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Molinari, Victoria. "Psychoanalyzing intelligence: Béla Székely’s Los Tests". Dynamis 40, n.º 2 (31 de dezembro de 2020): 375–98. http://dx.doi.org/10.30827/dynamis.v40i2.17971.
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This paper aims to analyze the definition of intelligence that appeared in the book Los Tests (1946) written by BélaSzékely, a Hungarian psychologist who emigrated to Argentina in 1938. Although Székely’s work was mainly related to psychoanalysis and child psychology, the publication of this compilation of psychometric tests became one of his most influential works, in which he based his observations on the ideas of Wilhelm Stern, Sigmund Freud, and Alfred Adler. The methodology used in this article is based on a qualitative and interpretative analysis of bibliographical sources from the perspectives of the critical history of psychology and intellectual history in Argentina in the 1930s and 1940s. In using this approach, I analyze what other specialists thought of intelligence, in contrast to the ideas presented by Székely. The article approaches the issue first by briefly presenting the author in question, and his position within Hungarian and Argentinian intellectual groups. Then, it studies general understandings of ‘intelligence’ and ‘intellectual level’ in Argentina around the time that Székely’s book made its first appearance and, finally, it examines to what extent his viewpoint was different. The articulation between epistemological and historical discussions allows us to reflect not only on the transformations present in scientific constructs such as intelligence but also on the implications they had within the scientific community and on a wider social and political level. If intelligence was considered to be a neutral concept, then a mere compilation of tests would be enough for its dissemination. Székely’s book made an impact because it contributed to the availability of testing technology, the popularization of said technology, and the intelligence concept.
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Suzuki, Tomoko. "Features of japanese intelligence tests history from test developers’ perspective". Proceedings of the Annual Convention of the Japanese Psychological Association 78 (10 de setembro de 2014): 2AM—2–001–2AM—2–001. http://dx.doi.org/10.4992/pacjpa.78.0_2am-2-001.
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Beauvais, Clémentine. "Teacher, Tester, Soldier, Spy: Psychologists Talk about Teachers in the Intelligence-Testing Movement, 1910s-1930s". History of Education Quarterly 57, n.º 3 (19 de julho de 2017): 371–98. http://dx.doi.org/10.1017/heq.2017.16.
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This article focuses on teachers in the discourses of early twentieth-century proponents of intelligence testing in America. Teachers were often a targeted enemy in the academic literature on intelligence testing—their methods belittled, their unreliability emphasized. Yet, in part because teachers were essential for intelligence tests to be given in schools, they were also often talked about in more ambiguous ways. In particular, this paper argues that psychologists’ ways of talking to, at, and about teachers presented a relationship characterized by an originary indebtedness of teachers toward psychology. Intelligence tests, it was implied, were a gift for teachers, and psychologists’ help a favor that teachers should repay by using the tests and showing rigor, obedience, and gratefulness in doing so. Arguably, the debt was framed in such ways as to render impossible its repayment and to make illegible the potential contributions and initiatives of teachers in the intelligence-testing movement.
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Ryue, Sookhee, Haebum Lee e Woo Taek Jeon. "The Relationship among the Learning Motivation, the Characteristics of Multiple Intelligence and Academic Achievement in Medical School Students". Korean Medical Education Review 15, n.º 1 (28 de fevereiro de 2013): 46–53. http://dx.doi.org/10.17496/kmer.2013.15.1.046.
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The purpose of this study was to analyze the relationship among medical students’ learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students’ learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.
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Imanita, Myristica. "Pengaruh Metode Pembelajaran dan Kecerdasan Interpersonal Terhadap Hasil Belajar Sejarah Siswa SMA". Jurnal Pendidikan Sejarah 3, n.º 1 (29 de abril de 2017): 45. http://dx.doi.org/10.21009/jps.031.05.
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Abstract
This study aimed to determine the effect of learning methods and student’s intrepersonal intelligence on the outcome of history learning on the students. This research is quantitative research using design treatment by level 2x2 The research date was taken from the observation, tests and questionnaires. The results showedthat(1) history learning outcome of students who follow STAD instructional methods higher than students whofollow conventional linstructional methods, (2) there is interaction effect between instructional methods and interpersonal intelligence on history learning outcome of students, (3) history learning outcomesof studentswhofollow STAD instructionalmethodwithhighinterpersonalintelligence, higher thanstudents who followconventional linstructionalmethod, (4)historylearning outcomesof studentswhofollow STAD instuctionalmethodswithlowinterpersonalintelligence, lower thanstudents who followconventional instructional methods
Keywords : History learning outcome, instructional method, interpersonal intelligence
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Conzelmann, Kristin, Susanne Weis e Heinz-Martin Süß. "New Findings About Social Intelligence". Journal of Individual Differences 34, n.º 3 (1 de agosto de 2013): 119–37. http://dx.doi.org/10.1027/1614-0001/a000106.
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Social intelligence (SI) is an ability construct with a long history in scientific psychology which has yet to be clearly established. SI tests show low convergent validity and can hardly be distinguished from academic intelligence. This may be the result of conceptual ambiguity and a lack of reliable and valid performappance tests that apply nonverbal stimuli. The Magdeburg Test of Social Intelligence (MTSI) is a new multimedia-based performance test battery relying on a potential-based concept of SI. It presently comprises subtests for social understanding, social memory, and social perception, each of which is measured with real auditory, video-based, pictorial, and verbal task material. It applies target scoring to the social understanding tasks. Two studies with 127 and 190 participants, respectively, examined the psychometric properties and construct validity of the MTSI. Discriminant construct validation was conducted with well-established academic intelligence and personality tests. The findings revealed satisfactory psychometric properties for nearly all of the 22 tasks. A general SI and a social perception factor were not substantiated. Social understanding was separate from academic intelligence, whereas social memory and social perception tasks showed systematic correlations with academic intelligence. The SI tasks were not systematically related to personality traits.
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Cicciola, Elisabetta, Renato Foschi e Giovanni Pietro Lombardo. "Making up intelligence scales: De Sanctis’s and Binet’s tests, 1905 and after." History of Psychology 17, n.º 3 (agosto de 2014): 223–36. http://dx.doi.org/10.1037/a0033740.
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Nikolaeva, A. Yu, Yu A. Burdukova, O. S. Alekseeva, I. E. Rzhanova e V. S. Britova. "Gender Aspect of Fluid Intelligence Diagnostics". Клиническая и специальная психология 9, n.º 4 (2020): 99–114. http://dx.doi.org/10.17759/cpse.2020090405.
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The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.
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CHÁÁVEZ-GARCÍÍA, MIROSLAVA. "Intelligence Testing at Whittier School, 1890-1920". Pacific Historical Review 76, n.º 2 (1 de maio de 2007): 193–228. http://dx.doi.org/10.1525/phr.2007.76.2.193.
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This article examines the intersections of youth, race, and science in early twentieth-century California. It explores how scientific researchers, reform school administrators, and social reformers at Whittier State School advocated the use of intelligence tests to determine the causes of delinquency. Through the process of testing, they identified a disproportionate number of delinquent boys of color-Mexicans, Mexican Americans, and African Americans-as mentally deficient or "feebleminded." As the evidence reveals, intelligence, race, heredity, and criminality became inextricably linked as the basis for segregating and removing youth of color from the reformatory. The records indicate that, despite officials' recommendations to send feebleminded boys to state hospitals that routinely sterilized their wards, as allowed by a 1909 state law, they sent the majority of youth to the Preston School of Industry, a reform school for older boys. In this instance, expediency in creating a premier institution at Whittier State School took precedence over larger eugenicists designs.
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Nada, Qotrun, M. Fahri Yasin e Khairan M. Arief. "THE EFFECT OF GOOGLE CLASSROOM LEARNING MEDIA AND EMOTIONAL INTELLIGENCE ON THE RESULTS OF LEARNING HISTORY INDONESIA GRADE X STUDENTS AT SMK BINA INSAN KAMIL". Akademika 9, n.º 02 (30 de novembro de 2020): 17–28. http://dx.doi.org/10.34005/akademika.v9i02.1108.
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This study aims 1) The differences in learning outcomes of Indonesian history between students who get learning using google classroom and those using printed media. 2) The effect of interaction between instructional media and emotional intelligence on learning outcomes of Indonesian history. 3) To find out the difference between students' learning outcomes of Indonesian history using media google classroom and those using printed media for students who have high emotional intelligence. 4) To find out the learning outcomes of Indonesian history using media based on google classroom and those using printed media for students who have low emotional intelligence. This study used an experimental method with a 2x2 factorial group design.The affordable population in this study were students of class X SMK Bina Insan Kamil Bekasi City, the sample was taken using a random sampling technique, so the sample was 64 students, consisting of 32 students for the experimental group and 32 students. for the control group. Retrieval of data using test instruments for learning outcomes and non-tests for emotional intelligence. The data analysis technique used descriptive analysis and infrential analysis. Based on the research results, it can be concluded that:The learning outcomes of Indonesian history students taught using google classroom media are higher than students taught using print media. There is an influence of learning media interaction with emotional intelligence on learning outcomes of Indonesian history.
Keywords: Emotional Intelligence, Indonesian History Study Results
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YÜKSEK USTA, Semiha. "Preschool History Geography Curriculum and Its Effects on Emotional Intelligence". International Journal of Psychology and Educational Studies 9, n.º 2 (26 de março de 2022): 376–89. http://dx.doi.org/10.52380/ijpes.2022.9.2.616.
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This study was conducted to prepare the Preschool History Geography Education Curriculum for 60–72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educational curriculum of the control group was not interfered with. “The Preschool Education Curriculum of the Ministry of National Education of Turkey” (2013) was implemented in the control group. The data of the study were collected using the “Sullivan Scale of Emotional Intelligence for Children” and “Sullivan Brief Empathy Scale for Children” and “Scale of Respect for Diversity.” As a result of the study, the experimental group's emotional intelligence, empathy, and respect for diversity scores increased significantly compared to the control group. And the experimental group increased significantly in the post-tests compared to the pre-test scores.
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Topalovic, Marko, Nilakash Das, Pierre-Régis Burgel, Marc Daenen, Eric Derom, Christel Haenebalcke, Rob Janssen et al. "Artificial intelligence outperforms pulmonologists in the interpretation of pulmonary function tests". European Respiratory Journal 53, n.º 4 (14 de fevereiro de 2019): 1801660. http://dx.doi.org/10.1183/13993003.01660-2018.
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The interpretation of pulmonary function tests (PFTs) to diagnose respiratory diseases is built on expert opinion that relies on the recognition of patterns and the clinical context for detection of specific diseases. In this study, we aimed to explore the accuracy and interrater variability of pulmonologists when interpreting PFTs compared with artificial intelligence (AI)-based software that was developed and validated in more than 1500 historical patient cases.120 pulmonologists from 16 European hospitals evaluated 50 cases with PFT and clinical information, resulting in 6000 independent interpretations. The AI software examined the same data. American Thoracic Society/European Respiratory Society guidelines were used as the gold standard for PFT pattern interpretation. The gold standard for diagnosis was derived from clinical history, PFT and all additional tests.The pattern recognition of PFTs by pulmonologists (senior 73%, junior 27%) matched the guidelines in 74.4±5.9% of the cases (range 56–88%). The interrater variability of κ=0.67 pointed to a common agreement. Pulmonologists made correct diagnoses in 44.6±8.7% of the cases (range 24–62%) with a large interrater variability (κ=0.35). The AI-based software perfectly matched the PFT pattern interpretations (100%) and assigned a correct diagnosis in 82% of all cases (p<0.0001 for both measures).The interpretation of PFTs by pulmonologists leads to marked variations and errors. AI-based software provides more accurate interpretations and may serve as a powerful decision support tool to improve clinical practice.
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Omori, Mariko. "The discovery of feeblemindedness among immigrant children through intelligence tests in California in the 1910s". Paedagogica Historica 54, n.º 1-2 (15 de janeiro de 2018): 221–35. http://dx.doi.org/10.1080/00309230.2017.1411959.
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Chen, Melvin. "Imagination machines, Dartmouth-based Turing tests, & a potted history of responses". AI & SOCIETY 35, n.º 1 (27 de junho de 2018): 283–87. http://dx.doi.org/10.1007/s00146-018-0855-3.
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Na, Muniroh, e Fahri Yasin. "PENGARUH PENGGUNAAN MODEL PEMBELAJARAN MIND MAPPING DAN KECERDASAN SPASIAL TERHADAP HASIL BELAJAR SEJARAH INDONESIA". Akademika 7, n.º 02 (1 de dezembro de 2018): 83–118. http://dx.doi.org/10.34005/akademika.v7i02.317.
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The influence of the use of mind mapping learning model and spatial intelligenceon the leaning outcomes of Indonesian history. This study aims to examine the differences inIndonesian historical learning using mind mapping learning model is superior to the lecturelearning model, This research is using experimental method. The target population of allstudents of class X SMK Kary Guna Bhakti 1 in the city of Bekasi. Samples taken with multistage random sampling technique. With this technique, two classes were taken for researchactivities, namely class 10C as experimental class and 10A as control class, from each classof 36 students. Techniques of data retrieval analysis using descriptive and inferential analysisof two-track ANAVA to test the hypothesis followed by Tukey or Schffe test. Testing ofstatistic prerequisite includes testing normality with kolmogorof smirnof and homogeneitytesting using anova one way. The results of statistical tests show that the data of the threevariables are normal and homogeneous. The results show that: first, the difference oflearning history of Indonesia by using mind mapping learning model is more superior thanlecture learning model. Second, there is the influence of learning model interaction withspatial intelligence to the learning result of Indonesian history. Thirdly, there are differencesin Indonesian historical learning outcomes between groups of students with high spatialintelligence superior to those with low spatial intelligence. The conclusion of this research isthe use of mind mapping learning model is superior compared to the learning model ofstudents who have high spatial intelligence and the interaction between the learning modelwith keverdasan spsasila tinggigi in improving the outcomes of Indonesian history
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Sejati, Nyoman Arya, Baidowi Baidowi, Nilza Humaira Salsabila e Muhammad Turmuzi. "Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Matematika Materi Pola Bilangan dengan Analisis Kesalahan Newman Ditinjau dari Inteligensi Siswa". Griya Journal of Mathematics Education and Application 3, n.º 2 (26 de junho de 2023): 234–45. http://dx.doi.org/10.29303/griya.v3i2.318.
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The purpose of this study was to describe the types and levels of errors made by class VIII B students of SMPN 1 Mataram when solving math word problems on number patterns based on Newman's error analysis in terms of student intelligence. The type of research used in this research is mixed methods. The strategy used in this study is the concurrent triangulation strategy. The sampling technique used purposive sampling, so that Class VIII B students were selected with a total of 36 students. Methods of data collection through intelligence tests, story tests with number patterns material, and interview tests. The researcher chose two students from each intelligence category to be the research subjects. The data analysis technique used in this research is descriptive statistics technique for quantitative data, then for qualitative data using the Miles and Huberman model. The following are the results of the study showing the types and levels of errors of students with intelligence (1) below average, (2) average, (3) above average who make errors in reading, understanding, question transformation, processing skills, and writing answers successively are (1) 15% (very low), 38% (low), 49% (moderate), 72% (high), 68% (high); (2) 6% (very low), 19% (low), 33% (low), 57% (moderate), 39% (low); (3) 10% (very low), 26% (low), 28% (low), 47% (moderate), 30% (low).
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Kanonire, Tatjana, Denis Federiakin, Tatiana Logvinenko, Ekaterina Orel e Alena Kulikova. "How Modern Psychometrics Can Change Intelligence Testing of Children and Adolescents in Russia". Психология. Журнал Высшей школы экономики 21, n.º 1 (2024): 101–22. http://dx.doi.org/10.17323/1813-8918-2024-1-101-122.
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The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning difficulties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the influence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment. The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. This paper presents the current situation of measuring intelligence in children and adolescents in the world and in Russia. It describes the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents' motivation and simplify the test administration process. It will facilitate frequent assessments of a child's progress by presenting varying test versions on each occasion, thereby significantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.
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Manjunatha, Narayana, Gangasamudra Veerappa Basavaraja, Rajendra K. Madegowda, Channaveerachari Naveen Kumar e Suresh Bada Math. "One Minute Intelligence Quotient Test for Point-of-care Grading of the Severity of Lower Intelligence in the Patient Populations". Journal of Psychiatry Spectrum 3, n.º 2 (20 de junho de 2024): 141–44. http://dx.doi.org/10.4103/jopsys.jopsys_13_24.
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In conventional psychiatric assessments, intelligence is commonly assessed during history taking and the mental status examination, yielding a binary outcome of average or below-average/lower intelligence. However, this approach lacks the necessary severity grading for lower intelligence, which is crucial for prompt clinical management within the same consultation without any delay of formal intelligence quotient (IQ) testing. The authors introduce a novel one minute intelligence quotient test (OMI-Q) to address this gap. The study aims to compare the clinical concurrence between OMI-Q scores and those from formally administered IQ tests in a case series. Notably, a higher level of clinical concurrence is observed between the two sets of tests in this small sample. The OMI-Q is a brief, rapid, and point-of-care IQ test, easily administered within one minute as part of routine psychiatric evaluations. The substantial clinical concurrence between OMI-Q and formal IQ test scores indicates its potential for seamless integration into busy clinical practices. This is particularly beneficial in primary and secondary health-care settings, where waiting for formal IQ test reports is impractical for timely clinical management.
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Zabegalin, Oleg, Julia Melnichuk e Victoria Vishnitskaya. "Test as a Method of Psychology. Development History and Basic Requirements". Bulletin of the Innovative University of Eurasia 93, n.º 1 (26 de março de 2024): 31–39. http://dx.doi.org/10.37788/2024-1/31-39.
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Main problem: The article highlights the problem of tests as methods of psychology, the influence of validity and reliability on the results of psychological research. Purpose: Uncovering the significance of validity and reliability on psychological research results. Results and their significance: Testing is an important method in psychology, allowing measuring various aspects of the psyche and behavior of a person. The history of the development of tests in psychology goes back more than a century and began with the work of Francis Galton and Alfred Binet. Over time, the tests have become widely used in various fields such as education, personnel selection, clinical diagnosis and research. Basic requirements for tests include reliability (repeatability of results), validity (measurement accuracy), standardization (same test conditions) and objectivity (lack of subjectivity in assessment). Tests must be designed using psychometric principles to ensure accuracy and validity of results. Modern tests include a variety of measurement techniques, such as tests of personality, intelligence, aptitude, and professional skills. The use of tests in psychology requires professional training to correctly interpret the results and make valid conclusions. Testing as a method of psychology continues to evolve, and its role remains key in the study of the human psyche and behavior. Testing in psychology has a wide range of applications, including assessing personality traits, identifying psychological disorders, and predicting behavior and success in various areas of life. The development of computer-based tests and online platforms makes testing more efficient and convenient for researchers and participants. Modern tests increasingly take into account cultural differences and the diversity of individual characteristics, which contributes to more accurate and tailored assessments. It is important to remember that the use of tests requires ethics, confidentiality and compliance to ensure the reliability and validity of the data obtained.
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Ellis, Jason. "“Inequalities of Children in Original Endowment”: How Intelligence Testing Transformed Early Special Education in a North American City School System". History of Education Quarterly 53, n.º 4 (novembro de 2013): 401–29. http://dx.doi.org/10.1111/hoeq.12035.
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“There are few if any more significant events in modern educational history than the developments which have recently taken place in methods of mental measurement,” Lewis Terman wrote in 1923 about the intelligence testing movement he did so much to pioneer in American schools throughout the 1920s. Indeed educational historians, particularly Paul Chapman, have shown that the rise of intelligence testing provoked large and relatively swift changes in public education, enabling school systems to sort and stream their students by ability on an unprecedented scale. “By 1930,” Chapman writes, “both intelligence testing and ability grouping had become central features of the educational system.” Less often talked about are the effects of intelligence testing and the concept of intelligence quotient (IQ) on early special education classes, and on the pupils who attended them. In fact, Terman recognized the significance of IQ testing to special education as well. In 1919, he wrote that IQ tests would help to turn the existing logic of learning problems on its head by proving that “the retardation problem is exactly the reverse of what it is popularly supposed to be.”
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Vinovskis, Maris A. "History of Testing in the United States: PK–12 Education". ANNALS of the American Academy of Political and Social Science 683, n.º 1 (maio de 2019): 22–37. http://dx.doi.org/10.1177/0002716219839682.
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This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.
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Kage, Hidenori, Takashi Aoki, Aya Shinozaki-Ushiku, Kousuke Watanabe, Nana Akiyama, Hideaki Isago, Kazunaga Ishigaki et al. "Performance of an artificial intelligence-based annotation algorithm for reporting cancer genomic profiling tests." Journal of Clinical Oncology 40, n.º 16_suppl (1 de junho de 2022): 1551. http://dx.doi.org/10.1200/jco.2022.40.16_suppl.1551.
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1551 Background: Cancer genomic profiling (CGP) tests have been approved in Japan since June 2019, with the requisite that all test results be discussed by molecular tumor boards (MTBs). More than 20,000 patients in over 200 designated hospitals have taken CGP tests by December 2021. As CGP tests have entered clinical practice, streamlining decision making by MTBs and standardizing interpretation of test results and treatment recommendations have become urgent issues. Here, we evaluated the utility of Chrovis, an annotation algorithm for reporting CGP tests to support MTBs make their recommendations. Methods: We retrospectively reviewed the reporting process of all approved CGP tests done at The University of Tokyo Hospital between December 2019 and November 2021. Chrovis provided annotation for each genetic variant by incorporating biologic, clinical, and therapeutic information by referencing several public knowledge databases and using natural language processing, and generated reports using the automated program. The MTB reviewed and made any necessary changes before finalizing the report. Changes in disclosure of germline findings were made according to the recommendations of a national guideline with consideration of past and family history. Results: Of the 243 tests, 91 changes in 81 Chrovis reports (33% of all reports) were made by the MTB. The most common type of change was germline disclosure with 26 changes (29%), followed by clinical trial information in Japan (18 changes, 20%) and recommendation of the patient-proposed national basket trial with multiple targeted agents (17 changes, 19%). Changes in germline disclosure increased from June 2021, when an update to a national guideline was released, while the proportion of changes in the latter two types remained unchanged. Gene alterations that led to the highest number of changes was TP53, with 13 changes. Changes in therapeutic recommendations were frequently observed in the RAS/MAPK pathway ( BRAF, KRAS, NF1, NRAS) with 12 changes. More changes were required with a tumor-only tissue CGP panel (57 of 149) compared with a matched tumor/normal tissue CGP panel (24 of 94, p = 0.04), mostly due to germline disclosure (24 vs. 2 changes). Conclusions: We observed that automated algorithm-based reporting was sufficient in 67% of reports. Recommendation for germline disclosure still requires manual supervision, particularly with tumor-only tissue CGP panels if algorithms do not incorporate medical history. The process of recommending clinical trials needs improvement, e.g., standardizing database formats for inclusion and exclusion criteria.
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Kanonire, Tatjana, Ekaterina Orel, Tatiana Logvinenko e Alena Kulikova. "DIGITALIZATION AT THE SERVICE OF PSYCHODIAGNOSTICS: MODERN OPPORTUNITIES IN INTELLIGENCE TESTING". Child in a Digital World 1, n.º 1 (2023): 26–27. http://dx.doi.org/10.61365/forum.2023.012.
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The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning diffi culties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the infl uence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment. The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. Present-day psychometrics is deeply entwined with computational behavioral sciences, going beyond outdated principles in the development of psychological tests. Methodological approaches that notably enhance the accuracy, reliability, and equity of measurement instruments currently exist. Furthermore, the accumulation of supplementary validity evidence, simplifi - cation of result interpretation, and practical implementation far exceed conventional psychodiagnostic approaches. This presentation will show the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents’ motivation and simplify the test administration process. It will facilitate frequent assessments of a child’s progress by presenting varying test versions on each occasion, thereby signifi cantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.
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Razzaq, M. Abdul, Kamal A. Ariffin, Ahmed El Shafie, Shahrum Abdullah, Z. Sajuri e N. A. Akeel. "Adaptive Neural Network Modelling in Fatigue life Prediction under Load History effects". Advanced Materials Research 284-286 (julho de 2011): 1266–70. http://dx.doi.org/10.4028/www.scientific.net/amr.284-286.1266.
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Artificial intelligence (AI) techniques and in particular, adaptive neural networks (ANN) have been commonly used in order to Fatigue life prediction. The aim of this paper is to consider a new crack propagation principle based on simulating experimental tests on three point-bend (TPB) specimens, which allow predicting the fatigue life and fatigue crack growth rate (FCGR). An important part of this paper is estimation of FCG rate related to different load histories. The effects of different load histories on the crack growth life are obtained in different representative simulation and experiments.
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Kaya, Didem Gülçin, Yaşar İsmail Gülünay, Emre Çavdar e Emre Seymen. "The Effect of Intrapersonal Intelligence of Sports Sciences Faculty Students on Metacognitive Awareness". Shanlax International Journal of Education 11, S1-July (15 de julho de 2023): 68–79. http://dx.doi.org/10.34293/education.v11is1-july.5958.
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The aim of the research is to investigate the effect of intrapersonal intelligence profiles of students studying at Faculty of Sport Sciences on their metacognitive awareness levels. General screening and relational screening models were used. The research group consisted of 308 students studying at Afyon Kocatepe University Faculty of Sport Sciences in the 2021-2022 academic year. In the research, Intrapersonal Intelligence part of the “Self-Assessment Inventory in Multiple Intelligence Domains” and “Metacognitive Awareness Inventory” were used as data collection tools. Frequency values, percentage values, one-way variance analysis “ANOVA” test, Independent Samples t-test, and “Tukey HSD test” were used for data analysis. In addition, Correlation and Regression tests were applied to determine the relationships between intrapersonal intelligence and metacognitive awareness levels. In conclusion, significant differences were found between the students’ intrapersonal intelligence and metacognitive awareness levels and the procedural knowledge sub-dimension, according to the gender variable. According to the department variable, there were found significant differences between the sub-scales of planning, monitoring, and managing knowledge and the intrapersonal intelligence means, however there weren’t seen significant differences according to the branch variable. In the correlation and regression tests, it was seen a positive and significant relationship between the level of intrapersonal intelligence and the sub-scales of metacognitive awareness.
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Hambleton, Ronald K., e Anil Kanjee. "Increasing the Validity of Cross-Cultural Assessments: Use of Improved Methods for Test Adaptations 1Laboratory of Psychometric and Evaluative Research Report No.275. Amherst, MA: University of Massachusetts, School of Education. Paper presented at the 23rd International Congress of Applied Psychology, Madrid, 1994." European Journal of Psychological Assessment 11, n.º 3 (setembro de 1995): 147–57. http://dx.doi.org/10.1027/1015-5759.11.3.147.
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Translating or adapting psychological and educational tests from one language and culture to other languages and cultures has been a common practice for almost a hundred years, beginning with Binet's test of intelligence. Despite the long history and the many good reasons for adapting tests, proper methods for conducting test adaptations and establishing score equivalence are not well known by psychologists. The purpose of this paper is to focus attention on judgmental and statistical methods and procedures for adapting tests with special focus on procedures for identifying poorly adapted items. When these methods are correctly applied, the validity of any cross-cultural uses of the adapted test should be increased.
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Atkins, Keletso E. "In the Spirit of the Pioneers". Issue: A Journal of Opinion 23, n.º 1 (1995): 5–6. http://dx.doi.org/10.1017/s0047160700008921.
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Life is filled with tiny ironies; or as the old ones steeped in the tradition of the church would say, “the Lord sometimes moves in mysterious ways.”More than twenty-five years ago, after completing the two year city college degree, I applied to the BA program in history at Roosevelt University located in downtown Chicago and at Northwestern University in Evanston, Illinois. Northwestern invited me to take a series of tests. The first set of tests was to determine my intelligence quotient; the second set was designed to measure manual dexterity.
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Kawanto, Frieda Handayani, Soedjatmiko Soedjatmiko e Aryono Hendarto. "Factors associated with intelligence in young children with Down syndrome". Paediatrica Indonesiana 52, n.º 4 (31 de agosto de 2012): 194. http://dx.doi.org/10.14238/pi52.4.2012.194-9.
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Introduction Despite the considerable number of children withDo\Vll syndrome in Indonesia, there is little data available on thesuccess of intervention programs. This study was performed todefine factors affecting the intelligence of young children withDo\Vll syndrome.Objective To determine factors associated Mth lower intelligencein children with Down syndrome, including growth parametersand participation in intervention programs.Methods This crosssectional study was undertaken fromDecember 2010 to March 2011. Subjects were 60 childrenwith Down syndrome aged 26 years who were enrolled inan intervention program at both the Medical RehabilitationDepartment, Cipto Mangunkusumo Hospital, and the Growthand Development Clinic, Harapan Kita Women's and Children'sHospital. Parents' data was obtained through self historytakingand perusal of medical records. Subjects' anthropometricdata (body weight, body height, and head circumference) wasobtained through measurements using calibrated instruments.A psychologist administered IQ tests on the subjects. Results ofthe anthropometric and IQ tests were given to parents one weekfollowing the examinations.Results From the 111 children with Down syndromeregistered in the intervention programs, 60 children (36boys and 24 girls) met the inclusion criteria. The mean ageof subjects was 4 years 6 months. Most subjects were wellnourished. Fiftyfive subjects had microcephaly. Eightytwopercent of subjects participated in the program regularly and70% of subjects had started in the program at less than 1 yearof age. Subjects' mean IQ was 52.8. Analysis showed thatgirls, subjects who were overweight and obese, subjects withmicrocephaly, those with irregular attendance in the program,and those living under the poverty line were at highest riskfor severe mental retardation.Conclusion Factors associated v.ith the intelligence in childrenwith Down syndrome were female gender, overweight/obesity, severe microcephaly, belowpoverty line economic status, andirregular participation in the program. [Paediatr Indones.2012;52:194-9].
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Saxena, Sudhanshu, Anjali Sahay e Pankaj Goel. "Effect of fluoride exposure on the intelligence of school children in Madhya Pradesh, India". Journal of Neurosciences in Rural Practice 03, n.º 02 (maio de 2012): 144–49. http://dx.doi.org/10.4103/0976-3147.98213.
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ABSTRACTObjective: To assess the relationship between exposure to different drinking water fluoride levels and children’s intelligence in Madhya Pradesh state, India. Materials and Methods: This cross-sectional study was conducted among 12-year-old school children of Madhya Pradesh state, India. The children were selected from low (< 1.5 parts per million) and high (≥1.5 parts per million) fluoride areas. A questionnaire was used to collect information on the children’s personal characteristics, residential history, medical history, educational level of the head of the family, and socioeconomic status of the family. Levels of lead, arsenic, and iodine in the urine and the levels of fluoride in the water and urine were analyzed. The children’s intelligence was measured using Raven’s Standard Progressive Matrices. Data analysis was done using the chi-square, one way analysis of variance, simple linear regression, and multiple linear regression tests. P value <0.05 was considered statistically significant. Results: Differences in participant’s sociodemographic characteristics, urinary iodine, urinary lead, and urinary arsenic levels were statistically not significant (P>0.05). However, a statistically significant difference was observed in the urinary fluoride levels (P 0.000). Reduction in intelligence was observed with an increased water fluoride level (P 0.000). The urinary fluoride level was a significant predictor for intelligence (P 0.000). Conclusion: Children in endemic areas of fluorosis are at risk for impaired development of intelligence.
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Mather, Nancy, e Deborah Schneider. "The Use of Cognitive Tests in the Assessment of Dyslexia". Journal of Intelligence 11, n.º 5 (26 de abril de 2023): 79. http://dx.doi.org/10.3390/jintelligence11050079.
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In this literature review, we address the use of cognitive tests, including intelligence tests, in the assessment and diagnosis of dyslexia, from both historic and present-day perspectives. We discuss the role of cognitive tests in the operationalization of the concepts of specificity and unexpectedness, two constructs considered essential to the characterization of dyslexia since the publication of early case reports in the late nineteenth century. We review the advantages and disadvantages of several approaches to specific learning disabilities’ identification that are used in schools. We also discuss contemporary debates around the use of standardized cognitive testing in dyslexia evaluations, in particular, the arguments of those who favor an approach to diagnosis based on prior history and the results of a comprehensive evaluation and those who favor an approach based on an individual’s response to intervention. We attempt to explain both perspectives by examining clinical observations and research findings. We then provide an argument for how cognitive tests can contribute to an accurate and informed diagnosis of dyslexia.
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Ackerman, Phillip L. "Intelligence Process vs. Content and Academic Performance: A Trip through a House of Mirrors". Journal of Intelligence 10, n.º 4 (19 de dezembro de 2022): 128. http://dx.doi.org/10.3390/jintelligence10040128.
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The main purpose of modern intelligence tests has been to predict individual differences in academic performance, first of children, then adolescents, and later extending to adults. From the earliest Binet–Simon scales to current times, most one-on-one omnibus intelligence assessments include both process subtests (e.g., memory, reasoning) and content subtests (e.g., vocabulary, information). As somewhat parallel developments, intelligence theorists have argued about the primacy of the process components or the content components reflecting intelligence, with many modern researchers proposing that process constructs like working memory are the fundamental determinant of individual differences in intelligence. To address whether there is an adequate basis for re-configuring intelligence assessments from content or mixed content and process measures to all-process measures, the question to be answered in this paper is whether intellectual process assessments are more or less valid predictors of academic success, in comparison to content measures. A brief review of the history of intelligence assessment is provided with respect to these issues, and a number of problems and limitations of process measures is discussed. In the final analysis, there is insufficient justification for using process-only measures to the exclusion of content measures, and the limited data available point to the idea that content-dominated measures are more highly predictive of academic success than are process measures.
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Sanginabadi, Bahram. "The Impact of Education on Fluid Intelligence". Applied Economics and Finance 7, n.º 3 (18 de março de 2020): 18. http://dx.doi.org/10.11114/aef.v7i3.4774.
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Fluid intelligence, which refers to the ability of a person to solve novel problems independent of previously acquired knowledge, is a highly crucial factor in learning and has a big impact on educational and professional success. However, the impacts of formal education on fluid intelligence has been neglected in the literature. In this paper, we apply an exogenous variation in years of schooling to explore the impacts of education on fluid intelligence. From 1971 to the end of 1973, the global price of crude oil increased over 400%. Such an increase in oil price improved the revenue of the Indonesian government from oil production. Indonesia invested most of the new income on central government’s construction projects famous as “Presidential Instructions” (INPRES), which aimed to improve regional equity in the country. The largest INPRES program, known as Sekolah Dasar INPRES, also remains the largest school construction project in history. The government built over 60 thousand elementary schools all over the country from 1973 to 1978. Duflo (2001) studies the impacts of the program on years of education. We have received INPRES data from Duflo and combined it with the Indonesian Family Life Survey (IFLS), which contains individual cognitive ability tests. This dataset represents 83% of the population of 13 out of 26 Indonesian provinces. The results show positive and statistically significant impacts of years of schooling on the fluid intelligence of both females and males.
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Alsadoon, Hamadah. "Using Artificial Intelligence for Proctoring Remote Exams: Advantages and Challenges". International Journal for Research in Education 48, n.º 1 (30 de janeiro de 2024): 12–27. http://dx.doi.org/10.36771/ijre.48.1.24-pp12-27.
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The COVID-19 pandemic has forced extreme changes in educational practices around the world. Many universities and schools have offered their educational curricula and activities completely via online learning. That is why universities and educational institutions have practiced conducting tests remotely to preserve the safety of their students. Meanwhile, these universities and educational institutions faced the challenge of evaluating the integrity of the remote tests. These institutions have sought, through a number of practices, to verify the identity of students and the reliability of their test performance by using a number of means to ensure that the exams are conducted without fraud. One of those means is the use of the artificial intelligence technology applied by the Saudi Electronic University, represented by AI proctor to monitor tests remotely. This study aims to investigate the advantages of using this technology as well as the challenges that faced its implication from the viewpoint of the examination supervisors at the Saudi Electronic University. The study revealed a number of advantages and challenges. The study made a number of recommendations. Keywords: Distance education, e-learning, COVID-19; E-exam; Distance exams.
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Sardesai, Anjali, Vilas Kharat, Pradip Sambarey e Ashok Deshpande. "Fuzzy Logic-Based Formalisms for Gynecology Disease Diagnosis". Journal of Intelligent Systems 25, n.º 2 (1 de abril de 2016): 283–95. http://dx.doi.org/10.1515/jisys-2015-0106.
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AbstractThe very basis of the present article is the fact that the medical knowledge consisting of clinical presentation, diagnosis, and treatment of a disease is with imprecision and uncertainty. The overall approach in gynecological disease diagnosis could be divided into three distinct stages, and this was confirmed by seven experienced gynecologists. Stage 1 refers to an initial screening process in order to arrive at a single disease diagnosis for the patients, which is based only on the subjective information provided by patients to the physician. In stage 2, the patient who has not received a single diagnostic label in stage 1 is further investigated for a single disease diagnosis using past history criteria. If stage 2 fails to arrive at a single disease diagnosis for a patient, then physical examination and various tests like imaging tests, blood tests, etc., are conducted, and the test results are processed in stage 3. In stage 1, we have revisited fuzzy relational calculus and mathematically evaluated the perceptions of the domain experts (gynecologists) with respect to 31 gynecological diseases. The paper also presents the research findings with a case study focused on stage 2 using a type 1 fuzzy inference system. Out of 226 patients, 50 are correctly diagnosed for a single disease and 147 for multiple diseases in stage 1. The paper concludes that fuzzy relational calculus is an effective method as an “initial screening” process to arrive at a single disease diagnosis. We have identified 29 out of 226 patients satisfying past history criteria to achieve a single disease diagnosis by stage 2. Investigations for stage 3 are in progress.
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Ivanov, Rosen. "ExhibitXplorer: Enabling Personalized Content Delivery in Museums Using Contextual Geofencing and Artificial Intelligence". ISPRS International Journal of Geo-Information 12, n.º 10 (22 de outubro de 2023): 434. http://dx.doi.org/10.3390/ijgi12100434.
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In recent years, there has been an increasing demand for personalized experiences in various domains, including the cultural and educational sectors. Museums, as custodians of art, history, and scientific knowledge, are seeking innovative ways to engage their visitors and provide tailored content that enhances their understanding and appreciation of the exhibits. This article presents ExhibitXplorer, a distributed architecture service that leverages geofencing, artificial intelligence, and microservices to enable personalized content delivery in museums. By combining implicit and explicit segmentation of museum visitors and utilizing the GPT API for content generation, ExhibitXplorer offers a dynamic experience to different visitor segments, including researchers, students, casual visitors, and children. The system utilizes push notifications triggered by visitor location changes, allowing seamless delivery of personalized information both indoors and outdoors. Tests were conducted to evaluate the user experience of visitors to an outdoor ethnographic museum. The results showed that 55% of the test participants were satisfied and 45% very satisfied with the way personalized content was delivered.
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Son, Yoorim, Juhyun Kim e Kyunga Ji. "Design and Teaching Strategies for Artificial Intelligence Convergence Education to Protect Creative Autonomy: Focusing on the Middle School Art Class". Korean Association For Learner-Centered Curriculum And Instruction 24, n.º 6 (31 de março de 2024): 311–31. http://dx.doi.org/10.22251/jlcci.2024.24.6.311.
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Objectives This study has developed teaching strategies that instructors can use to design and implement artificial intelligence convergence education utilizing generative artificial intelligence for image creation. The derived lesson designs and teaching strategies suggest a limited use of artificial intelligence to ensure that learners using generative AI do not lose their creative autonomy.
Methods Through a review of prior literature, an initial checklist for class design and a teaching strategy were developed. Subsequently, two rounds of internal validation were conducted with four experts. A creative class utilizing image-generating artificial intelligence was then implemented for 100 first-year middle school students in Seoul. The effectiveness of this approach was evaluated through pre- and post-tests of artificial intelligence literacy and interviews with the learners.
Results Ultimately, 10 items for the class design checklist and 51 items for the teaching strategy were developed. The class design checklist included steps for ‘checking the usage environment’, ‘evaluating the class content’, and ‘assessing expertise’. The teaching strategy was structured into stages of ‘class preparation’, ‘understanding image-generating artificial intelligence’, ‘creative problem-solving’, and ‘class arrangement’. As a result of implementing these creative classes with image-generating artificial intelligence, there was a significant improvement in the students’ artificial intelligence literacy. Furthermore, both instructors and learners highlighted several benefits of these classes, such as the integration of artificial intelligence with various subjects, the enhancement of divergent thinking, firsthand experience with artificial intelligence principles and applications, opportunities for collaboration and discussion, and a strengthened understanding of copyright and ethical considerations.
Conclusions The instructional class design checklist and teaching strategy developed in this study serve as cross-curricular guidelines applicable to various subjects that involve image creation, including Korean language, history, and art. Designing artificial intelligence convergence lessons with a focus on protecting learner’s creative autonomy can enable them to grasp the entire creative process and its inherent value. This approach goes beyond mere technical use, empowering learners to enhance their own creative expressions.
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Swift, Andrea V., Morris J. Cohen, George W. Hynd, Joseph M. Wisenbaker, Kathleen M. McKie, George Makari e Virgil C. McKie. "Neuropsychologic Impairment in Children With Sickle Cell Anemia". Pediatrics 84, n.º 6 (1 de dezembro de 1989): 1077–85. http://dx.doi.org/10.1542/peds.84.6.1077.
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In this study, the neuropsychologic functioning of 21 children with sickle cell anemia and 21 sibling controls, age range 7 through 16 years, with no history of neurologic disease, was examined. Outcome measures included tests of intelligence, constructional praxis, memory, and academic learning. On the Wechsler Intelligence Scale for Children—Revised, the sickle cell group had a mean Full Scale IQ of 77.7 (SD 12.4) compared with 94.3 (SD 11.0) for the control group. The profile of test scores was similar for the two groups, with the sickle cell group scoring significantly lower than the control group on almost all cognitive measures. Both groups showed academic achievement to be commensurate with their measured intellectual ability. These results suggest that subtle but significant and widespread neuropsychologic deficits are associated with sickle cell anemia even in the absence of neurologic complications. When and by what process this neuropsychologic impairment is caused needs to be determined.
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Reņģe, Viesturs, e Juris G. Dragūns. "Psychology in Latvia". European Psychologist 17, n.º 3 (1 de janeiro de 2012): 246–52. http://dx.doi.org/10.1027/1016-9040/a000057.
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History of psychology in Latvia can be divided into three stages: (1) origin and early development during the period of independence between the two World Wars; (2) survival under rather difficult conditions under the Soviet rule; and (3) rapid growth after the reestablishment of independence in 1991. After a brief review of the first two stages, this survey concentrates on recent and current trends in Latvian psychology. Research is reviewed on: interethnic relations, social representations; attachment styles in infancy and childhood and their reverberations in adulthood; early detection and intervention of depression in schoolchildren and university students; validation of major intelligence tests and exploration of new modes of assessing intelligence, and the interplay of social axioms and personal characteristics in observing traffic regulations. As a profession, psychology has burgeoned in the last two decades; programs for training psychologists have been expanded; and applications of psychology have been extended beyond schools to clinical, counselling, industrial/organizational, military, and sports settings.
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R, Shura, Armistead-Jehle P, Rowland J, Taber K e Cooper D. "A-217 Associations among Symptom Validity Tests in Combat Veterans". Archives of Clinical Neuropsychology 35, n.º 6 (28 de agosto de 2020): 1012. http://dx.doi.org/10.1093/arclin/acaa068.217.
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Abstract Objective The Neurobehavioral Symptom Inventory (NSI) is a 22-item self-report measure of non-specific cognitive and somatic symptoms, which contains an embedded measure of symptom validity (Validity 10 scale [V-10]). The mild brain injury atypical symptom (mBIAS) is a separate 5-item measure of symptom validity designed for use in mild traumatic brain injury evaluation. The current study evaluated the NSI V-10 and mBIAS in relation to the Structured Inventory of Malingered Symptomatology (SIMS) Total score and subtest scores. Method Participants were 338 veterans who completed a parent study at a VA Medical Center. All participants deployed to Iraq and/or Afghanistan, did not have a history of moderate or severe traumatic brain injury, and did not have significant neurological or psychiatric conditions. Participants completed the SIMS and the NSI with mBIAS as part of a larger battery. The sample was 86% male and 57% White, with a mean age of 42 years and education of 15 years. Results AUC values using a higher SIMS Total cutoff score were .887 for the V-10 and .735 for the mBIAS; diagnostic accuracy data at various cutoff scores are presented. For SIMS subscales, the mBIAS had higher correlations to the Psychosis (r = .48) and Low Intelligence (r = .31) scales, whereas the V-10 had higher correlations to the Neurologic Impairment (r = .73), Amnestic Disorders (r = .66), and Affective Disorders (r = .59) scales. Conclusion Current data suggest that the V-10 and mBIAS measure different symptom validity constructs and could therefore be employed in a complimentary manner.
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Arantes, Adlene Silva. "João Barbalho school group: place for promotion of education in hygienic standards (Pernambuco, 1922-1931)". Cadernos de História da Educação 18, n.º 3 (25 de novembro de 2019): 601–20. http://dx.doi.org/10.14393/che-v18n3-2019-2.
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We seek to understand the medical orientation to promote hygienic education in the João Barbalho school, a structure created to be the model of a republican school institution in Pernambuco. The period covers the creation of the Group and the process of expansion of these institutions in Pernambuco. Required documents, reports of school groups, educational legislation, and hygiene theses of the studied period were analyzed. This research is based theoretically and methodologically on the assumptions of cultural history, and studies related to the history of education in Brazil. We perceive that Pernambuco school groups were formed late compared to groups from other Brazilian states. To ensure the proper functioning guidelines, should be followed: the practice of physical education, anthropometric examinations, and intelligence tests to establish the profile of students for the constitution of homogeneous classes intellectually, physically and racially.
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Koch, Tobias, T. M. Ortner, M. Eid, J. Caspers e M. Schmitt. "Evaluating the Construct Validity of Objective Personality Tests Using a Multitrait-Multimethod-Multioccasion-(MTMM-MO)-Approach". European Journal of Psychological Assessment 30, n.º 3 (1 de janeiro de 2014): 208–30. http://dx.doi.org/10.1027/1015-5759/a000212.
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Although Objective Personality Tests (OPTs) have a long history in psychology and the field of psychological assessment, their validity, and reliability have not yet been sufficiently studied. In this study, we examined the convergent and discriminant validity of objective (personality) tests, Implicit Association Tests (IATs), and self-report measures for the assessment of conscientiousness and intelligence. Moreover, the convergent and discriminant validity of these measures was assessed on the trait (stable) and occasion specific (momentary) level by using the multimethod latent state-trait (MM-LST) model proposed by Courvoisier, Nussbeck, Eid, and Cole (2008) which allows for the decomposition of different sources of variance. Data from 367 students assessed on three different measurement occasions was incorporated. Results indicate generally low convergence of OPTs with data gained by other approaches. Additional analyses revealed that the OPTs used assess stable rather than momentary components of the constructs. Reliabilities of different tests ranged from .54 to .95. Furthermore, a substantial amount of trait method specificity revealed that different methods assess trait components that are not shared between OPTs and other measures. Data on the criterion validity of the objective conscientiousness test revealed that it is related to the punctuality of test takers in the laboratory.
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Morena, Diego, Jesús Fernández, Carolina Campos, María Castillo, Guillermo López, María Benavent e José Luis Izquierdo. "Clinical Profile of Patients with Idiopathic Pulmonary Fibrosis in Real Life". Journal of Clinical Medicine 12, n.º 4 (20 de fevereiro de 2023): 1669. http://dx.doi.org/10.3390/jcm12041669.
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Objective: The objective of this study is to define the real-life clinical profile and therapeutic management of patients with idiopathic pulmonary fibrosis using artificial intelligence. Methods: We have conducted an observational, retrospective, non-interventional study using data from the Castilla-La Mancha Regional Healthcare Service (SESCAM) in Spain between January 2012 and December 2020. The Savana Manager 3.0 artificial intelligence platform was used to collect information from electronic medical records by applying natural language processing. Results: Our study includes 897 subjects whose diagnosis was compatible with idiopathic pulmonary fibrosis; 64.8% were men, with a mean age of 72.9 years (95% CI 71.9–73.8), and 35.2% were women, with a mean age of 76.8 years (95% CI 75.5–78). Patients who had a family history of IPF (98 patients; 12%) were younger and predominantly female (53.1%). Regarding treatment, 45% of patients received antifibrotic therapy. Patients who had undergone lung biopsy, chest CT, or bronchoscopy were younger than the patient population in whom these studies were not completed. Conclusions: This study has used artificial intelligence techniques to analyze a large population over a 9-year period and determine the situation of IPF in standard clinical practice by identifying the patient clinical profile, use of diagnostic tests and therapeutic management.
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Ryan, Christopher, Arthur Vega e Allan Drash. "Cognitive Deficits in Adolescents Who Developed Diabetes Early in Life". Pediatrics 75, n.º 5 (1 de maio de 1985): 921–27. http://dx.doi.org/10.1542/peds.75.5.921.
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A comprehensive battery of neuropsychological tests was administered to 125 adolescents with a history of insulin-dependent diabetes, and to 83 demographically similar nondiabetic control subjects. To test the hypothesis that developing this disease early in life greatly increases the risk of manifesting significant cognitive impairments, diabetic subjects were assigned to an "early-onset" (diagnosis before age 5 years) or a "lateronset" subgroup. Results showed that subjects with early onset of diabetes performed more poorly than either subjects with later onset of diabetes or nondiabetic control subjects on virtually all tests, including measures of intelligence, school achievement, visuospatial ability, memory, motor speed, and eye-hand coordination. Moreover, multiple regression analyses demonstrated that the age at onset and the duration of diabetes seem to affect neuropsychological functioning in very different ways. The duration of the disease best predicted performance on those tests requiring highly overlearned, primarily verbal, skills whereas the age at onset best predicted scores on tests requiring the ability to process relatively unfamiliar, typically nonverbal, information in novel ways. Although the etiology of these deficits remains unclear, there is a possibility that they are secondary to mild brain damage that develops as a consequence of multiple episodes of serious hypoglycemia early in life.
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Ibáñez-Alfonso, Joaquín A., Rosalba Company-Córdoba, Claudia García de la Cadena, Ian C. Simpson, Diego Rivera e Antonio Sianes. "Normative Data for Ten Neuropsychological Tests for the Guatemalan Pediatric Population Updated to Account for Vulnerability". Brain Sciences 11, n.º 7 (25 de junho de 2021): 842. http://dx.doi.org/10.3390/brainsci11070842.
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The Guatemalan pediatric population is affected by a high incidence of poverty and violence. The previous literature showed that these experiences may ultimately impact cognitive performance. The aim of this article is to update the standardized scores for ten neuropsychological tests commonly used in Guatemala considering vulnerability. A total of 347 healthy children and adolescents from 6 to 17 years of age (M = 10.83, SD = 3) were assessed, controlling for intelligence, mental health and neuropsychological history. The standard scores were created using multiple linear regression and standard deviations from residual values. The predictors included were the following: age, age squared (age2), mean parental education (MPE), mean parental education squared (MPE2), gender, and vulnerability, as well as their interaction. The vulnerability status was significant in the scores for language, attention and executive functions. To the best of our knowledge, this is the first study that includes the condition of vulnerability in the calculation of neuropsychological standard scores. The utility of this update is to help in the early detection of special needs in this disadvantaged population, promoting more accurate interventions in order to alleviate the negative effects that living in vulnerable conditions has on children and adolescents.
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Stothard, Susan E., Margaret J. Snowling, D. V. M. Bishop, Barry B. Chipchase e Carole A. Kaplan. "Language-Impaired Preschoolers". Journal of Speech, Language, and Hearing Research 41, n.º 2 (abril de 1998): 407–18. http://dx.doi.org/10.1044/jslhr.4102.407.
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This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.
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Mi, Zhou, e A. K. Mynbayeva. "Historical sketch of the development of psychometry and pedagogical measurements in China in the 20th century". BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 143, n.º 2 (2023): 374–86. http://dx.doi.org/10.32523/2616-6895-2023-143-2-374-386.
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The article reveals the historical stages and describes a sketch of the development of psychometry, diagnostics, and pedagogical measurements in China in the 20th century. Stages are highlighted: 1910-30s - the utilization of the achievements of European psychometry and measurements in education; 1940-1978s - reduction of the use of tests due to the war and political, ideological changes and the Cultural Revolution; 1980-90s - revival and intensive flourishing of psychometry, pedagogical measurements and psychodiagnostics. Therefore, there is a undulating development of psychometry, psychodiagnostics and pedagogical measurements in China: from a powerful rise in the early twentieth century to a decline due to war and ideological grounds in the middle of the twentieth century, and then to a revival and great prosperity towards the end of the twentieth century. The intrascientific development of psychometry and psychodiagnostics in China also repeated the global trend: from intelligence tests to tests of personality characteristics, scales of personality and private interests of a person. Psychometry and pedagogical measurements are closely linked by history, theoretical development and practical application. The application of a polycentric approach in the development of psychometry and pedagogical measurements in Asia is shown on the example of China at the end of the 20th century.
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Qasemzadeh, Mohammad Javad, Seyed Ali Pirnia, Siamak Mohebi, Seyede Matin Ebrahimi, Hannan Ebrahimi, Hossein Ebrahimi, Ehsan Jangholi e Mohammad Gharehbeglou. "Correlation of Intelligence Quotient (IQ) of Children Younger than 12 Years Old with History of Preterm Birth". Galen Medical Journal 2, n.º 3 (1 de setembro de 2013): 120–25. http://dx.doi.org/10.31661/gmj.v2i3.84.
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Introduction: Intelligence is the ability of using the different powers and effective behaviors or adapting to new situations or diagnosing conditions and qualities of the environment. It seems that a considerable damage to the brain as a result of premature birth in the last weeks of pregnancy in the maturational - structuring process of the brain can be correlated with Intelligent Quotient (IQ). Due to the high incidence of preterm birth and its associated disorders and its impact on the society and according to a few studies in this field, this study was conducted with the aim of determining the association between IQ and preterm birth.Materials and Methods: This cohort study was performed on 303 children of school age. All subjects randomly allocated to cohort groups (n=147) or controls (n=156) with or without any history of preterm birth, respectively. In this study, in addition to demographic characteristics such as age, sex, gestational age at the delivery and parents’ educational levels, the standard Raven test was used by trained interviewers to measure the IQ in children. Then data were analyzed by Statistical software SPSS version 16.0 by central statistical indicators of independent T tests and Chi-square test. Significant difference was set at P<0.05.Results: The mean IQ of the children in the study, obtained the score of 99.75±9.26 regarding which the independent T-test results showed no significant difference between two groups. In this study, no significant relationship was found between age and gestational age and IQ (P=0.499 and P=0.255, respectively). But this study showed a significant positive correlation between IQ and weight and head circumference at birth (r=0.179, P=0.002 and r=0.299, P=<0.001, respectively).Conclusion: Unlike results of a few previous studies on this issue, no significant differences were found between the two groups. It is recommended that future studies to be done on broader populations, and behavioral and psychological dimensions should be considered.
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Kolk, Martin, e Kieron Barclay. "Cognitive ability and fertility among Swedish men born 1951–1967: evidence from military conscription registers". Proceedings of the Royal Society B: Biological Sciences 286, n.º 1902 (8 de maio de 2019): 20190359. http://dx.doi.org/10.1098/rspb.2019.0359.
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We examine the relationship between cognitive ability and childbearing patterns in contemporary Sweden using administrative register data. The topic has a long history in the social sciences and has been the topic of a large number of studies, many reporting a negative gradient between intelligence and fertility. We link fertility histories to military conscription tests with intelligence scores for all Swedish men born 1951–1967. We find a positive relationship between intelligence scores and fertility, and this pattern is consistent across the cohorts we study. The relationship is most pronounced for the transition to a first child, and men with the lowest categories of IQ scores have the fewest children. Using fixed effects models, we additionally control for all factors that are shared by siblings, and after such adjustments, we find a stronger positive relationship between IQ and fertility. Furthermore, we find a positive gradient within groups at different levels of education. Compositional differences of this kind are therefore not responsible for the positive gradient we observe—instead, the relationship is even stronger after controlling for both educational careers and parental background factors. In our models where we compare brothers to one another, we find that, relative to men with IQ 100, the group with the lowest category of cognitive ability have 0.56 fewer children, and men with the highest category have 0.09 more children.
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S, Deepa, Sripriya T, Radhika M e Jeneetha J. J. "Experimental evaluation of artificial intelligence assisted heart disease prediction using deep learning principle". Scientific Temper 14, n.º 04 (31 de dezembro de 2023): 1277–82. http://dx.doi.org/10.58414/scientifictemper.2023.14.4.32.
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The system for detecting cardiac illness utilizing Artificial Intelligence (AI) and deep learning algorithms is the main topic of the study. Researchers demonstrate how artificial intelligence can be used to forecast if someone would get cardiac disease. The goal of this work is to create an artificial intelligence system that can detect cardiac problems using machine learning. Diagnose, risk stratification, and management are essentially some of the essential thinking-intensive elements of healthcare that have been automated due to the creation of Artificial Intelligence along with information science, reducing the burden on doctors and lowering the risk of human error. Clinical decision-support platforms frequently employ artificial intelligence approaches for accurate disease prediction and diagnosis. Considering the health history of the individual, we developed a system to determine if a heart disease diagnosis is likely or not for the patient. In order to demonstrate the effectiveness of the suggested strategy, this research established a revolutionary deep learning-based cardiovascular disease diagnosis logic called Efficient Learning based Health Evaluator (ELHE). It is cross-validated with the traditional deep learning model known as Artificial Neural Network (ANN). Many people with cardiovascular disease have the same blatant warning signs that may be used to make a diagnosis. A scheme of detection built around these risk indicators would benefit healthcare providers as well as patients by alerting them to the potential for heart disease before they enter a hospital or undergo pricey diagnostic tests. Finally, the popular learning-oriented tool Python is used to create the recommended prediction logic known as ELHE, which allows the user to input clinical information and understand the present state of a patient's health. This strategy improves healthcare while lowering the cost of treatment. For the medical professional, this technology will serve as a promising tool for accurate diagnosis.
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Gross, Ariel. "Testing the Validity of a Meta-reading Model". Journal of Cognitive Education and Psychology 2, n.º 2 (janeiro de 2002): 177–78. http://dx.doi.org/10.1891/194589502787383371.
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Based on an integration of Brown and Flavell’s theories on meta-cognition, a meta-reading model was tested on its validity components. The model is organized with three factors (meta-knowledge, planning, and monitoring) and four sub factors (the text, the goal for reading, the strategy, and the characteristics of the reader). 354 10th grade students (15.6 yr. old) from ten religious high schools performed unseen tasks on three subjects: Talmud, History, and Math. After each task they were given the following: 1) A meta-reading questionnaire (based on the model) on the corresponding unseen subject. 2) An academic achievement test on the corresponding subject, 3) Raven’s Advanced Progressive Matrices, 4) Verbal thinking test (Glantz’s “Mem”).Factor analysis showed that meta-reading components were organized according to the school subject and not according to the components of the model. Further analysis showed that this result fit Talmud and History but in Math the factors were organized according to the components of the meta-reading model. Results of canonical analysis confirmed the similarity between Talmud and History and the differentiation between them and Math. The general correlation between Talmud and History was due to a high contribution of the monitoring factor in both subjects. On the other hand, the general correlation found between Talmud and Math was created by the dominant monitoring factor in Math and the dominant planning factor in Talmud. The general correlation which was created between History and Math was created by the meta-knowledge factor in History while in Math the planning factor was found to be the highest contributor to the correlation with History. Regression analysis also indicated a great similarity between Talmud and History as opposed to Math. In Talmud and History the planning factor is the best factor to predict the grades in meta-reading; however, the monitoring factor was found to be the best predictor of the meta-reading grades in Math. Both in Talmud and History on the sub-factor level, the planning factor was found to be the best predictor and the text factor the second best. In Math the planning factor was found to be the best predictor and after that the learning factor. The text factor was not found to be predicting. The results of the research show that construct validity (general-domain or specific domain) is not an all or none phenomenon but a continuum. Therefore, rather than pose only two options, it should be asked: to what extent is there construct validity in meta-reading? In History the dispersion of information, new concepts, and the need to remember large amounts of information cause learners to devote their energy to the content itself, thus making the metacognitive factors secondary. As opposed to this, in Math, where the textual factors are less important, the information is more concentrated, and it seems that the distractions are fewer. There are more opportunities for learners to organize their learning on the basis of meta-cognitive factors, to use meta-knowledge, and to plan and monitor. Further studies in meta-reading that will choose other subjects to test, will be able to add information on the question: “To what extent do the structure of disciplinary knowledge and the presentation of the subjects influence the meta-cognitive activity?”The low and non-significant correlation between meta-reading and intelligence tests indicates that there is discriminant validity; namely, meta-reading and intellectual abilities are separate variables measuring two different things. Achievement and meta-reading showed high significant correlations. Planning was the best predictor of achievement in Talmud and History and meta-knowledge was found to be the best predictor for Math. From the sub factors the planning factor was found to be the best predictor of achievements in all subjects. Meta-reading was found to be a better predicting factor of academic achievement than the Raven and Mem intelligence tests. The fact that the scores on the meta-reading tests were quite low (30%- 50%) decreases the efficiency of the tests and damages its sensitivity and its distribution. Therefore there is a need to increase the level of meta-reading by efficient teaching and then to replicate this research. In any case learners should study meta-reading (as well as meta-writing) within a meta-cognitive model and not wait for researchers to validate models.