The phrase "arithmetic and verbal" is correct and usable in written English.
It can be used when referring to types of skills or assessments, particularly in educational or testing contexts.
Example: "The exam will assess both arithmetic and verbal skills to gauge the students' overall proficiency."
Alternatives: "numerical and linguistic" or "mathematical and verbal".
To further characterize any brain regions fitting either profile, in separate runs participants performed tasks tapping mental arithmetic, spatial and verbal working memory, and several varieties of cognitive control.
We observed no significant correlations between the self-reported use of verbalization or visualization during solving arithmetic word problems and verbal, numerical or figural intelligence as well as performance in the arithmetic task (Verbalization: R 2 =.298, F7,27 = 1.639, p =.167, n.s.; n = 36; Visualization: R 2 =.112, F7,27 =.487, p =.835, n.s.; n = 36).
No significant correlation between the self-reported use of verbalization or visualization during solving arithmetic word problems and verbal, numerical or figural intelligence as well as performance was observed.
Moreover, no significant correlation between the self-reported use of visualization in solving arithmetic word problems and verbal intelligence was observed (n = 36), but a significant negative correlation between the self-reported use of verbalization in solving arithmetic word problems and verbal intelligence was observed (n = 36).
These comprised: at age 8 years, picture intelligence, reading, sentence completion and vocabulary; at age 11 years, arithmetic, reading, vocabulary, and verbal and non-verbal IQ from the AH4 Group Test of Intelligence; and at age 15 years, mathematics, reading, and AH4 verbal and non-verbal IQ.
No significant correlations between the self-reported use of verbalization or visualization in solving arithmetic word problems and numerical or figural intelligence were observed (n = 36), and no significant correlation between the self-reported use of visualization in solving arithmetic word problems and verbal intelligence was observed.
This study showed a significant negative correlation between CTG repeat expansion size and scores on tests depending on executive, arithmetic, attention, visuospatial, speed and verbal ability.
Subjects with hypotension performed poorer on tasks of verbal short-term memory, mental arithmetic tasks, executive function, selective attention, and verbal recognition tasks [ 6].
Significant negative correlations with CTG-repeat expansion size were found on tests associated with executive function (WCST, CWT B and TMT B), arithmetic (Arithmetic), visuospatial construction (RCFT, copy trial), speed and attention (TMT) and verbal ability (Vocabulary and Comprehension).
This test consists of forward and reverse generation of arithmetic series, verbal series (for example, months of the year), number-letter sequencing and auditory vigilance for a spoken target letter and is scored for time taken to complete each task (up to 480 seconds) and the number of errors made (up to 45).
