Developmental Trajectories of Cognitive Intelligence in Iranian Preschoolers children
Subject Areas : Psychology
Mohsen Dadjoo
1
,
Shahriar Gharibzadeh
2
*
,
Mahta Vajedi Mojarad
3
,
Elaheh Sobhani
4
1 - Institute for Cognitive and Brain Sciences, University of Shahid Beheshti, Tehran, Iran
2 - Institute for Cognitive and Brain Sciences, University of Shahid Beheshti, Tehran, Iran
3 -
4 -
Keywords: cognitive intelligence, developmental trajectory, Preschoolers, early childhood, Wechsler Preschool and Primary Scale of Intelligence,
Abstract :
The present study has aimed to investigate the developmental trajectories of cognitive intelligence in Iranian preschoolers to provide earlier prevention or intervention. The study sample was 433 healthy Iranian children (girl=47.8%) from Tehran, Bandar Abbas, Mashhad, Zarand, and Tabriz, who ranged from 48 to 78 months. The third Persian version of the Wechsler Preschool and Primary Scale of Intelligence was used to assess cognitive intelligence. A positive moderate (.3
Aeschlimann, E. A., Voelke, A. E., & Roebers, C. M. (2017). Short-term storage and executive working memory processing predict fluid intelligence in primary school children. Journal of Intelligence, 5(2), 17.
Anderson, M. (2017). Binet’s error: Developmental change and individual differences in intelligence are related to different mechanisms. Journal of Intelligence, 5(2), 24.
Black, M. M., Walker, S. P., Fernald, L. C. H., Andersen, C. T., DiGirolamo, A. M., Lu, C., McCoy, D. C., Fink, G., Shawar, Y. R., Shiffman, J., Devercelli, A. E., Wodon, Q. T., Vargas-Barón, E., & Grantham-McGregor, S. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77–90. https://doi.org/10.1016/S0140-6736(16)31389-7
Blair, C., Gamson, D., Thorne, S., & Baker, D. (2005). Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence, 33(1), 93–106.
Bracken, B. A. (2004). The psychoeducational assessment of preschool children: Third edition. The Psychoeducational Assessment of Preschool Children: Third Edition, 3, 1–488. https://doi.org/10.4324/9781410611451
Buczyłowska, D., Ronniger, P., Melzer, J., & Petermann, F. (2019). Sex similarities and differences in intelligence in children aged two to eight: Analysis of SON-R 2–8 scores. Journal of Intelligence, 7(2), 11.
Bullard, S. E., Griss, M., Greene, S., & Gekker, A. (2013). Encyclopedia of Clinical Neuropsychology. In Archives of Clinical Neuropsychology (Vol. 28, Issue 1). SpringerLink (Online service). https://doi.org/10.1093/arclin/acs103
Caemmerer, J. M., Maddocks, D. L. S., Keith, T. Z., & Reynolds, M. R. (2018). Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III. Intelligence, 68, 6–20. https://doi.org/10.1016/j.intell.2018.02.005
Cvencek, D., Meltzoff, A. N., & Kapur, M. (2014). Cognitive consistency and math–gender stereotypes in Singaporean children. Journal of Experimental Child Psychology, 117, 73–91.
Dadjoo, M., & Gharibzadeh, S. (2021). Investigating Emotion and Its Interaction with Cognition: Research Recommendations. Rooyesh-e-Ravanshenasi Journal(RRJ), 10(6). [Persian]. http://frooyesh.ir/article-1-2647-en.html
Dadjoo, M., & Gharibzadeh, S. (2022). Prediction of Self-Control Based on Cognitive Intelligence and Socio-Emotional Behavior Assessments in Early Childhood. Frontiers in Biomedical Technologies, 9(1). https://fbt.tums.ac.ir/index.php/fbt/article/view/356
Demetriou, A., Golino, H., Spanoudis, G., Makris, N., & Greiff, S. (2021). The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence. Intelligence, 87, 101562.
Demetriou, A., & Spanoudis, G. (2017). From cognitive development to intelligence: Translating developmental mental milestones into intellect. Multidisciplinary Digital Publishing Institute.
Dickens, W. T., & Flynn, J. R. (2001). Heritability estimates versus large environmental effects: the IQ paradox resolved. Psychological Review, 108(2), 346.
Donachie, M. J. (2014). Holistic Early Childhood Development Index. In United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000229188
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525.
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51. https://doi.org/10.1037/a0038256
Fuster, J. M. (2002). Frontal lobe and cognitive development. Journal of Neurocytology, 31(3), 373–385.
Gershon, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., & Nowinski, C. J. (2013). NIH toolbox for assessment of neurological and behavioral function. Neurology. https://doi.org/10.1212/wnl.0b013e3182872e5f
Giner-Sorolla, R. (2019). The past thirty years of emotion research: appraisal and beyond. Cognition and Emotion, 33(1), 48–54. https://doi.org/10.1080/02699931.2018.1523138
Goldbeck, L., Daseking, M., Hellwig-Brida, S., Waldmann, H. C., & Petermann, F. (2010). Sex differences on the German Wechsler intelligence test for children (WISC-IV). Journal of Individual Differences.
International Standard Classification of Education (ISCED) 2011. (2012). In International Standard Classification of Education (ISCED) 2011. UNESCO Institute for Statistics Montreal. https://doi.org/10.15220/978-92-9189-123-8-en
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630
Kataoka, N., Valerio, A., Elder, L. K., Neuman, M. J., & Naudeau, S. (2011). Investing in young children : an early childhood development guide for policy dialogue and project preparation. The World Bank. http://documents.worldbank.org/curated/en/2011/01/16283743/investing-young-children-early-childhood-development-guide-policy-dialogue-project-preparation
Kuppens, P. (2019). Improving theory, measurement, and reality to advance the future of emotion research. Cognition and Emotion, 33(1), 20–23. https://doi.org/10.1080/02699931.2018.1536037
Levenson, R. W. (2019). Reflections on 30 years of Cognition & Emotion. Cognition and Emotion, 33(1), 8–13. https://doi.org/10.1080/02699931.2018.1549023
Levine, L. E., & Munsch, J. (2016). Child development: An active learning approach: An active learning approach. Sage. Liu, J., & Lynn, R. (2011). Factor structure and sex differences on the Wechsler Preschool and Primary Scale of Intelligence in China, Japan and United States. Personality and Individual Differences, 50(8), 1222–1226. https://doi.org/10.1016/j.paid.2011.02.013
Lubinski, D. (2004). Introduction to the Special Section on Cognitive Abilities: 100 Years After Spearman’s (1904) “‘General Intelligence,’ Objectively Determined and Measured.” Journal of Personality and Social Psychology, 86(1), 96–111. https://doi.org/10.1037/0022-3514.86.1.96
Moore, S. R., Lorntz, B., Lima, A. A., & Guerrant, R. L. (2007). Risk factors for adverse outcomes in developing countries. Lancet, 369(9564), 824–825. https://doi.org/10.1016/S0140-6736(07)60405-X
Pessoa, L. (2019). Embracing integration and complexity: placing emotion within a science of brain and behaviour. Cognition and Emotion, 33(1), 55–60. https://doi.org/10.1080/02699931.2018.1520079
Pyryt, M. C. (1998). Human cognitive abilities: A survey of factor analytic studies. In Gifted and Talented International (Vol. 13, Issue 2). Cambridge University Press. https://doi.org/10.1080/15332276.1998.11672894
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454
Seel, N. M. (2012). Encyclopedia of the Sciences of Learning. In Choice Reviews Online (Vol. 50, Issue 03). Springer Science & Business Media. https://doi.org/10.5860/choice.50-1234
Sellers, A. H., Burns, W. J., & Guyrke, J. (2002). Differences in young children’s IQs on the Wechsler Preschool and Primary Scale of Intelligence-Revised as a function of stratification variables. Applied Neuropsychology, 9(2), 65–73.
Shahim, S. (2006). Wechsler Intelligence Scale for Children revised: the agenda and norms. Shiraz University Press.
Tao, T., Wang, L., Fan, C., & Gao, W. (2014). Development of self-control in children aged 3 to 9 years: Perspective from a dual-systems model. Scientific Reports, 4(1), 7272. https://doi.org/10.1038/srep07272
Wolraich, M. L., Drotar, D. D., Dworkin, P. H., & Perrin, E. C. B. T.-D.-B. P. (Eds.). (2008). Screening and Assessment Tools. In Developmental-Behavioral Pediatrics: Evidence and Practice (pp. 123–201). Mosby. https://doi.org/10.1016/B978-0-323-04025-9.50010-6
Zhou, K. (2017). Non-cognitive skills: Potential candidates for global measurement. European Journal of Education, 52(4), 487–497. https://doi.org/10.1111/ejed.12241