Since its discovery in 1984, psychological investigators have continued to explore the Flynn Effect, the phenomenon of consistent and secular IQ gains within industrialized nations approximating 0.3 points per year. The most contentious debate within this field of research surrounds the purported cause of the Effect, and yet the research literature lacks a synthesis of the leading causal theories and the evidence supporting them. The principal hypothesized causal mechanisms – psychometric artifact, educational intervention, environmental changes, nutrition, genetics, gene-environment interaction model, medical improvements, and the multiplicity hypothesis – are reviewed and analyzed within the larger breadth of Flynn Effect scholarly literature. Flynn Effect causal investigation has not yielded any decisive results, and the unproductive postulation of causal theories has recently stagnated, so researchers must accept a necessary shift in the focus of their research toward a more collaborative and holistic understanding of the Effect in order to effectively determine its causes. Extensive social implications of the Effect within the scopes of special education and judicial policy necessitate the expedited revitalization of Flynn Effect research such that contemporary society may be better able to appropriately incorporate the Effect into public policy.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Um primeiro objetivo desse estudo foi apresentar uma revisão sobre o que a literatura científica atual fala acerca da bateria de inteligência WISC-III. Os referenciais teóricos que embasam a construção dos testes de inteligência, tais como o modelo de Cattell- Horn Caroll e abordagens mais recentes foram explicitados. A partir das concepções de inteligência fluída (Gf) e cristalizada (Gc), buscou-se um dialógo com pressupostos básicos da psicologia evolucionista do desenvolvimento, considerando os planos de análise ontogenético e filogenético. Foram apresentados aspectos culturais que influenciam desenvolvimento do nosso percurso cognitivo. Teoricamente discutiu-se sobre as causas culturais que embasam o efeito Flynn, efeito de defasagem de escalas, buscando evidencias se nos subtestes da Escala Verbal da bateria WISC-III, adaptada ao contexto brasileiro, existiu sua incidência. Um segundo objetivo deste estudo foi identificar se haveria correlação entre variáveis tais como o uso de tecnologias, o acesso a mídias pelas crianças, práticas de criação e nos resultados obtidos em subtestes da escala WISC-III em crianças de 6 a 11 anos que residem no Rio de Janeiro. Participaram do estudo 25 crianças e seus respectivos responsáveis. Os resultados indicaram que aspectos do cuidado parental e maior acesso a recursos tecnológicos correlacionaram-se com os índices de QI na escala verbal da bateria WISC-III, sugerindo uma indissociável relação entre cultura e inteligência. Acredita-se que tais exposições podem contribuir para ampliar a compreensão da interpretação dos escores fornecidos pela escala WISC-III adaptada ao contexto brasileiro. / The first aim of this study was to present a review about what current scientific literature says about the WISC-III intelligence battery. Theoretical references which support the construction of the intelligence tests, such as Cattell- Horn Caroll model and recent approaches, were discussed. Based on the conception of fluid and crystallized (Gc) intelligence (Gf) we tried to establish a dialogue with basic assumptions of evolutionary psychology development considering the phylogenetic and ontogenetic perspectives. Considerations about cultural aspects that influence our cognitive walkthrough development. Theoretically it was discussed cultural aspects of the Flynn effect for discrepancy of a scale, seeking evidences if it was in fact used on the Verbal Scalesubtests of the WISC-III battery. The second purpose of this study was to indentify whether there is correlation between variables such as the use of technology, access to media by children and how parental practices affect the measurement of WISC-III scale subtests in children aged 6 to 11 years living in Rio de Janeiro. The study included 25 children and their respective guardians. The results indicated that aspects of parental care and greater access to technology resources correlated with IQ scores in the verbal scale of the WISC-III battery, suggesting an inseparable relationship between culture and intelligence. It is believed that such exposures may contribute to enhance the understanding of the interpretation of the scores provided by the WISC-III scale adapted to the Brazilian context.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Um primeiro objetivo desse estudo foi apresentar uma revisão sobre o que a literatura científica atual fala acerca da bateria de inteligência WISC-III. Os referenciais teóricos que embasam a construção dos testes de inteligência, tais como o modelo de Cattell- Horn Caroll e abordagens mais recentes foram explicitados. A partir das concepções de inteligência fluída (Gf) e cristalizada (Gc), buscou-se um dialógo com pressupostos básicos da psicologia evolucionista do desenvolvimento, considerando os planos de análise ontogenético e filogenético. Foram apresentados aspectos culturais que influenciam desenvolvimento do nosso percurso cognitivo. Teoricamente discutiu-se sobre as causas culturais que embasam o efeito Flynn, efeito de defasagem de escalas, buscando evidencias se nos subtestes da Escala Verbal da bateria WISC-III, adaptada ao contexto brasileiro, existiu sua incidência. Um segundo objetivo deste estudo foi identificar se haveria correlação entre variáveis tais como o uso de tecnologias, o acesso a mídias pelas crianças, práticas de criação e nos resultados obtidos em subtestes da escala WISC-III em crianças de 6 a 11 anos que residem no Rio de Janeiro. Participaram do estudo 25 crianças e seus respectivos responsáveis. Os resultados indicaram que aspectos do cuidado parental e maior acesso a recursos tecnológicos correlacionaram-se com os índices de QI na escala verbal da bateria WISC-III, sugerindo uma indissociável relação entre cultura e inteligência. Acredita-se que tais exposições podem contribuir para ampliar a compreensão da interpretação dos escores fornecidos pela escala WISC-III adaptada ao contexto brasileiro. / The first aim of this study was to present a review about what current scientific literature says about the WISC-III intelligence battery. Theoretical references which support the construction of the intelligence tests, such as Cattell- Horn Caroll model and recent approaches, were discussed. Based on the conception of fluid and crystallized (Gc) intelligence (Gf) we tried to establish a dialogue with basic assumptions of evolutionary psychology development considering the phylogenetic and ontogenetic perspectives. Considerations about cultural aspects that influence our cognitive walkthrough development. Theoretically it was discussed cultural aspects of the Flynn effect for discrepancy of a scale, seeking evidences if it was in fact used on the Verbal Scalesubtests of the WISC-III battery. The second purpose of this study was to indentify whether there is correlation between variables such as the use of technology, access to media by children and how parental practices affect the measurement of WISC-III scale subtests in children aged 6 to 11 years living in Rio de Janeiro. The study included 25 children and their respective guardians. The results indicated that aspects of parental care and greater access to technology resources correlated with IQ scores in the verbal scale of the WISC-III battery, suggesting an inseparable relationship between culture and intelligence. It is believed that such exposures may contribute to enhance the understanding of the interpretation of the scores provided by the WISC-III scale adapted to the Brazilian context.

The diploma thesis looks at the Rey-Osterrieth figure, its form, administration and its evaluation methods. The thesis describes the administration and test evaluation methods in single Czech manual made by M. Košč and J. Novák and also other used ways of scoring. The thesis attempt to present J.E. Meyers and K. R. Meyers scoring method that is also used by some Czech psychologists. The thesis deals with psychometric attributes of the test as well with emphasis on current available testing standards. One part of the thesis describes the development of some psychological functions by 12 years old children especially in relationship to abilities which are detected by Rey-Osterrieth figure. In practical part of the thesis is presented the main research which deals with procedure of making the test by twelve year old. The tests were evaluated by both mentioned methods with interpretation and analysis of its results. The thesis also looks at new preliminary standards for this age group. The test was also compared with individual results made by Číselný čtverec test.

The thesis is focused on the use of the test Rey-Osterrieth Complex Figure at eight years old children. The theoretical part contains a description of the development of cognitive functions. Further presentation of Rey-Osterrieth and Taylor Complex Figures, the possibility of administration, scoring and interpretation. A significant part presents Developmental Scoring System (DSS - ROCF). Empirical part introduces new tentative standards for children aged eight years, comparison of Rey-Osterrieth and Taylor complex figure, analysis of each phase of the test and elements, and comparison of Osterrieth's scoring system with Developmental Scoring System (DSS - ROCF). Our study revealed the following findings. Flynn effect has not been demonstrated in the Rey- Osterrieth complex figure, while the opposite trend was observed. There were found significant differences between Rey-Osterrieth and Taylor Complex Figures at eight years old children in recall trial, in copy trial can be both figures regarded as equivalent. Analysis of the various phases of the test gives guide for interpretation. A comparison of the two approaches provides an overview of the Development scoring system (DSS - ROCF). KEY WORDS Rey-Osterrieth Complex Figure, Taylor Complex Figure, Flynn effect, Developmental Scoring Systém for the...