Preschool Children's Performance on the Raven's Coloured Progressive Matrices and the Peabody Picture Vocabulary Test

Garrity, Linda I.; Donoghue, James T.

doi:10.1177/001316447603600433

Cited by 3 publications

(3 citation statements)

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“…Furthermore, children with higher NVIQ and working memory scores showed faster performance in multisensory MRT tasks [ 20 ]. In the current study, NVIQ was also significantly correlated with vocabulary tasks (PPVT and EVT), which is in line with the body of evidence that indicates that receptive and expressive vocabulary tests are highly correlated with performance on the measures of NVIQ in both adults and children [ 32 , 73 , 74 ].…”

Section: Discussionsupporting

confidence: 91%

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Alhamdan

Murphy

2023

Brain Sciences

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Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven’s Colored Progressive Matrices; abbreviated as RCPM), speed of visual–verbal processing in the Rapid Automatic Naming (RAN) test, Eye–Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5–6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status.

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Section: Discussionsupporting

confidence: 91%

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Alhamdan

Murphy

2023

Brain Sciences

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“…Where the metaanalyst has a number of large samples, the simplest procedure is to ignore small samples and confine the analysis to studies where sample sizes are considered acceptable. Data providing sex differences on the progressive matrices differ considerably in the sample sizes, ranging from 43,825 for 5-year-olds on the Colored Progressive Matrices in Taiwan (Hsu, 1976) to 22 for 5-year-olds on the same test in the United States (Garrity & Donaghue, 1976). To accord these two studies, equal weight in a meta-analysis cannot be regarded as a reasonable procedure.…”

Section: Criteria For Selection Of Studiesmentioning

confidence: 99%

Sex differences on the progressive matrices: A meta-analysis

2004

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“…(15, 29, 30)], relatively little attention has been paid to directly exploring the unique contribution of vocabulary scores (expressive and receptive) to the non-verbal ability of individuals with ID.…”

Section: Introductionmentioning

confidence: 99%

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

et al. 2016

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It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical development (TD) of similar mental age were compared to determine the unique contribution of visual and verbal short-term memory (STM) and WM and the additional variance contributed by vocabulary scores. No significant group differences were found in the non-verbal test scores or receptive vocabulary scores, but there was a significant difference in expressive vocabulary. Regression analyses indicate that for the TD group STM and WM (both visual and verbal) contributed similar variance to the non-verbal scores. For the ID group, visual STM and verbal WM contributed most of the variance to the non-verbal test scores. The addition of vocabulary scores to the model contributed greater variance for both groups. More unique variance was contributed by vocabulary than memory for the TD group, whereas for the ID group memory contributed more than vocabulary. Visual and auditory memory and vocabulary contributed significantly to solving visual non-verbal problems for both the TD group and the ID group. However, for each group, there were different weightings of these variables. Our findings indicate that for individuals with TD, vocabulary is the major factor in solving non-verbal problems, not memory, whereas for adolescents with ID, visual STM, and verbal WM are more influential than vocabulary, suggesting different pathways to achieve solutions to non-verbal problems.

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Preschool Children's Performance on the Raven's Coloured Progressive Matrices and the Peabody Picture Vocabulary Test

Cited by 3 publications

References 6 publications

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Sex differences on the progressive matrices: A meta-analysis

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

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