Date of Award
Summer 2024
Document Type
Open Access Thesis
Department
Public Health
First Advisor
Erin Smolak
Abstract
Purpose – This study aims to investigate the impact of two types of factors on IQ test performance in children with variation in language ability. The two types of factors studied here are: a) test characteristics (i.e., complexity of test directions) and test-taker characteristics (i.e., language ability). Method – Four participants, ages 4-7, completed norm referenced assessments for language and intelligence. Results – Descriptive results suggest no discernable trends between performance on language assessments and nonverbal IQ measures. The results demonstrated a discernable negative trend between performance on nonverbal IQ measures and linguistic complexity of instructions. Implications – While the findings do not support previous research finding a relationship between nonverbal IQ performance and language ability, it does support previous research demonstrating the negative relationship between linguistic complexity of directions and performance on nonverbal IQ tasks. These findings demonstrate the need for research and clinical professionals to evaluate the test-factors that may impact performance, especially for clinical populations.
Rights
© 2024, Sandra Danelle Irvin
Recommended Citation
Irvin, S. D.(2024). Nonverbal IQ Test Performance in Preschool-Age Children with Varying Language. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/7964