Research Article
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Relations between Executive Functions and Intelligence in Gifted Children

Year 2017, Volume: 7 Issue: 2, 241 - 255, 29.12.2017

Ahmet Bildiren Mediha Korkmaz Nagehan Demiral

https://doi.org/10.17984/adyuebd.323919

Abstract

In this study, it was aimed to investigate the relationship
between psychometric intelligence level (WISC-R) and executive functions
measured by Wisconsin Card Mapping Test (WKET) in gifted children. The sample
of the study consisted of 50 students, 22 girls (44%) and 28 boys (56%), all
of whom diagnosed as gifted at İzmir Sıdıka Akdemir Science and Art Center
(BİLSEM). The Wisconsin Card Matching Test was applied individually to highly
skilled children in a computer environment. The results of the study revealed
that there is a relationship between WISC-R Verbal IQ and WKET in Verbal IQ
114-130 in gifted children, that there is no general relationship between
Performance IQ and WKET and that WKET subscales differ significantly by age.
An exploratory factor analysis was performed on the WKET scores in the sample
group. Two basic factors were found as the result of the principal components
and varimax rotation analyses. According to the PCA results, factor 1 has 6.27
eigenvalues ​​and accounts for 57% of the total variance. These results
indicate that the WKET factor structure is valid for gifted children.

Keywords

Executive functions gifted children intelligence

References

  • Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between intelligence test scores and executive function measures. Archives of clinical neuropsychology, 15(1), 31-36.
  • Ardila, A., Ostrosky-Solis, F., Rosselli, M., & Gómez, C. (2000). Age-related cognitive decline during normal aging: the complex effect of education. Archives of clinical neuropsychology, 15(6), 495-513.
  • Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22(8), 969-978.
  • Arffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). Wisconsin Card Sorting Test performance in above average and superior school children: Relationship to intelligence and age. Archives of Clinical Neuropsychology, 13(8), 713-720.
  • Berg, E. A. (1948). A simple objective technique for measuring flexibility in thinking. The Journal of general psychology, 39(1), 15-22.
  • Boone, K. B., Ghaffarian, S., Lesser, I. M., Hill‐Gutierrez, E., & G Berman, N. (1993). Wisconsin Card Sorting Test performance in healthy, older adults: Relationship to age, sex, education, and IQ. Journal of Clinical Psychology, 49(1), 54-60.
  • Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of clinical neuropsychology, 23(2), 201-216.
  • Chelune, G. J., & Baer, R. A. (1986). Developmental norms for the Wisconsin Card Sorting test. Journal of Clinical and Experimental Neuropsychology, 8(3), 219-228.
  • Crinella, F. M., & Yu, J. (2000). Brain mechanisms in problem solving and intelligence: g and executive function. Intelligence, 27, 1-29.
  • Damasio, A. R. (1995). Toward a neurobiology of emotion and feeling: Operational concepts and hypotheses. The Neuroscientist, 1(1), 19–25.
  • Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17(2), 172–179.
  • Funahashi, S. (2001). Neuronal mechanisms of executive control by the prefrontal cortex. Neuroscience research, 39(2), 147-165.
  • Grattan, L. M., & Eslinger, P. J. (1991). Frontal lobe damage in children and adults: A comparative review. Developmental Neuropsychology, 7(3), 283-326.
  • Heaton, R. K. (1981). Wisconsin card sorting test manual. Psychological assessment resources.Lezak, M. (1983). Neuropsychological assessment (2nd ed.). New York: Oxford University Press.
  • Johnstone, B., Holland, D., & Larimore, C. (2000). Language and academic abilities. In G. Groth-Marnat (Ed.), Neuropsychological assessment in clinical practice: A guide to test interpretation and integration (pp. 335–354). New York, NY: John Wiley & Sons, Inc.
  • Karakaş, S., & Başar, E. (1993). Nöropsikolojik değerlendirme araçlarının standardizasyonu nöropsikolojik ölçümlerin elektrofizyolojik ölçümlerle ilişkileri. Proje No: TÜBİTAK-TBAG, 17(2).
  • Karakaş S, Eski R, Başar E ve ark. (1996) Türk kültürü için standardizasyonu yapılmış nöropsikolojik testler topluluğu: BİLNOT Bataryası. 32. Ulusal Nöroloji Kongresi Kitabı. Türk Nöroloji Dergisi ve Bakırköy Ruh ve Sinir Hastalıkları Hastanesi. İstanbul, Ufuk Mat.
  • Karakaş S, Irak M, Ersezgin ÖU ve ark. (1998) Wisconsin Kart Eşleme Testi (WCST) ve Stroop Testi TBAG formu puanlarının test içi ve testler-arası ilişkileri. X. Ulusal Psikoloji Kongresi özet kitabı, s. 44.
  • Karakaş S, Kafadar H (1999). Bilişsel süreçlerin değerlendirilmesinde nöropsikolojik testler: bellek ve dikkatin ölçülmesi.Şizofreni Dizisi, 4132-152.
  • Karasar, N. (2003). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım
  • Lezak, M. D. (1983). Verbal functions. In Neuropsychological Assessment (pp. 312-341). Oxford University Press, New York, NY.
  • Lezak, M.D. (1995) Neuropsychological Assessment, 3rd edn., Oxford University Press, New York.
  • Lezak, M. D., Howieson, D. B., Loring, D. W., & Hannay, H. J. (2004). Neuropsychological assessment (4th ed.). Oxford University Press
  • Ludlow, B., & Woodrum, D. T. (1982). Problem-solving strategies of gifted and average learners on a multiple discrimination task. Gifted child quarterly, 26(3), 99-104. Luo, D., Thompson, L. A., & Detterman, D. K. (2006). The criterion validity of tasks of basic cognitive processes. Intelligence, 34(1), 79-120.
  • Mahone EM, Cirino PT, Cutting LE ve ark. (2002) Validity of the behavior rating inventory of executive function in children with ADHD and/or Tourette syndrome. Arch Clin Neuropsychol, 17(7): 643-662.
  • Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problem -solving. Teaching Exceptional C hildren, 27(1), 4-19.
  • Parsons, E. J. C. (1984). An investigation of appropriate neuropsychological assessment procedures with adults in the higher intelligence ranges. Dissertation Abstracts International, 45(5), 1592B
  • Rosselli, M., & Ardila, A. (1993). Developmental norms for the Wisconsin Card Sorting Test in 5-to 12-year-old children. The Clinical Neuropsychologist, 7(2), 145-154.
  • Savaşır, I. (1995). Wechsler çocuklar için zekâ ölçeği uygulama kitapçığı,[çev. Savaşır, I.; Şahin, N.]. Ankara: Türk Psikologlar Derneği.
  • Scheres A, Oosterlaan J, Geurts H ve ark. (2004) Executive functioning in boys with ADHD: Primarily an inhibition deficit? Arch Clin Neuropsychol, 19: 569-594.
  • Seidenberg, M., Giordani, B., Berent, S., & Boll, T. (1983). IQ level and performance of the Halstead–Reitan Neuropsychological Test battery for older children. Journal of Consulting and Clinical Psychology, 51(3), 406–413
  • Sergeant JA, Geurts H, Oosterlaan J (2002) How specific is a deficit of executive functioning for attention–deficit/hyperactivity disorder? Behav Brain Res, 130: 3-28.
  • Smith, E. E., & Jonides, J. (1999). Storage and executive processes in the frontal lobes. Science, 283(5408), 1657-1661.
  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. CUP Archive.
  • Stuss, D. T., Alexander, M. P., Shallice, T., Picton, T. W., Binns, M. A., Macdonald, R., et al. (2005). Multiple frontal systems controlling response speed. Neuropsychologia, 43, 396–417.
  • Şahin, A. (1996). Bir grup üniversite öğrencisinde nöropsikolojik testlerle zeka testi arasındaki ilişkilerin incelenmesi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, yayınlanmamış yüksek lisans tezi, Ankara.
  • Tien, A., Schlaepfer, T., Spevack, T., Jones, D., Strauss, M., & Pearlson, G. (1989). Computerization of the Wisconsin Card Sorting Test. Unpublished manuscript. Yalçın, K., & Karakaş, S. (2007). Wisconsin kart eşleme testi performansında gelişimin niceliksel ve niteliksel etkileri. Çocuk ve gençlik ruh sağlığı dergisi, 14(1), 24-32. Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative‐developmental study of executive function: A window on prefrontal function in children. Developmental neuropsychology, 7(2), 131-149.
  • Warrington, E. K., James, M., & Maciejewski, C. (1986). The WAIS as a lateralizing and localizing diagnostic instrument: A study of 656 patients with unilateral cerebral lesions. Neuropsychologia, 24(2), 223-239.

Üstün Yetenekli Çocuklarda Yönetici İşlevler ve Zeka Arasındaki İlişkiler

Year 2017, Volume: 7 Issue: 2, 241 - 255, 29.12.2017

Ahmet Bildiren Mediha Korkmaz Nagehan Demiral

https://doi.org/10.17984/adyuebd.323919

Abstract

 Bu çalışmada üstün yetenekli çocuklarda
Wisconsin Kart Eşleme Testi (WKET) ile ölçülen yönetici işlevlerin psikometrik
zeka düzeyi (WISC-R) ile ilişkisinin araştırılması amaçlanmıştır. Araştırmanın
örneklemi İzmir Sıdıka Akdemir Bilim ve Sanat Merkezi’nde (BİLSEM) olan üstün
yetenek tanısı almış toplam 50, 22 kız (%44) ve 28 erkek (%56) çocuktan
oluşmaktadır. Yönetici işlevlerin üstün yetenekli çocuklarda ölçümlenmesi
Wisconsin Kart Eşleme Testi (WKET) ile yapılmıştır. Wisconsin Kart Eşleme
Testi üstün yetenekli çocuklara bilgisayar ortamında bireysel olarak
uygulanmıştır. Araştırmanın sonuçları, üstün yetenekli çocuklarda Sözel IQ
114-130 aralığında WISC-R Sözel IQ ile WKET arasında ilişki olduğunu,
Performans IQ ile WKET arasında yaygın ilişki olmadığını, WKET alt boyutları
arasında yaşa göre anlamlı farklılaşma olduğunu ortaya koymuştur. Örneklem
grubundaki WKET puanlarına açımlayıcı faktör analizi yapılmıştır. Temel
bileşenler ve varimax döndürmesi sonucunda 2 temel faktör bulunmuştur. PCA
sonuçlarına göre, 1. faktör 6.27 özdeğere sahip olup, toplam varyansın
%57’sini açıklamaktadır. Bu sonuçlar, WKET faktör yapısının üstün yetenekli
çocuklarda geçerli olduğunu ifade etmektedir.

Keywords

Üstün yetenekli çocuklar yönetici işlevler zeka

References

  • Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between intelligence test scores and executive function measures. Archives of clinical neuropsychology, 15(1), 31-36.
  • Ardila, A., Ostrosky-Solis, F., Rosselli, M., & Gómez, C. (2000). Age-related cognitive decline during normal aging: the complex effect of education. Archives of clinical neuropsychology, 15(6), 495-513.
  • Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22(8), 969-978.
  • Arffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). Wisconsin Card Sorting Test performance in above average and superior school children: Relationship to intelligence and age. Archives of Clinical Neuropsychology, 13(8), 713-720.
  • Berg, E. A. (1948). A simple objective technique for measuring flexibility in thinking. The Journal of general psychology, 39(1), 15-22.
  • Boone, K. B., Ghaffarian, S., Lesser, I. M., Hill‐Gutierrez, E., & G Berman, N. (1993). Wisconsin Card Sorting Test performance in healthy, older adults: Relationship to age, sex, education, and IQ. Journal of Clinical Psychology, 49(1), 54-60.
  • Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of clinical neuropsychology, 23(2), 201-216.
  • Chelune, G. J., & Baer, R. A. (1986). Developmental norms for the Wisconsin Card Sorting test. Journal of Clinical and Experimental Neuropsychology, 8(3), 219-228.
  • Crinella, F. M., & Yu, J. (2000). Brain mechanisms in problem solving and intelligence: g and executive function. Intelligence, 27, 1-29.
  • Damasio, A. R. (1995). Toward a neurobiology of emotion and feeling: Operational concepts and hypotheses. The Neuroscientist, 1(1), 19–25.
  • Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17(2), 172–179.
  • Funahashi, S. (2001). Neuronal mechanisms of executive control by the prefrontal cortex. Neuroscience research, 39(2), 147-165.
  • Grattan, L. M., & Eslinger, P. J. (1991). Frontal lobe damage in children and adults: A comparative review. Developmental Neuropsychology, 7(3), 283-326.
  • Heaton, R. K. (1981). Wisconsin card sorting test manual. Psychological assessment resources.Lezak, M. (1983). Neuropsychological assessment (2nd ed.). New York: Oxford University Press.
  • Johnstone, B., Holland, D., & Larimore, C. (2000). Language and academic abilities. In G. Groth-Marnat (Ed.), Neuropsychological assessment in clinical practice: A guide to test interpretation and integration (pp. 335–354). New York, NY: John Wiley & Sons, Inc.
  • Karakaş, S., & Başar, E. (1993). Nöropsikolojik değerlendirme araçlarının standardizasyonu nöropsikolojik ölçümlerin elektrofizyolojik ölçümlerle ilişkileri. Proje No: TÜBİTAK-TBAG, 17(2).
  • Karakaş S, Eski R, Başar E ve ark. (1996) Türk kültürü için standardizasyonu yapılmış nöropsikolojik testler topluluğu: BİLNOT Bataryası. 32. Ulusal Nöroloji Kongresi Kitabı. Türk Nöroloji Dergisi ve Bakırköy Ruh ve Sinir Hastalıkları Hastanesi. İstanbul, Ufuk Mat.
  • Karakaş S, Irak M, Ersezgin ÖU ve ark. (1998) Wisconsin Kart Eşleme Testi (WCST) ve Stroop Testi TBAG formu puanlarının test içi ve testler-arası ilişkileri. X. Ulusal Psikoloji Kongresi özet kitabı, s. 44.
  • Karakaş S, Kafadar H (1999). Bilişsel süreçlerin değerlendirilmesinde nöropsikolojik testler: bellek ve dikkatin ölçülmesi.Şizofreni Dizisi, 4132-152.
  • Karasar, N. (2003). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım
  • Lezak, M. D. (1983). Verbal functions. In Neuropsychological Assessment (pp. 312-341). Oxford University Press, New York, NY.
  • Lezak, M.D. (1995) Neuropsychological Assessment, 3rd edn., Oxford University Press, New York.
  • Lezak, M. D., Howieson, D. B., Loring, D. W., & Hannay, H. J. (2004). Neuropsychological assessment (4th ed.). Oxford University Press
  • Ludlow, B., & Woodrum, D. T. (1982). Problem-solving strategies of gifted and average learners on a multiple discrimination task. Gifted child quarterly, 26(3), 99-104. Luo, D., Thompson, L. A., & Detterman, D. K. (2006). The criterion validity of tasks of basic cognitive processes. Intelligence, 34(1), 79-120.
  • Mahone EM, Cirino PT, Cutting LE ve ark. (2002) Validity of the behavior rating inventory of executive function in children with ADHD and/or Tourette syndrome. Arch Clin Neuropsychol, 17(7): 643-662.
  • Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problem -solving. Teaching Exceptional C hildren, 27(1), 4-19.
  • Parsons, E. J. C. (1984). An investigation of appropriate neuropsychological assessment procedures with adults in the higher intelligence ranges. Dissertation Abstracts International, 45(5), 1592B
  • Rosselli, M., & Ardila, A. (1993). Developmental norms for the Wisconsin Card Sorting Test in 5-to 12-year-old children. The Clinical Neuropsychologist, 7(2), 145-154.
  • Savaşır, I. (1995). Wechsler çocuklar için zekâ ölçeği uygulama kitapçığı,[çev. Savaşır, I.; Şahin, N.]. Ankara: Türk Psikologlar Derneği.
  • Scheres A, Oosterlaan J, Geurts H ve ark. (2004) Executive functioning in boys with ADHD: Primarily an inhibition deficit? Arch Clin Neuropsychol, 19: 569-594.
  • Seidenberg, M., Giordani, B., Berent, S., & Boll, T. (1983). IQ level and performance of the Halstead–Reitan Neuropsychological Test battery for older children. Journal of Consulting and Clinical Psychology, 51(3), 406–413
  • Sergeant JA, Geurts H, Oosterlaan J (2002) How specific is a deficit of executive functioning for attention–deficit/hyperactivity disorder? Behav Brain Res, 130: 3-28.
  • Smith, E. E., & Jonides, J. (1999). Storage and executive processes in the frontal lobes. Science, 283(5408), 1657-1661.
  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. CUP Archive.
  • Stuss, D. T., Alexander, M. P., Shallice, T., Picton, T. W., Binns, M. A., Macdonald, R., et al. (2005). Multiple frontal systems controlling response speed. Neuropsychologia, 43, 396–417.
  • Şahin, A. (1996). Bir grup üniversite öğrencisinde nöropsikolojik testlerle zeka testi arasındaki ilişkilerin incelenmesi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, yayınlanmamış yüksek lisans tezi, Ankara.
  • Tien, A., Schlaepfer, T., Spevack, T., Jones, D., Strauss, M., & Pearlson, G. (1989). Computerization of the Wisconsin Card Sorting Test. Unpublished manuscript. Yalçın, K., & Karakaş, S. (2007). Wisconsin kart eşleme testi performansında gelişimin niceliksel ve niteliksel etkileri. Çocuk ve gençlik ruh sağlığı dergisi, 14(1), 24-32. Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative‐developmental study of executive function: A window on prefrontal function in children. Developmental neuropsychology, 7(2), 131-149.
  • Warrington, E. K., James, M., & Maciejewski, C. (1986). The WAIS as a lateralizing and localizing diagnostic instrument: A study of 656 patients with unilateral cerebral lesions. Neuropsychologia, 24(2), 223-239.
There are 38 citations in total.

Details

Journal Section Research Articles
Authors

Ahmet Bildiren

Mediha Korkmaz

Nagehan Demiral This is me

Publication Date December 29, 2017
Acceptance Date December 24, 2017
Published in Issue Year 2017 Volume: 7 Issue: 2

Cite

APA Bildiren, A., Korkmaz, M., & Demiral, N. (2017). Relations between Executive Functions and Intelligence in Gifted Children. Adıyaman University Journal of Educational Sciences, 7(2), 241-255. https://doi.org/10.17984/adyuebd.323919
AMA Bildiren A, Korkmaz M, Demiral N. Relations between Executive Functions and Intelligence in Gifted Children. AUJES. December 2017;7(2):241-255. doi:10.17984/adyuebd.323919
Chicago Bildiren, Ahmet, Mediha Korkmaz, and Nagehan Demiral. “Relations Between Executive Functions and Intelligence in Gifted Children”. Adıyaman University Journal of Educational Sciences 7, no. 2 (December 2017): 241-55. https://doi.org/10.17984/adyuebd.323919.
EndNote Bildiren A, Korkmaz M, Demiral N (December 1, 2017) Relations between Executive Functions and Intelligence in Gifted Children. Adıyaman University Journal of Educational Sciences 7 2 241–255.
IEEE A. Bildiren, M. Korkmaz, and N. Demiral, “Relations between Executive Functions and Intelligence in Gifted Children”, AUJES, vol. 7, no. 2, pp. 241–255, 2017, doi: 10.17984/adyuebd.323919.
ISNAD Bildiren, Ahmet et al. “Relations Between Executive Functions and Intelligence in Gifted Children”. Adıyaman University Journal of Educational Sciences 7/2 (December 2017), 241-255. https://doi.org/10.17984/adyuebd.323919.
JAMA Bildiren A, Korkmaz M, Demiral N. Relations between Executive Functions and Intelligence in Gifted Children. AUJES. 2017;7:241–255.
MLA Bildiren, Ahmet et al. “Relations Between Executive Functions and Intelligence in Gifted Children”. Adıyaman University Journal of Educational Sciences, vol. 7, no. 2, 2017, pp. 241-55, doi:10.17984/adyuebd.323919.
Vancouver Bildiren A, Korkmaz M, Demiral N. Relations between Executive Functions and Intelligence in Gifted Children. AUJES. 2017;7(2):241-55.
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