Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children's intellectual impairments have an important impact on later adjustments in life. However, few studies have looked at the intellectual profiles of young psychiatric outpatients. This study aimed to describe the intelligence profile of…

Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children's development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence,…

The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development--Third Edition (Bayley-III) and then at 6.5 years with the Wechsler…

Children's first mathematics concept is their understanding of the quantities represented by number words (cardinal value), and the age at which they achieve this insight predicts their readiness for mathematics learning in school. We provide the first exploration of the factors that influence the age of becoming a cardinal principle knower (CPK),…

This study investigated the prospective relationship between preschoolers' theory of mind (ToM) skills and academic school readiness, while exploring the possible moderator role played by child gender. The participants were 75 children who were assessed at two time points: when enrolled in the second preschool year (T1) and again 4 months before…

This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of…

Purpose: This study investigates the heritability of language, speech, and nonverbal cognitive development of twins at 4 and 6 years of age. Possible confounding effects of twinning and zygosity, evident at 2 years, were investigated among other possible predictors of outcomes. Method: The population-based twin sample included 627 twin pairs and 1…

The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children…

Normative data for 5-6 year olds on the Chinese Preschool and Primary Scale of Intelligence (WPPSI) are reported for samples tested in 1984 and 2006. There was a significant increase in Full Scale IQ of 4.53 points over the 22 year period, representing a gain of 2.06 IQ points per decade. There were also significant increases in Verbal IQ of 4.27…

This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers' IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF.…

At the beginning of preschool (M = 46 months of age), 197 (94 boys) children were administered tasks that assessed a suite of nonsymbolic and symbolic quantitative competencies as well as their executive functions, verbal and nonverbal intelligence, preliteracy skills, and their parents' education level. The children's mathematics achievement was…

Children with significant hearing loss may experience great difficulty developing spoken language and literacy skills to a level commensurate with children of the same age with typical hearing. While studies of children who use cochlear implants show improved spoken language outcomes in some cases, when compared to the same children's earlier use…

This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC-II), in terms of the Cattell-Horn-Carroll (CHC) theory among ethnically diverse preschool children. Forty-nine African American and 49 Caucasian preschool children from a Midwestern city were included in the…

We examined the degree to which the conventional notion of g associated with IQ tests and general cognitive ability tests ("COG-g") relate to the general ability that underlies tests of reading, math, and writing achievement ("ACH-g"). Two large, nationally representative data sets and two independent individually-administered…

This study compared two popular measures of cognitive ability for preschool children. The "Wechsler Preschool and Primary Scale of Intelligence-Third Edition" (WPPSI-III) and the "Stanford-Binet Intelligence Scale-Fifth Edition" (SB5) were administered in a counterbalanced order to 36 typically developing 4-year-old children.…