The Relationship Between Intelligence and Performance on the Test of Variables of Attention (TOVA)

Abstract

The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omission, errors of commission, mean correct response time, and variability, as well as on performance on the freedom from distractibility (FD) factor on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Seventy-nine adults participated in the study, including 17 with ADHD and 62 college students without ADHD. Pearson product-moment correlations indicated that none of the correlations between Full Scale IQ (FSIQ) and TOVA variables were significant. Analysis of variance results revealed that adults with ADHD made more errors of omission on the TOVA than did controls. Between-group differences were not found on the remaining dependent variables.

Methyl mercury exposure and neurodevelopmental outcomes in the Seychelles Child Development Study Main cohort at age 22 and 24years

“…Maternal IQ, determined by the Matrices subtest of the K-BIT given to mothers at the child’s 10-year evaluation, was included in CANTAB and Finger Tapping analyses as a continuous variable (Davidson et al, 2011; van Wijngaarden et al, 2013b). Child full scale IQ as measured by the Wechsler Intelligence Scale-III at 9 years of age was a covariate for HB outcomes and for attention outcomes at 24 years (Davidson et al, 2011; Weyandt et al, 2002). Life course stress up to 22 years of age was included as a covariate for POMS outcomes and was defined here as the sum of significant life events (separations or divorces, death of someone close to the subject, severe illness in the immediate family, and household disasters) throughout the duration of follow up reported by the mother up to 17 years of age, which was subsequently updated with information provided by the participant (19 years and older) at the time of developmental testing at 19 and 22 years of age (van Wijngaarden et al, 2013b).…”

Inattention, Hyperactivity, and Emergent Literacy: Different Facets of Inattention Relate Uniquely to Preschoolers' Reading-Related Skills

“…Research is needed examining the unique and overlapping correlates of these measures to better understand the similarities and differences regarding the behavioral constructs that these measures reflect. The primary aim of this study was to examine how different manifestations of inattentive and hyperactive/impulsive behaviors, as measured by different methods of assessment, relate to emergent literacy while controlling for several important factors such as age (Lahey, Pelham, Loney, Lee, & Willcutt, 2005; Lin, Hsiao, & Chen, 1999), gender (Christian, Morrison, & Bryant, 1998; Gershon & Gershon, 2002), SES (Arnold & Doctoroff, 2003; Offord et al, 1987) and general cognitive ability (Weyandt, Mitzlaff, & Thomas, 2002) that have been shown to be associated with IA and H/I and with early reading abilities. It was hypothesized that, as with older children, measures of IA, but not H/I, would be uniquely related to measures of emergent literacy.…”

Multi-method assessment of ADHD characteristics in preschool children: Relations between measures

“…For example, cognitive ability has been shown to impact performance on CPT-type tasks (Weyandt, Mitzlaff, & Thomas, 2002). Younger children typically produce more errors on the CPT (Lin et al, 1999) and are generally rated as having higher levels of inattentive and hyperactive/impulsive behaviors (Lahey et al, 2005) compared to older children, making age a relevant factor.…”