The aim of the work reported in this thesis was to investigate intelligence and reading ability at school age in a population based sample of children who failed to thrive in the first two years of life. Weights for an annual cohort of term infants, retrieved from clinic records, were compared with weight expected conditional upon early weight. Those with weights in the lowest 5% in two or more age bands (3, 6, 9, 12 and 18 months) were identified as cases (n =136). Cases were stratified by age, sex and deprivation level of their area of residence at eighteen months of age, and the same number of controls selected from each stratum. Two controls were later omitted as they were found to have been born preterm (< 37 weeks). Between ages 7 and 9 years 79% of cases and 82% of controls were traced and studied. Height, head circumference and weight were measured, and an IQ and reading test administered. Information about socio-economic status, family structure and medical history was gathered during a home visit. The mother's height was measured, the father's being reported by the mothers, and the mother's IQ tested. All testing was carried out blind to the child’s case or control status. The child's medical records were retrieved where admission to a hospital or outpatient clinic was reported and the conditions diagnosed were coded blind for their probable effects on cognitive outcomes or growth. At eight years of age mothers in the case group reported more feeding problems in infancy and more organic conditions. Cases were shorter, lighter, thinner and had a smaller head circumference than controls. These anthropometric differences were all statistically significant and remained so after allowing for parental stature. There were no statistically significant differences in IQ and reading ability either before or after adjusting for maternal IQ, organic condition or the few covariates found to differ between the groups.

WISC-III LT - kol kas vienintelė standartizuota ir adaptuota metodika, skirta vaikų nuo 6 iki 16 metų intelektiniams gebėjimas tirti. Neseniai Wechslerio intelekto testų „šeima“ papildė WASI metodika, skirtas asmenų nuo 6 iki 89 metų bendriesiems intelektiniams, verbaliniams ir neverbaliniams gebėjimas tirti. Šiuo metu ir Lietuvoje vyksta pastarosios metodikos standartizavimo ir adaptavimo darbai. Šio tyrimo tikslas, palyginti pradinių klasių moksleivių intelektinių gebėjimų rezultatus, gautus tiriant WISC-III LT ir WASI metodikomis, ir nustatyti, ar WASI metodika matuoja tuos pačius intelektinius gebėjimus kaip ir WISC-III LT intelekto testas. Tyrime dalyvavo 30 tiriamųjų, iš jų 13 berniukų ir 17 mergaičių, gyvenančių Akmenės rajone. Tyrimas vyko dviem etapais: 16 vaikų pirmame tyrimo etape buvo tiriami WISC-III Lt metodika, o antrame - WASI metodika, 14 tiriamųjų pirmame etape buvo tiriami WASI metodika, antrame – WISC-III LT metodika. Tyrimo rezultatai parodė, kad gautas statistikai reikšmingas ryšys, tarp Bendro IQ, tirto WISC-III LT ir WASI metodikomis. Gauti duomenys rodo, kad koreliacija tarp Bendro IQ, tiriant WISC-III ir WASI metodikomis, ir subtestų WISC-III subtestų ir WASI subtestų yra statistiškai reikšminga, tačiau statistiškai nereikšminga koreliacija tarp Paveikslėlių išdėstymo subtesto bei Simbolių paieškos ir Bendro IQ, tiriant WASI metodika. Taip pat statistikai reikšmingas ryšys tarp Verbalinio IQ, tirto WISC-III LT ir WASI metodikomis. Koreliacija tarp... [toliau žr. visą tekstą] / For the present Wechsler Intelligence Scale for Children – Third edition (WISC-III) is the only one standardizated and adopted method for assessment of children’s intellectual ability from 6 till 16 years in Lithuania. This newest addition to the Wechsler family meets WASI method. It demand for a reliable, brief measure of common intellectual ability, verbal and nonverbal ability settings for ages 6 to 89 years. AT the present moment there are the process of standardization and adaptation of this method in Lithuania. The aim of study was to compare the results of primary school pupils’ intellectual ability received assessing by using WISC-III LT and WASI and identified if WASI method measure the same intellectual ability as WISC-III LT. The subjects of the study were 30 pupils: 13 boys and 17 girls living in the district of Akmenė. The investigation had two stages: 16 children were assessment by WISC-III LT on the first stage and by WASI on the second stage; 14 respondents were assessment by WASI on the first stage and by WISC-III LT on the second one. The results of the study showed that there is statistical meaningful correlation between Common IQ assessed by WISC-III LT and WASI. The results also showed that there is statistical meaningful correlation between Common IQ by WISC-III and WASI and Subtests of WISC-III LT and WASI, but not statistical meaningful correlation between Exposition of Pictures and Search of Symbol and Common IQ assessing by WASI. There is statistical... [to full text]

The third edition of the Wechsler Adult Intelligence Scale manual reports four-factor solutions for the WAIS-III, and subsequent research has validated four-factor solutions for a variety of samples. These four factors consistently correspond to the four Factor Indexes that are yielded by the WAIS-III. However, the WAIS-III still provides Verbal and Performance IQs, in addition to the Indexes, making it desirable to examine two-factor solutions as well. In addition, because the Wechsler literature includes much interpretation of three-factor solutions, these solutions were likewise examined. Principal factor analysis followed by Varimax and Oblimin rotations of two and three factors were performed on data for the total WAIS-III sample ages 16 to 89 years (N= 2, 450). The two-factor solutions were viewed as a construct validation of Wechsler's two separate IQs, although the Working Memory subtests tended to load higher on the Performance scale than on their intended scale (Verbal); three-factor solutions were interpreted within the context of Horn's expanded fluid-crystallized theory and research on working memory. Both the two- and three-factor Varimax-rotated solutions were related to similar factor analyses conducted previously for the Wechsler Adult Intelligence Scale-Revised and the Wechsler Intelligence Scale for Children-III. Coefficients of congruence between like-named factors consistently exceeded .90, and usually .98, across different Wechsler batteries.

Les stations de base de télécommunications contemporaines pour les réseaux GSM / EDGE, WCDMA / HSPA et LTE sont de plus en plus complexes et à forte intensité énergétique. La solution privilégiée est un émetteur véritablement multi-standard. Modernes émetteurs des stations de base sont souvent multi-standard, en ce qu'ils peuvent supporter différentes normes ou de modes air-interface. Cependant, ce n'est pas réalisé par le fonctionnement simultané des normes différentes ou des «modes», mais par des moyens de reconfiguration, qui sont inefficaces et coûteux. Nous envisageons un émetteur entièrement multi-mode pratique capable de supporter simultanément GSM / EDGE, WCDMA / HSPA et LTE transporteurs. L'évolution des normes 3GPP vers un fonctionnement multi-mode est au stade embryonnaire. Pour contribuer à cet effort, notre travail revisite l'architecture traditionnelle de l'émetteur de station de base macro-cellule afin d'analyser et de définir les exigences de performance pour une plate-forme de radio cellulaire multi-standard. Notre analyse et la conception du système identifie également un goulot d'étranglement potentiel dans la chaîne multi-mode proposé, dont l'analyse est présentée. En conséquence, et enfin, nous proposons la conception d'un gain variable analogique modulateur en quadrature qui contourne le goulot d'étranglement, en soulignant la portée pour le développement futur et la validation de ce travail. Ce travail apporte également en avant quelques problèmes au niveau du système et met également en lumière les défis dans le fonctionnement des stations de base multi-standard. / Contemporary telecommunication Base-Stations for GSM/EDGE, WCDMA/HSPA and LTE are increasingly complex and energy intensive. The favoured solution is a truly multi-standard transmitter known as a single Radio Access Network (single-RAN). Modern base station transmitters are often multi-standard, in that they can support different air-interface standards or modes. However, this is achieved not through concurrent operation of the different standards or 'modes', but by means of reconfiguration, which is inefficient and expensive. We envision a practical, fully multi-mode transmitter capable of simultaneously supporting GSM/EDGE, WCDMA/HSPA and LTE carriers. The evolution of 3GPP standards towards multi-mode operation is in the nascent stage. To contribute to this effort, our work revisits the architecture of the traditional macro-cell Base-Station transmitter in order to analyse and define performance requirements for a multi-standard cellular radio platform. Our system analysis and design also identifies a potential bottleneck in the proposed multi-mode chain, for which analysis is presented. Consequently and lastly, we propose the conceptual design of a variable-gain Analog Quadrature Modulator that bypasses the bottleneck, highlighting scope for future development and validation of this work. This work also brings forth some system-level issues and also highlights challenges in the operation of multi-standard Base-Stations. Some of these include multi-mode signal crest-factor reduction, carrier-to-carrier interference mitigation, per-carrier power-control, etc.

The effects of tokens as reinforcers on IQ test performance was investigated in 45 preschool Head Start children. There were 63 children assessed using the Slosson Intelligence Test for Children (SIT), and based upon these scores, were divided into three IQ groups: low, average and high. There were 15 children randomly selected from each group and within each of these groups, subjects were randomly assigned to one of three conditions: Control (C) , Pretest experimental (E1), and no pretest experimental (E 2). The C and E1 groups were administered the Peabody Picture Vocabulary Test (PPVT), Form A, according to standardized procedures. Three weeks later all groups were assessed using the PPVT, Form B, with a token being contingent on correct responses. Three weeks later all children were assessed with a standardized administration of the PPVT, Form A. Results showed that tokens given contingent upon each correct response increased the IQ scores for the initially low IQ subjects, but had no significant effect on the scores of the average and high IQ subjects. The increase in the IQ scores of the low IQ subjects was stable over time. The effectiveness of the reinforcer was empirically demonstrated.

In order to detect and quantify intellectual impairment current IQ test performance must be compared with an estimate of premorbid intellectual level. One means of obtaining this estimate is to use a current ability measure which meets, as fully as possible, the following three criteria; firstly, the measure should be reliable, secondly, test performance should correlate highly with IQ in the general population, thirdly, test performance should be resistant to the effects of neurological and psychiatric disorder. In the present work, the National Adult Reading Test (NART; Nelson, 1982) was evaluated against these criteria. The NART is a single word, oral reading test and consists of 50 words of irregular pronunciation (eg ache, deny). The results indicated that the NART has high split-half, test-retest and inter-rater reliability. Secondly, the NART has high construct validity as a measure of intelligence (ie it loads highly on g) and predicts a substantial proportion of WAIS IQ variance. Thirdly, NART performance was largely resistant to the effects of neurological and psychiatric disorder. In this last respect it was superior to the Vocabulary subtest of the WAIS, a commonly used, putative premorbid index. An alternative method of estimating premorbid IQ was developed by Wilson et al. (1978) in the US. Using the WAIS standardisation sample, these authors built a multiple regression equation to estimate premorbid WAIS IQ from demographic variables (eg education, occupation). In the present work, demographic regression equations were built to estimate WAIS IQ in the UK population. The results indicated that the demographic approach is applicable in the UK. Demographic variables predicted 50&'37 of WAIS IQ variance. It was also demonstrated that regression equations which combine the NART and demographic variables provide more accurate estimates than either method alone. While the demographic approach is a less powerful predictor of IQ than either the NART or combined method, its compensatory advantage is that the estimates it provides are entirely independent of current cognitive capacity. The clinical utility of premorbid indices was demonstrated by the fact that they improved discrimination between impaired and healthy subjects over the use of current IQ measures alone. To date, UK research on premorbid indices has used WAIS IQ as the criterion variable. The final aim of the present work was to build equations to estimate premorbid WAIS-R IQ. Drawing on the results of earlier work, a revised version of the NART was developed (NART-R). Equations for the estimation of WAIS-R IQ from the NART-R, demographic variables and the combination of these variables are presented.

The present study sought to demonstrate research based evidence that the more time spent in ABA therapy resulted in a an increase in IQ scores for participants. The research also sought to demonstrate that the PEAK Relational Training System can be effective as a treatment package. Previous research has evaluated the direct training protocol of the PEAK Relational Training System. The present study looked to evaluate the generalizing training protocols within the PEAK System, as well as support these previous findings. In Experiment 1 a quasi-experimental design was implemented and both control and treat-ment groups were exposed to testing measures. Results demonstrated greater gains made by the treatment group. Experiment 2 utilized a multiple baseline design across partici-pant and three designated generalized training programs from the PEAK System. Results showed a positive correlation between the PEAK Relational Training System and the par-ticipant’s IQ scores.

A great deal is known and has been written about the difficulties that high IQ children can experience in the classroom when their special educational needs are not met. Evidence suggests that these difficulties can result in poor academic performance. This study is different from the research carried out in this field so far in that it expresses an hitherto unheard adult voice. It does so by examining the causes and the long-term effects of academic underachievement, as perceived by high IQ adults, on reflection. A mixed quantitative/qualitative methodological approach was used. 158 members of British Mensa, the High IQ Society, completed one semi-structured open ended questionnaire about their perceptions of the causes and long-term effects of their academic underachievement. A second questionnaire was completed by 50 of the previous sample who had revealed that they had reversed their underachievement in adulthood. This highlighted the differences between their educational experiences as children and as adults. It also revealed the impact that their delayed academic achievement had had on their life trajectory. Out of those 50 participants, ten took part in semi-structured one-to-one interviews which allowed for more in-depth enquiry. The conclusions of the study were that, if not nurtured, an innate ability such as a high IQ can become a disadvantage over time. It suggests that not catering for the special educational needs of high IQ children by not providing the mental stimulation they need is 'intellectual neglect'. Such neglect, like physical and emotional neglect, may affect mental well-being in adulthood. In the study sample, most of the participants' long-term economic and mental health had been negatively affected by their academic underachievement, even when it had been reversed in adulthood. This is an area which seems to have been little researched so far, perhaps because of the difficulty of locating high IQ underachieving adults. Yet, the issues highlighted by the research are of great importance not only to the individuals concerned but also to society. The desired outcomes of this study are that the dissemination of the results will raise awareness amongst educators and policy makers of the potential negative long-term effects of neglecting high IQ children's intellectual needs. It will also provide a platform for further research.

No description available.

Myosins are molecular motor proteins involved in cell movement, vesicle and organelle transport by moving along the cytoskeletal actin filaments. They include a myosin heavy chain and at least one myosin light chain (LC). The latter are typically bilobal proteins like calmodulin, where each lobe comprises a pair of EF-hand Ca2+-binding motifs. The LCs bind to ~25-residue IQ motifs that loosely conform to an IQXXXRGXXXR consensus sequence, and impart rigidity that is crucial for myosin function. The highly motile amoeba Dictyostelium discoideum expresses seven class I myosins, two of which (MyoD and MyoB) recruit the specific LCs MlcD and MlcB, with MlcB being the first observed single-lobe LC. However, the LCs for the remaining D. discoideum class I myosins are unknown. Identifying and characterizing these LCs is one focus of this thesis, with an overall goal of understanding their role in myosin function and regulation. Nuclear magnetic resonance spectroscopy, site-directed mutagenesis, and computational modeling were used to determine the solution structure of apo-MlcB and identify the MyoB IQ motif-binding site. Apo-MlcB differs from the typical closed conformation of an EF-hand Ca2+-binding protein in the apo-state as helix 1 in its structure is splayed from the remaining helices. The MyoB IQ motif-binding surface is not altered by Ca2+, involves residues from helices 1 and 4, and from residues in the N-terminal canonical EF-hand Ca2+-binding loop, and represents a unique mode of IQ recognition by a myosin LC. Calmodulin was identified as the LC for MyoA and MyoE while another single-lobe LC, MlcC, bound to two of three IQ motifs in MyoC. The solution structure of MlcC was more similar to the C-terminal lobe of apo-calmodulin than to apo-MlcB. Chemical shift perturbation studies suggest that like apo-CaM, MlcC undergoes a global MyoC IQ motif-induced conformational change. Computational modeling of the MlcC-MyoC IQ complex indicates that this is a feasible mode of IQ recognition. The structures of MlcB and MlcC, with their different modes of IQ motif binding, provide novel insights into IQ motif binding specificity and begin to illustrate their role in myosin function and regulation. / Thesis (Ph.D, Biochemistry) -- Queen's University, 2013-01-29 11:42:03.428