This study explores the relationship of intelligence to the Wisconsin Card Sorting Test, Stroop Color-Word Test, Oral Word Fluency Test, Design Fluency Test, Trail Making Test, contrasted with Rey Complex Figure Test, Rey Auditory Verbal Learning Test, Wide Range Achievement Test, and Underlining Test in average, above average and gifted children.
A within-subjects design included 20 preadolescent participants (age=9.5±0.5 years; eight female) to assess exercise-induced changes in performance during a modified flanker task and the Wide Range Achievement Test 3. The resting session consisted of cognitive testing followed by a cardiorespiratory fitness assessment to determine aerobic fitness.
Spelling was measured by the Wide Range Achievement Test (WRAT) [24].
The Wide Range Achievement Test – 3rd Revision (WRAT-3) Reading subtest, was used as a measure of premorbid cognitive functioning.
In order, these include the Bayley Mental and Motor Scales for Infant Development; the Stanford Binet Intelligence Scale Form L-M and the Graham-Ernhart Block Sort Test; and the Wechsler Intelligence Scale for Children WISCC) Full Scale IQ and the Wide Range Achievement Test (WRAT) of Reading.
Subjects were included in the study if they were (1) able to understand and give informed consent; and (2) had at least 12 years of education (or equivalent) and verbal intelligence ≥85 (estimated with the Wide Range Achievement Test reading subtest standard score).
Many of these outcomes at 8 mo, 4 y, and 7 y of age (Bayley scales, Stanford Binet Intelligence Scale, Graham-Ernhart Block Sort Test, Wechsler Intelligence Scale for Children, Wide Range Achievement Test) are negatively correlated with paternal age when important family characteristics such as maternal education and number of siblings are not included as covariates.
The Wide Range Achievement Test 4 [WRAT-4; [ 59] was administered as a measure of scholastic ability.
An alternative is the Wide Range Achievement Test (WRAT4) [ 67 ], which assesses word reading, sentence comprehension, spelling and mathematics.
Participants were administered two subtests of the Wide Range Achievement Test Revised (WRAT-R) (Jastak and Wilkinson 1984).
The primary outcome of the study is academic achievement 24 months' post-intervention as measured using the Wide Range Achievement Test -4th edition (WRAT-4) [ 65].
