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--- mrepo:topics:childhoodcognitiveability [18/01/2018 @ 11:27] – external edit 127.0.0.1
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+==== Childhood Cognitive Ability ====
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+The cognitive tests administered in childhood and adolescence in NSHD were all ones of intellectual ability; tests of functional performance (memory, speed of processing, executive function, etc.) were first given at [[questionnaires:1989|age 43 years]]
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-The cognitive tests administered in childhood and adolescence in NSHD were all ones of intellectual ability; tests of functional performance (memory, speed of processing, executive function, etc.) were first given at <html><a href="https://secure.ctu.mrc.ac.uk/lha_nshd/members/1989.html"></html>age 43 years<html></a><br></html>
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-Four tests devised by the National Foundation for Educational Research (NFER) were used: <html><br></html> 1.  Reading Comprehension (selecting appropriate words to complete 35 sentences;<html><br></html> 2. Word Reading (ability to read and pronounce 50 words; <html><br></html> 3. Vocabulary (ability to explain the meaning of 50 words; <html><br></html> 4. Picture Intelligence, consisting of a 60-item non-verbal reasoning test.<html><br></html>
+Four tests devised by the <html><b>National Foundation for Educational Research</b></html> (NFER) were used: <html><br></html> 1. Reading Comprehension (selecting appropriate words to complete 35 sentences)<html><br></html> 2. Word Reading (ability to read and pronounce 50 words) <html><br></html> 3. Vocabulary (ability to explain the meaning of 50 words) <html><br></html> 4. Picture Intelligence (a 60-item, non-verbal reasoning test)<html><br></html>
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 Age 11
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-Four NFER tests were used: <html><br></html> 1. a verbal and non-verbal test, where participants were asked to select an appropriate word or shape to complete 80 different series, yielding scores for Verbal Intelligence and Non-verbal Intelligence; <html><br></html> 2. an arithmetic test comprising 50 addition, multiplication, subtraction and division sums, and two tests previously used at age 8 years; <html><br></html> 3. Word Reading;<html><br></html> 4. Vocabulary.<html><br></html>
+Four NFER tests were used: <html><br></html> 1. A verbal and non-verbal test, where participants were asked to select an appropriate word or shape to complete 80 different series, yielding scores for Verbal Intelligence and Non-verbal Intelligence <html><br></html> 2. An arithmetic test comprising 50 addition, multiplication, subtraction and division sums, and two tests previously used at age 8 years <html><br></html> 3. Word Reading<html><br></html> 4. Vocabulary<html><br></html>
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-At age 15 three tests were administered.<html><br></html> 1. the Heim Group Ability Test AH4 (Heim, 1970), a 130-item test requiring shape matching and selection, and verbal and number problems, yielding scores for Verbal Intelligence and Non-verbal Intelligence; <html><br></html> 2. the Watts-Vernon Reading Test, a 35-item test of reading comprehension requiring the participant to select an appropriate word to complete a sentence; <html><br></html> 3. a 47-item mathematics test, requiring the use of arithmetic, geometry, trigonometry and algebra.<html><br></html>
+ At age 15 three tests were administered:<html><br></html> 1. The Heim Group Ability Test AH4 (Heim, 1970), a 130-item test requiring shape matching and selection, and verbal and number problems, yielding scores for Verbal Intelligence and Non-verbal Intelligence <html><br></html> 2. The Watts-Vernon Reading Test, a 35-item test of reading comprehension requiring the participant to select an appropriate word to complete a sentence <html><br></html> 3. A 47-item mathematics test, requiring the use of arithmetic, geometry, trigonometry and algebra<html><br></html>
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-Scores for all of these tests are also available in normalised form for approximation to a standard IQ score.<html><br></html>
+Scores for all of these tests are also available in <html><b>normalised</b></html> form for approximation to a standard IQ score.<html><br></html>
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-Since these cognitive tests are highly inter-correlated, simple global scores can be calculated by summing the scores at each age.  If this is done it is recommended that each score is first standardised to a z score to allow for the varying ranges across the raw test scores, in the following way:<html><br></html>
+Since these cognitive tests are highly inter-correlated, simple global scores can be calculated by summing the scores at each age.  If this is done it is recommended that each score is <html><b>first standardised</b></html> to a z-score to allow for the varying ranges across the raw test scores, in the following way:<html><br></html>
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-Subtract the mean score (based on the analytic sample) from the individual score, then divide the difference by the standard deviation of the mean score.
+Subtract the mean score (based on the analytic sample) from the individual score, then divide the difference by the standard deviation of the mean score
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-Sum the resulting z scores, then re-standardise this total score.
+Sum the resulting z-scores, then re-standardise this total score
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+=== Obtaining the standard childhood cognitive ability variables ===
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+  * You can obtain a list of the standard topic variables to use in an NSHD data sharing request by selecting the link below.\\
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+**Please Note** that the childhood cognitive ability standard basket only contains the three summary, standardised //**COG..H**// variables, which are the most commonly-used covariates on this topic. For the full, detailed variable list please investigate this subject on [[skylark:skylark|Skylark]].
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+<html><b></html>{{mrepo:childhood_cognition.pdf|More information}} <html></b></html>is available on this topic - including the main variable naming conventions and some value labels.
+\\ \\ <html><b></html>
+[[https://skylark.ucl.ac.uk/Sparrow/search/html/keyword/mrepo:topics:childhoodcognitiveability | HTML version of the standard variables to view]]
+\\ \\
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MRC National Survey of Health and Development

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MRC Unit for Lifelong Health & Ageing at UCL