Background: The Wechsler Intelligence Scale for Children (WISC) employs a hierarchical model of general intelligence in which index scores separate out different clinically-relevant aspects of intelligence; the test is designed such that index scores are statistically independent from one another within the normative sample. Whether or not the…

This study examines the relationship between the intelligence and creativity scores of gifted and bright students according to the Threshold Theory. 1155 students participated in the study. Students are at the secondary school level. There are seven different regions in Turkey. The sample consists of participants from the largest provinces of the…

Background: Children with reading difficulty exhibit deficits in multiple cognitive areas (e.g., language skills, working memory, processing speed). Therefore, evaluation of reading difficulty typically includes assessment of both academic functioning and general intelligence (IQ). Although the IQ construct is considered robust in the general…

Dysexecutive syndrome has been consistently reported in children and adolescents with autism spectrum disorders (ASD). Particularly, impairments have been documented in working memory, inhibition, and mental flexibility. However, the relationship between executive impairments and intellectual functioning is far from clear in this population. This…

Academically gifted students or high potential learners don't feel challenged in regular classrooms. Teachers in schools are also not quipped with pedagogical interventions to meet the advanced learning needs of gifted students. Mentoring is considered an effective method to guide, motivate and optimize learning abilities of gifted students. The…

This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the…

Introduction: As a result of similar behavioral manifestations across populations, the conspicuous diagnostic confusion of high intellectual ability (HIA) and Attention Deficit Hyperactivity Disorder (ADHD) is often reported. Approaching Executive Functions as underlying processes can assist in distinguishing the two conditions. The principal aim…

The goal of this study was to test nonverbal intelligence and neighborhood social capital as protective factors against future delinquency in early adolescent youth placed at risk by virtue of their involvement in childhood conduct problems. Analyzing longitudinal data from 3,028 youth (1,565 boys, 1,463 girls) in one cohort of the Longitudinal…

The present study examined the relationships between the standardized applied behavior analysis (ABA) direct assessment, the PEAK Comprehensive Assessment (PCA), and established assessments commonly used in educational and clinical settings, including the Childhood Autism Rating Scale - Third Edition (CARS-3), the PDD Behavior Inventory (PDDBI),…

The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell's Extended Gf-Gc theory with John Carroll's Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and…

Children with autism often display discrepancies in their intellectual functioning, with nonverbal skills frequently being more developed than verbal. Compared to monolingual autistic children, however, much less is known about how bilingualism affects intelligence in autism. The current study examined the intelligence profiles of 146 bilingual…

Background: The purpose of this study was to explore the role of everyday executive functions in relation to intelligence and adaptive behaviour in children and adolescents with mild intellectual disability. Method: A group of children and adolescents, previously diagnosed with mild intellectual disability were assessed according to intelligence,…

School psychologists use intelligence and academic achievement test scores to understand individual differences in abilities that may be directed towards learning and the learning that has already occurred. To make ethical and effective decisions regarding individualized educational programs and interventions, test users must understand the…

'High functioning autism' is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between…

The factorial structure of the WISC-IV for 859 Spanish children diagnosed with ADHD was examined. A bifactor model with the four factors first identified by Wechsler (2003a) was the best fit to the data. The Coding and Symbol Search subtests were particularly poor measures of "g" but relatively strong measures of the Processing Speed…