Adult Reading Test (NART) is a stable assessment of premorbid intelligence across disease severity in obstructive sleep apnea (OSA).

Obstructive sleep apnea (OSA) is a widely prevalent disorder that can affect cognitive function. The relationship between cognitive function and OSA is known to be affected by an individual's premorbid cognitive ability. Tools to measure premorbid intelligence across OSA disease severity have not been validated. This brief report aims to establish if the National Adult Reading Test (NART) provides a stable estimate of premorbid intelligence across levels of OSA disease severity. We examined if NART scores varied systematically across levels of untreated OSA severity (defined according to the apnea-hypopnea index [AHI]) and mean oxygen saturation in sleep clinic (n = 121) and community samples (n = 398) using regression analysis. Simple linear regression was used to predict NART scores based on the AHI. NART-estimated premorbid IQ scores without demographics did not vary systematically with AHI (F < 1; ß = 0.01) or mean SpO2 (F < 1; ß = 0.12). NART-estimated premorbid IQ scores with added demographic information also did not vary systematically with AHI (F < 1; ß = -0.01) or mean SpO2 (F < 1; ß = 0.15). This preliminary examination shows that the NART provides a stable estimate of premorbid intelligence across untreated OSA disease severity, as demarcated by AHI or mean nocturnal SpO2 .

Metabolic risk affects fluid intelligence changes in healthy adults.

Metabolic syndrome affects persons of all ages and has been associated with cognitive decline. In a sample of 221 healthy adults (18.57 to 85.33 years), assessed up to 3 times (over up to 6.33 years), we applied a second-order bivariate dual-change-score model with strong factorial invariance to estimate the effects of previous levels of metabolic risk (MR) and fluid intelligence (Gf) on subsequent changes in both constructs. The results indicated that MR levels affect subsequent changes in Gf, whereas Gf does not affect changes in MR. This suggests that control of MR may be related to the change in a person's cognitive status, making early intervention, starting in young adulthood, a promising approach. To our knowledge, this is the first long-term study with such evidence. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The intellectual profile of children with autism spectrum disorders may be underestimated: A comparison between two different batteries in an Italian sample.

Intelligence measures are typically used in the assessment of children with autism spectrum disorders (ASD), but there is a paucity of research on the implications of such testing. In the present study, we examined children with ASD using two of the most largely adopted instruments, i.e., the WISC-IV, arguably the most utilized scale in the world; and the Leiter-3, a nonverbal scale that also excludes, from the IQ calculation, working memory and processing speed, which are points of weakness in ASD. Results showed that IQ and indices of these two batteries are strongly correlated. However, the WISC-IV IQ might underestimates the potential of children with ASD, particularly in children with a low functioning profile. These hold true for both the full scale IQ and three out of four indices of the WISC-IV, with remarkable implications for both assessment and treatment of these children. Practitioners working with children with ASD should be aware that the battery that they are using might severely affect the estimation of these children's potential.

[Applicability of the SON-R 2-8 in Children with Special Educational Needs and Children with German as a Second Language]. / Zur Aussagekraft des SON-R 2-8 bei Kindern mit kognitiven Auffälligkeiten und Kindern mit Deutsch als Zweitsprache.

Applicability of the SON-R 2-8 in Children with Special Educational Needs and Children with German as a Second Language The SON-R 2-8 is an intelligence test that allows a non-verbal assessment of the general cognitive abilities of children with difficulties or limitations in the field of speech and language development and communication. The validity of the SON-R 2-8 in children with cognitive impairments and children with German as a second language is examined with matched groups. It is shown that the SON-R 2-8 can differentiate well between normal children and cognitive impaired children and is suitable for use in children with German as a second language.

Digit Span Subscale Scores May Be Insufficiently Reliable for Clinical Interpretation: Distinguishing Between Stratified Coefficient Alpha and Omega Hierarchical.

The Digit Span subscale (Digit Span Forward, Backward, and Sequencing combined composite) internal inconsistency reliability has been reported at .93, based on a coefficient known as stratified coefficient alpha. With accessible examples, we demonstrate that stratified coefficient alpha can deviate substantially from a model-based internal consistency reliability that represents an underlying dimension, that is, omega hierarchical. Next, we simulated item-level Digit Span subscale data to correspond very closely to the Wechsler Adult Intelligence Scale-fourth edition normative sample. Based on omega hierarchical, we estimated the internal consistency reliability associated with the Digit Span subscale scores at .74. In light of the results, clinicians are cautioned against interpreting Digit Span subscale scores. Instead, interpretations should probably be restricted to the Digit Span Forward, Digit Span Backward, and Digit Span Sequencing test scores. Finally, we offer suggestions for improvement to achieve higher levels of Digit Span subscale score reliability.

Development and Psychometric Evaluation of the Hansen Research Services Matrix Adaptive Test: A Measure of Nonverbal IQ.

Assessment of individuals on the autism spectrum often includes a measure of nonverbal IQ. One such measure is the Raven's Standard Progressive Matrices (RSPM). For large research studies with participants distributed nationally it is desirable for assessments to be available online. Because time is a premium, it is ideal that the measure produces accurate scores quickly. The Hansen Research Services Matrix Adaptive Test (HRS-MAT) addresses these needs and with similar psychometric properties of the RSPM. Scores based on the HRS-MAT correlated at r = .81 with those of the RSPM. In adult-child pairs, HRS-MAT scores correlated at approximately r = .50. Details from respondents in a national sample and psychometric properties including reliability and validity are discussed.

Validation of a Dynamic Measure of Current Cognitive Reserve in a Longitudinally Assessed Sample of Healthy Older Adults: The Tasmanian Healthy Brain Project.

Cognitive reserve (CR) is a theoretical construct describing the underlying cognitive capacity of an individual that confers differential levels of resistance to, and recovery from, brain injuries of various types. To date, estimates of an individual's level of CR have been based on single proxy measures that are retrospective and static in nature. To develop a measure of dynamic change in CR across a lifetime, we previously identified a latent factor, derived from an exploratory factor analysis of a large sample of healthy older adults, as current CR (cCR). In the present study, we examined the longitudinal results of a sample of 272 older adults enrolled in the Tasmanian Healthy Brain Project. Using results from 12-month and 24-month reassessments, we examined the longitudinal validity of the cCR factor using confirmatory factor analyses. The results of these analyses indicate that the cCR factor structure is longitudinally stable. These results, in conjunction with recent results from our group demonstrating dynamic increases in cCR over time in older adults undertaking further education, lend weight to this cCR measure being a valid estimate of dynamic change in CR over time.

Predictive Value of Traditional Measures of Executive Function on Broad Abilities of the Cattell-Horn-Carroll Theory of Cognitive Abilities.

The neuropsychological construct of executive functions (EFs), and the psychometric Cattell-Horn-Carroll (CHC) theory of cognitive abilities are both approaches that attempt to describe cognitive functioning. The coherence between EF and CHC abilities has been mainly studied using factor-analytical techniques. Through multivariate regression analysis, the current study now assesses the integration of these latent constructs in clinical assessment. The predictive power of six widely used executive tasks on five CHC measures (crystallized and fluid intelligence, visual processing, short-term memory, and processing speed) is examined. Results indicate that executive tasks-except for the Stroop and the Tower of London-predict overall performance on the intelligence tests. Differentiation in predicting performance between the CHC abilities is limited, due to a high shared variance between these abilities. It is concluded that executive processes such as planning and inhibition have a unique variance that is not well-represented in intelligence tests. Implications for the use of EF tests and operationalization of CHC measures in clinical practice are discussed.

Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder.

INTRODUCTION: Access to cognitive assessments for children living remotely is limited. Telehealth represents a potential cost- and time-effective solution. A pilot study was conducted to determine the feasibility of telehealth to assess cognitive function in children with learning difficulties. METHODS: Thirty-three children (median age = 9 years 11 months), recruited from the New South Wales (NSW) Centre for Effective Reading, underwent assessment of intellectual ability. Comparisons were made between the intellectual ability index scores obtained by a psychologist sitting face-to-face with the children and another psychologist via telehealth using a web-based platform, Coviu. RESULTS: The telehealth administration method yielded comparable results to the face-to-face method. Correlation analyses showed high associations between the testing methodologies on the intellectual ability indices (correlation coefficient range = 0.981-0.997). DISCUSSION: Findings indicate that telehealth may be an alternative to face-to-face cognitive assessment. Future work in a broader range of cognitive tests and wider range of clinical populations is warranted.

Preliminary Validation of a Free-to-Use, Brief Assessment of Adult Intelligence for Research Purposes: The Matrix Matching Test.

The concept of intelligence as a measurable trait of intellectual function continues to be an important issue in psychology. Traditionally, a core field of differential psychology and widely employed in applied settings, it is also important in various research fields. Here, I describe development of a new assessment of general intelligence of adults that has no language component and can be administered in about 10 minutes. A total sample of 176 adult participants, from various settings, was assessed with a set of matrix tasks that involved either visuospatial (fluid) or semantic (crystallized) reasoning. The internal consistency was acceptable (α = .748), and there was good four-week test-retest reliability ( r = .931). Concurrent validity was demonstrated by a high correlation between the new test and the (seven-subtest version) Wechsler Adult Intelligence Scale-IV (WAIS-IV) scores ( r = .889). A principal component analysis also suggested that the new test measures the same latent construct as the WAIS-IV-thought to be general intelligence. Predictive validity was shown in a subsample of 60 undergraduates by a medium-sized correlation between test scores and grade point average data ( r = .396). These preliminary results suggest that the Matrix Matching Test may be a useful research tool.

The "Reading the Mind in the Eyes" Test in Autism-Spectrum Disorders Comparison with Healthy Controls: A Systematic Review and Meta-analysis.

We conducted a meta-analysis of 18 studies to establish whether a relation exists between Reading the Mind in the Eye Test (RMET) performance and intelligence quotient (IQ) in individuals diagnosed with autism-spectrum disorders (ASD) and controls, taking into account relevant characteristics such as age, gender, and autism quotient. Our findings indicate that RMET performance was better in controls compared with those diagnosed with ASD. We found that RMET performance is dependent on full and verbal IQ and age in controls. However, RMET performance is negatively correlated with performance IQ in individuals diagnosed with ASD. These results suggest that the methodology applied by ASD when taking the RMET is different from control individuals and might depend less on verbal abilities.