A comparison of intelligence test score patterns between visually impaired subgroups and the sighted.

Abstract

A comparison of visually impaired subgroups with sighted norms on the Wechsl er Adult Intelligence Scal e (WAIS) verbal subtests yielded no significant differences. This contradicts other studies that show differences between blind and sighted groups. Scores are presented for congenital-adventitious, partial-no useful vision, male-female, and adult age groups. Some conclusions are drawn from the findings.Development of intelligence and cognitive style in the visually impaired has been a subject of speculation and little investigation. Most studies indicate at least equal performance on the part of the visually impaired when given verbal intelligence tests (

The Intellectual Status of Blind and Partially Sighted Children in Croatia Assessed by WISC-IV During Educational and Vocational Guidance: Basic Findings and Relevant Factors

“…Namely, on the Digit Span subtest, blind and partially sighted pupils achieve results equal to the norms (although blind with an obvious tendency to higher results), while on the Letter-Number Sequencing subtest the results of both groups of pupils are significantly below the norms. Regarding the Digit Span subtest, such findings are mostly consistent with previous research (Mommers, 1976;Stančić &Ljubešić, 1973;Tillman, 1967;Vander Kolk, 1982), although those studies also indicate significantly superior performance of the blind compared to the sighted population. That can be explained by the presumption that, in general, blind people can concentrate better, because there is no interference from visual stimulation and often have better auditory memory, because they are more focused on it due to their lack of vision.…”

“…Since all deviations from the norms in the VCI sub-tests are statistically significant (Table 3d), it can be said that the results are only partially in line with the findings of previous research, primarily in terms of lower results on the Vocabulary subtest (Mommers, 1976;Stančić & Ljubešić, 1973;Tillman, 1967). Previous research almost systematically indicates how the blind and partially sighted achieve results equal to the sighted population on the Vocabulary subtest (Mommers, 1976;Stančić & Ljubešić, 1973;Tillman, 1967), while some research indicates even better results than the norms in the Similarities subtest (Vander Kolk, 1982). Lower results of blind and partially sighted pupils in Croatia compared to previous international research can be explained by differences in research method (earlier research used an older and less demanding version of the WISC, samples are smaller, participants' age only partially comparable), but also possible differences in social support factors and in the relevant characteristics of blind and partially sighted participants.…”

“…With regard to the first research problem, it can be said that use of an earlier version of the WISC in the assessment of the intellectual status of blind and partially sighted schoolage children in Croatia (Stančić & Ljubešić, 1973), as well as the WISC-IV representation in other international studies of cognitive functioning (Mommers, 1976;Tillman, 1967;Vander Kolk, 1982), strongly suggests the use of this instrument in assessing the intellectual status of blind and partially sighted school children in contemporary Croatian educational circumstances, although with minimal adjustment of instructions and time limit in several tasks. In order to check if there are additional specifics that would challenge the appropriateness of the application of the WISC-IV in the modern Croatian population of blind and partially sighted school children, the available data on developmental-biological, medical, and social support factors was analyzed.…”

“…Relevant features of the compared WISC-IV results of blind and partially sighted children are certainly additional developmental difficulties of predominantly biological origin, about which there is no data in the mentioned international research (Mommers, 1976;Tillman, 1967;Stančić & Ljubešić, 1973;Vander Kolk, 1982), and are present in 53% of the Croatian sample. These difficulties, combined with certain forms of cultural deprivation of a small number of blind Roma children, can be an additional reason for the lower results of the conducted research, compared to the previous ones.…”

Visual impairment and cognitive performance: A nationwide study of 1.4 million adolescents

“…Several investigations have addressed directly the impact of naturally occurring or simulated reduced vision on cognitive test performance, mostly in the adult population. While some exemplified null effects, 29,30 others have demonstrated that specific cognitive domains, particularly non-verbal skills, are more susceptible to low vision. 31 Contrary to these mixed findings, the present study showed that VI was associated with reduced cognitive…”