Alghamdi Rana J, Murphy Melanie J, Goharpey Nahal, Crewther Sheila G
Department of Psychology and Counselling, La Trobe University, Melbourne, VIC, Australia.
Department of Psychology, King Saud University, Riyadh, Saudi Arabia.
Front Hum Neurosci. 2021 Aug 17;15:667612. doi: 10.3389/fnhum.2021.667612. eCollection 2021.
Speed of sensory information processing has long been recognized as an important characteristic of global intelligence, though few studies have concurrently investigated the contribution of different types of information processing to nonverbal IQ in children, nor looked at whether chronological age vs. months of early schooling plays a larger role. Thus, this study investigated the speed of visual information processing in three tasks including a simple visual inspection time (IT) task, a visual-verbal processing task using Rapid Automatic Naming (RAN) of objects as an accepted preschool predictor of reading, and a visuomotor processing task using a game-like iPad application, (the "SLURP" task) that requires writing like skills, in association with nonverbal IQ (Raven's Coloured Progressive Matrices) in children ( = 100) aged 5-7 years old. Our results indicate that the rate and accuracy of information processing for all three tasks develop with age, but that only RAN and SLURP rates show significant improvement with years of schooling. RAN and SLURP also correlated significantly with nonverbal IQ scores, but not with IT. Regression analyses demonstrate that months of formal schooling provide additional contributions to the speed of dual-task visual-verbal (RAN) and visuomotor performance and Raven's scores supporting the domain-specific hypothesis of processing speed development for specific skills as they contribute to global measures such as nonverbal IQ. Finally, RAN and SLURP are likely to be useful measures for the early identification of young children with lower intelligence and potentially poor reading.
长期以来，感觉信息处理速度一直被视为整体智力的一个重要特征，不过很少有研究同时调查不同类型的信息处理对儿童非言语智商的贡献，也没有考察实际年龄与入学月数哪个发挥的作用更大。因此，本研究调查了三项任务中的视觉信息处理速度，这三项任务包括一项简单的视觉检查时间（IT）任务、一项使用物体快速自动命名（RAN）的视觉-言语处理任务（物体快速自动命名是一种公认的学龄前儿童阅读预测指标），以及一项使用类似游戏的iPad应用程序的视运动处理任务（“SLURP”任务，该任务需要书写技能），并将其与5至7岁儿童（= 100）的非言语智商（瑞文彩色渐进矩阵测验）相关联。我们的结果表明，所有三项任务的信息处理速度和准确性都随年龄增长而发展，但只有RAN和SLURP速度随着入学年限有显著提高。RAN和SLURP也与非言语智商分数显著相关，但与IT无关。回归分析表明，正规学校教育的月数对双重任务视觉-言语（RAN）和视运动表现的速度以及瑞文分数有额外贡献，这支持了特定技能处理速度发展的领域特定假设，因为这些技能有助于提高诸如非言语智商等整体指标。最后，RAN和SLURP可能是早期识别智力较低和可能阅读能力较差幼儿的有用指标。
