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Flynn Effect

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! Raw scores on IQ tests have increased in most parts of the world, approximately 3 IQ points per decade
! When a new version of an IQ test is normed, the standard scoring is set so that performance at the population median results in a score of IQ 100

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IQ increase seen when

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ame subjects take both versions
! Similar effect has been found with increases on memory measures

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Intellectual Functioning • Crystallized

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depends on education related to stimuli & concepts available to members of a cultural group, factual information
– Evolved into verbal processing

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Intellectual Functioning Fluid -

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novel problem-solving, broad reasoning, procedural
knowledge
– Evolved into visuospatial processing

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Fluid intelligence declines with age while crystallized intelligence

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remains largely resistant

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HeritabilityofIQ

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.5to.9

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Heritability of IQ in
Children
Adolescent
18 yrs and older

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.45,Adolescents=.75,18years&older=.8

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Heritability of IQ findings suugest

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thattheunderlyinggenesactuallyexpressthemselvesby affecting a person's predisposition to build, learn, and develop mental abilities throughout the lifespan

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Heritabilityincreaseswith

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education,longevity,&socialclass

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Dutch twin study: Heritability age 5-12 years

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Age5=26%
! Age7=39%
! Age 10 = 54%
! Age 12 = 64%

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Heritability of Intelligence Reliability over time:

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correlation of .73 (after factoring in restriction of range) in people tested at age 11 and again at age 79
! IQ at age 11 had correlation of .8 on national achievement tests 5 years later

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Genetic influence strongest when

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brain region undergoes major development (e.g., sensory motor cortex in childhood ; prefrontal cortex & temporal lobes in adolescence)

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In children 5-18 years old, trajectories of cortical thickness better predicted IQ at age

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20; initially negative correlation in early childhood becomes positive later
! IQ correlation is stronger for gray matter volume than white matter

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glucose consumption is negatively correlate with

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IQ which may mean intelligent individuals use their neurons more efficiently

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fMRI: Intelligent brains more efficientbecause

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(use fewer resources)

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Risk Factors for brain development

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Genetic (chromosomal or monogenic)
! Teratogens
! Metabolic disorders
! Elevated intracranial pressure with hypovascularity
! Secondary cerebral deformation resulting from brain growth in abnormally shaped skull

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Bulk Growth Abnormalities

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Brain-to-body ratio 1:30 ! Extreme variations:
Microcephaly-subnormal brain & head size
Megalencephaly- overproduction of cerebral parenchyma
Both associated with suppressed IQ

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Agenesis of the corpus callosum

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may be partial or complete, can be asymptomatic; mild cognitive impairment

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Intracranial Pressure (ICP)

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Hypoplasia of underlying brain tissue
! Elevated risk for mental retardation & learning
disabilities
! Neurobehavioral problems (attention, planning, processing speed)

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Fundamental Assumptions of Clinical Neuropsychological Assessment

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It is possible to make valid inferences regarding the integrity of the brain through the observation of behavior.
2. Observable behavior is frequently the most sensitive manifestation of brain pathology.

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Fundamental Assumptions of Clinical Neuropsychological Assessment cont'd

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3. Observable behavior, including

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The Neuropsychological Evaluation

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Portable: 1-7 hours
! Objectively scored, compared to normative groups ! Standardized, valid and reliable
! Quantitative and qualitative interpretation
! Biases: Age, Education, Culture

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Pediatric Evaluations

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Psychoeducational
Multi-disciplinary
Neurodevelopmental
Neuropsychological

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Psychoeducational

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IQ, achievement, parent & teacher behavioral checklists, observation

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Multi-disciplinary

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team approach including assessment of vision, hearing, social & emotional status, intelligence, academic skills, communication skills, motor abilities

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Neurodevelopmental

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assessment of milestone acquisition & trajectories; not predictive of later IQ

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Neuropsychological

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cognitive profile in the context of brain/behavior relationship

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Developmental Testing

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Usedtoassessinfantsandyoungchildrenin order to examine early development

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Neuropsychological Evaluation

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! Intellectual Functioning
! Academic Achievement
! Attention and Concentration
! Verbal and Visual Memory
! Problem Solving Skills
! Receptive and Expressive Language ! Visual-Perceptual Abilities
! Sensorimotor Skills
! Personality and Emotional Status
! Behavioral Functioning

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knowledge the most resistant to acute brain changes

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! Accumulated verbal knowledge (Vocabulary, reading abilities)

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Verbal Functioning- comprehension, reasoning, expression is an example of

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crystallized Intellectual Functioning

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Nonverbal Functioning- visuospatial processing, reasoning is an example of

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Intellectual Functioning

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Wechsler Intelligence Scale for Children-IV

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Verbal Comprehension (VCI)
! Perceptual Reasoning (PRI)
! Working Memory (WMI)
! Processing Speed (PSI)
120+ Superior
110-119 High Average
90-109 Average
80-89 Low Average
70-79 Borderline
69 - Mental Retardation (Intellectually Deficient)

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Academic Achievement

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Sight word reading & comprehension ! Mathematical calculation & application ! Spelling to dictation
! Written expression
! Academic fluency (reading, math, and written expression)

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Memory Functions

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Attention
! Immediate verbal/auditory retention span
! Immediate visual retention span
! Learning & efficacy of retrieval (spontaneous vs. cued)
! Intermediate or long-term memory
! Recognition

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Verbal Memory Tests, Narrative Memory

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Weschler Memory Scale–IV
! Children"s Memory Scale
! Structure and semantic context

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Verbal Memory Tests Serial Learning Tests

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Rey or California Verbal Learning Test ! Attention
! Benefit from repeated trials
! Chunking/clustering

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Visual Memory Tasks

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Figural/Facial Memory: simple
! Rey Complex Figure ! Immediate
! Delayed
! Recognition

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Executive Functions Associated with

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frontal-subcortical circuitry ! Planning, organization, self-monitoring
! Problem-solving, set-shifting
! Critical for adaptive skills, independent living

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Tests of Executive Function

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Trail Making Test
! Wisconsin Card Sorting Test
! Similarities, Interpretation of Proverbs ! Children

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Evaluation of Visuospatial Skills

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Non-motor visuoperception ! Visual construction
! Motor planning
! Not acuity

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Autism Diagnostic Observation Schedule

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Response to Name
! Response to Joint Attention
! Unusual Eye Contact
! Use of Gestures
! Shared Enjoyment in Interaction
! Idiosyncratic Use of Words or Phrases

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Social Cognition
" Theory of Mind (NEPSY-II)

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taking the perspective of another person

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Psychosocial Functioning

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Personality ! Emotions
! Behavior
! Family dynamics ! Social network ! Situational influences

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Earlier intervention has better

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neurodevelopmental outcome

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Assessment beyond intelligence

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! Baseline & long-term follow-up especially in the
context of development & disease process