76 recherche sur le mot-clé 'Intelligence'

Intelligence et difficultés scolaires: un paradoxe pour l'orientation / Katia TERRIOT in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 122 (Avril 2013)

Public ISBD [article]  inApproche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 122 (Avril 2013) . - p.21-26 Titre : Intelligence et difficultés scolaires: un paradoxe pour l'orientation Type de document : Texte imprimé et/ou numérique Auteurs : Katia TERRIOT, Auteur Article en page(s) : p.21-26 Langues : Français (fre) Mots-clés : Intelligence  Difficultés scolaires  Orientation  Bilan psychologique Index. décimale : PER Périodiques Résumé : Notre propos portera sur la problématique de l’orientation chez des élèves intelligents en difficultés scolaires dans le secondaire. Au-delà de l’impact direct de ces difficultés sur les résultats académiques, nous montrerons également comment d’autres facteurs, plus discrets, jouent néanmoins un rôle estime de soi scolaire, jugement des enseignants, rendant complexes les décisions d’orientation et l’affectation de ces élèves. A travers l’histoire d’Alban, nous verrons comment le repérage de ces difficultés, notamment par le bilan psychologique, puis sa restitution peuvent permettre d’introduire un changement positif chez l’élève, chez les enseignants, et influencer en fin de compte les décisions d’orientation. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Intelligence et difficultés scolaires: un paradoxe pour l'orientation [Texte imprimé et/ou numérique] / Katia TERRIOT, Auteur . - p.21-26. Langues : Français (fre) in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 122 (Avril 2013) . - p.21-26 Mots-clés : Intelligence  Difficultés scolaires  Orientation  Bilan psychologique Index. décimale : PER Périodiques Résumé : Notre propos portera sur la problématique de l’orientation chez des élèves intelligents en difficultés scolaires dans le secondaire. Au-delà de l’impact direct de ces difficultés sur les résultats académiques, nous montrerons également comment d’autres facteurs, plus discrets, jouent néanmoins un rôle estime de soi scolaire, jugement des enseignants, rendant complexes les décisions d’orientation et l’affectation de ces élèves. A travers l’histoire d’Alban, nous verrons comment le repérage de ces difficultés, notamment par le bilan psychologique, puis sa restitution peuvent permettre d’introduire un changement positif chez l’élève, chez les enseignants, et influencer en fin de compte les décisions d’orientation. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers / V. COURCHESNE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Titre : Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : V. COURCHESNE, Auteur ; D. GIRARD, Auteur ; C. JACQUES, Auteur ; I. SOULIERES, Auteur Article en page(s) : p.845-856 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers [Texte imprimé et/ou numérique] / V. COURCHESNE, Auteur ; D. GIRARD, Auteur ; C. JACQUES, Auteur ; I. SOULIERES, Auteur . - p.845-856. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years / Sophie VON STUMM in Development and Psychopathology, 36-3 (August 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-3 (August 2024) . - p.1479-1488 Titre : The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Margherita MALANCHINI, Auteur ; Helen L. FISHER, Auteur Article en page(s) : p.1479-1488 Langues : Anglais (eng) Mots-clés : adolescence  childhood  cross-lagged twin model  intelligence  p-factor Index. décimale : PER Périodiques Résumé : Intelligence and mental health are the core pillars of individual adaptation, growth, and opportunity. Here, we charted across childhood and adolescence the developmental interplay between the p-factor of psychopathology, which captures the experience of symptoms across the spectrum of psychiatric disorders, and the g-factor of general intelligence that describes the ability to think, reason, and learn.Our preregistered analyses included 7,433 twin pairs from the Twins Early Development Study (TEDS), who were born 1994 to 1996 in England and Wales. At the ages 7, 9, 12, and 16 years, the twins completed two to four intelligence tests, and multi-informant measures (i.e., self-, parent- and teacher-rated) of psychopathology were collected.Independent of their cross-sectional correlations, p- and g-factors were linked by consistent, bidirectional, and negative cross-lagged paths across childhood and adolescence (from ?.07 to ?.13 with 95% CIs from ?.03 to ?.15). The cross-lagged paths from intelligence to psychopathology were largely due to genetic influences, but the paths from psychopathology to intelligence were driven by environmental factors, and increasingly so with age.Our findings suggest that intelligence and psychopathology are developmentally intertwined due to fluctuating etiological processes. Understanding the interplay of g- and p-factors is key for improving children?s developmental outcomes. En ligne : https://dx.doi.org/10.1017/S095457942300069X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Margherita MALANCHINI, Auteur ; Helen L. FISHER, Auteur . - p.1479-1488. Langues : Anglais (eng) in Development and Psychopathology > 36-3 (August 2024) . - p.1479-1488 Mots-clés : adolescence  childhood  cross-lagged twin model  intelligence  p-factor Index. décimale : PER Périodiques Résumé : Intelligence and mental health are the core pillars of individual adaptation, growth, and opportunity. Here, we charted across childhood and adolescence the developmental interplay between the p-factor of psychopathology, which captures the experience of symptoms across the spectrum of psychiatric disorders, and the g-factor of general intelligence that describes the ability to think, reason, and learn.Our preregistered analyses included 7,433 twin pairs from the Twins Early Development Study (TEDS), who were born 1994 to 1996 in England and Wales. At the ages 7, 9, 12, and 16 years, the twins completed two to four intelligence tests, and multi-informant measures (i.e., self-, parent- and teacher-rated) of psychopathology were collected.Independent of their cross-sectional correlations, p- and g-factors were linked by consistent, bidirectional, and negative cross-lagged paths across childhood and adolescence (from ?.07 to ?.13 with 95% CIs from ?.03 to ?.15). The cross-lagged paths from intelligence to psychopathology were largely due to genetic influences, but the paths from psychopathology to intelligence were driven by environmental factors, and increasingly so with age.Our findings suggest that intelligence and psychopathology are developmentally intertwined due to fluctuating etiological processes. Understanding the interplay of g- and p-factors is key for improving children?s developmental outcomes. En ligne : https://dx.doi.org/10.1017/S095457942300069X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Cognitive correlates of autism spectrum disorder symptoms / C. N. JOHNSON in Autism Research, 14-11 (November 2021)  

Public ISBD [article]  inAutism Research > 14-11 (November 2021) . - p.2405-2411 Titre : Cognitive correlates of autism spectrum disorder symptoms Type de document : Texte imprimé et/ou numérique Auteurs : C. N. JOHNSON, Auteur ; B. RAMPHAL, Auteur ; E. KOE, Auteur ; A. RAUDALES, Auteur ; J. GOLDSMITH, Auteur ; A. E. MARGOLIS, Auteur Article en page(s) : p.2405-2411 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/complications  Brain  Child  Cognition  Humans  Intelligence  Intelligence Tests  adult  autism spectrum disorder  child  cognition  communication  intelligence  intelligence tests Index. décimale : PER Périodiques Résumé : Due to the diverse behavioral presentation of autism spectrum disorder (ASD), identifying ASD subtypes using patterns of cognitive abilities has become an important point of research. Some previous studies on cognitive profiles in ASD suggest that the discrepancy between verbal intelligence quotient (VIQ) and performance IQ (PIQ) is associated with ASD symptoms, while others have pointed to VIQ as the critical predictor. Given that VIQ is a component of the VIQ-PIQ discrepancy, it was unclear which was most driving these associations. This study tested whether VIQ, PIQ, or the VIQ-PIQ discrepancy was most associated with ASD symptoms in children and adults with ASD (N = 527). Using data from the Autism Brain Imaging Data Exchange (ABIDE), we tested the independent contribution of each IQ index and their discrepancy to ASD symptom severity using multiple linear regressions predicting ASD symptoms. VIQ was most associated with lower symptom severity as measured by the Autism Diagnostic Observation Schedule (ADOS) total score, and when VIQ was included in models predicting ASD symptoms, associations with PIQ and IQ discrepancy were not significant. An association between VIQ and ASD communication symptoms drove the association with ASD symptom severity. These results suggest that associations between ASD communication symptoms and IQ discrepancy or PIQ reported in prior studies likely resulted from variance shared with VIQ. Subtyping ASD on the basis of VIQ should be a point of future research, as it may allow for the development of more personalized approaches to intervention. LAY SUMMARY: Previous research on links between autism severity and verbal and nonverbal intelligence has produced mixed results. Our study examined whether verbal intelligence, nonverbal intelligence, or the discrepancy between the two was most related to autism symptoms. We found that higher verbal intelligence was most associated with less severe autism communication symptoms. Given the relevance of verbal intelligence in predicting autism symptom severity, subtyping autism on the basis of verbal intelligence could lead to more personalized treatments. En ligne : http://dx.doi.org/10.1002/aur.2577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Cognitive correlates of autism spectrum disorder symptoms [Texte imprimé et/ou numérique] / C. N. JOHNSON, Auteur ; B. RAMPHAL, Auteur ; E. KOE, Auteur ; A. RAUDALES, Auteur ; J. GOLDSMITH, Auteur ; A. E. MARGOLIS, Auteur . - p.2405-2411. Langues : Anglais (eng) in Autism Research > 14-11 (November 2021) . - p.2405-2411 Mots-clés : Adult  Autism Spectrum Disorder/complications  Brain  Child  Cognition  Humans  Intelligence  Intelligence Tests  adult  autism spectrum disorder  child  cognition  communication  intelligence  intelligence tests Index. décimale : PER Périodiques Résumé : Due to the diverse behavioral presentation of autism spectrum disorder (ASD), identifying ASD subtypes using patterns of cognitive abilities has become an important point of research. Some previous studies on cognitive profiles in ASD suggest that the discrepancy between verbal intelligence quotient (VIQ) and performance IQ (PIQ) is associated with ASD symptoms, while others have pointed to VIQ as the critical predictor. Given that VIQ is a component of the VIQ-PIQ discrepancy, it was unclear which was most driving these associations. This study tested whether VIQ, PIQ, or the VIQ-PIQ discrepancy was most associated with ASD symptoms in children and adults with ASD (N = 527). Using data from the Autism Brain Imaging Data Exchange (ABIDE), we tested the independent contribution of each IQ index and their discrepancy to ASD symptom severity using multiple linear regressions predicting ASD symptoms. VIQ was most associated with lower symptom severity as measured by the Autism Diagnostic Observation Schedule (ADOS) total score, and when VIQ was included in models predicting ASD symptoms, associations with PIQ and IQ discrepancy were not significant. An association between VIQ and ASD communication symptoms drove the association with ASD symptom severity. These results suggest that associations between ASD communication symptoms and IQ discrepancy or PIQ reported in prior studies likely resulted from variance shared with VIQ. Subtyping ASD on the basis of VIQ should be a point of future research, as it may allow for the development of more personalized approaches to intervention. LAY SUMMARY: Previous research on links between autism severity and verbal and nonverbal intelligence has produced mixed results. Our study examined whether verbal intelligence, nonverbal intelligence, or the discrepancy between the two was most related to autism symptoms. We found that higher verbal intelligence was most associated with less severe autism communication symptoms. Given the relevance of verbal intelligence in predicting autism symptom severity, subtyping autism on the basis of verbal intelligence could lead to more personalized treatments. En ligne : http://dx.doi.org/10.1002/aur.2577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability / M. SANO in Autism Research, 14-12 (December 2021)  

Public ISBD [article]  inAutism Research > 14-12 (December 2021) . - p.2603-2612 Titre : Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : M. SANO, Auteur ; Y. YOSHIMURA, Auteur ; T. HIROSAWA, Auteur ; C. HASEGAWA, Auteur ; Kyung-Min AN, Auteur ; S. TANAKA, Auteur ; N. NAITOU, Auteur ; M. KIKUCHI, Auteur Article en page(s) : p.2603-2612 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Child  Child, Preschool  Cognition  Early Intervention, Educational  Humans  Intellectual Disability/complications  Intelligence  Kaufman Assessment Battery (K-ABC)  autism  autism diagnostic observation schedule  children  intelligence  joint attention Index. décimale : PER Périodiques Résumé : In children with autism spectrum disorder (ASD), joint attention is regarded as a predictor of language function, social skills, communication, adaptive function, and intelligence. However, existing information about the association between joint attention and intelligence is limited. Most such studies have examined children with low intelligence. For this study, we investigated whether joint attention is related to intelligence in young children with autism spectrum disorder (ASD) without severe intellectual disability. We analyzed 113 children with ASD aged 40-98?months. Their Kaufman Assessment Battery (K-ABC) Mental Processing Index (MPI) scores are 60 and more (mean 93.4). We evaluated their intelligence using K-ABC and evaluated their joint attention using ADOS-2. After we performed simple regression analyses using K-ABC MPI and its nine subscales as dependent variables, using joint attention as the independent variable, we identified joint attention as a positive predictor of the MPI and its two subscales. From this result, we conclude that joint attention is related to intelligence in young children with ASD without severe intellectual disability. This result suggests a beneficial effect of early intervention targeting joint attention for children with ASD. LAY SUMMARY: Joint attention is the ability to coordinate visual attention with another person and then shift one's gaze toward an object or event. Impairment of joint attention is regarded as an early marker of autism spectrum disorder (ASD). This study revealed impairment of joint attention as associated with lower intelligence in ASD children. These results are expected to constitute a rationale for future studies, particularly addressing beneficial effects of early intervention targeting joint attention for children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2600 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability [Texte imprimé et/ou numérique] / M. SANO, Auteur ; Y. YOSHIMURA, Auteur ; T. HIROSAWA, Auteur ; C. HASEGAWA, Auteur ; Kyung-Min AN, Auteur ; S. TANAKA, Auteur ; N. NAITOU, Auteur ; M. KIKUCHI, Auteur . - p.2603-2612. Langues : Anglais (eng) in Autism Research > 14-12 (December 2021) . - p.2603-2612 Mots-clés : Autism Spectrum Disorder/complications  Child  Child, Preschool  Cognition  Early Intervention, Educational  Humans  Intellectual Disability/complications  Intelligence  Kaufman Assessment Battery (K-ABC)  autism  autism diagnostic observation schedule  children  intelligence  joint attention Index. décimale : PER Périodiques Résumé : In children with autism spectrum disorder (ASD), joint attention is regarded as a predictor of language function, social skills, communication, adaptive function, and intelligence. However, existing information about the association between joint attention and intelligence is limited. Most such studies have examined children with low intelligence. For this study, we investigated whether joint attention is related to intelligence in young children with autism spectrum disorder (ASD) without severe intellectual disability. We analyzed 113 children with ASD aged 40-98?months. Their Kaufman Assessment Battery (K-ABC) Mental Processing Index (MPI) scores are 60 and more (mean 93.4). We evaluated their intelligence using K-ABC and evaluated their joint attention using ADOS-2. After we performed simple regression analyses using K-ABC MPI and its nine subscales as dependent variables, using joint attention as the independent variable, we identified joint attention as a positive predictor of the MPI and its two subscales. From this result, we conclude that joint attention is related to intelligence in young children with ASD without severe intellectual disability. This result suggests a beneficial effect of early intervention targeting joint attention for children with ASD. LAY SUMMARY: Joint attention is the ability to coordinate visual attention with another person and then shift one's gaze toward an object or event. Impairment of joint attention is regarded as an early marker of autism spectrum disorder (ASD). This study revealed impairment of joint attention as associated with lower intelligence in ASD children. These results are expected to constitute a rationale for future studies, particularly addressing beneficial effects of early intervention targeting joint attention for children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2600 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

The Relationship between Motor Skills and Intelligence in Children with Autism Spectrum Disorder / C. P. RAMOS-SÁNCHEZ in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

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100 idées pour mieux comprendre ce qu'est l'intelligence / Domitille GRAS

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Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence / Margreet VOGELZANG ; Ianthi Maria TSIMPLI ; Stephanie DURRLEMAN in Autism Research, 17-9 (September 2024)  

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A comparison of measures for assessing the level and nature of intelligence in verbal children and adults with autism spectrum disorder / Kimberly E. BODNER in Research in Autism Spectrum Disorders, 8-11 (November 2014)  

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Does WISC-IV Underestimate the Intelligence of Autistic Children? / Anne-Marie NADER in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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