This study explores the relationship of intelligence to the Wisconsin Card Sorting Test, Stroop Color-Word Test, Oral Word Fluency Test, Design Fluency Test, Trail Making Test, contrasted with Rey Complex Figure Test, Rey Auditory Verbal Learning Test, Wide Range Achievement Test, and Underlining Test in average, above average and gifted children. Full-Scale IQ was significantly related to Wisconsin Card Sort Perseverative and Non-Perseverative Errors, Stroop Color-Word Test, Color-Word condition, Controlled Oral Word Fluency, Design Fluency, Rey Complex Figure, and Underlining conditions but not Trails or Rey Auditory Verbal Learning Test. MANCOVA's show gifted children outperformed other children on the executive but not the non-executive tests. Finally, the nature of the neuropsychological/IQ relationship was explored by further analyses.

This study explored premorbid, neurocognitive, behavioral, and familial factors in preschoolers, ages 3-6, who experienced a mild to moderate traumatic brain injury (TBI). Twenty-nine children with TBI, 33 children with mild to moderate injuries to other body regions, and 34 non-injured children participated in the study. Neuropsychological assessments and behavioral measures were administered at the time of hospitalization and 6 months later. In comparison to the non-injury children, preschool-aged children with TBI had higher rates of premorbid behavior difficulties, lower premorbid cognitive functioning, and poorer development of pre-academic skills. In addition, parents of children with TBI reported greater situational issues and life stressors than parents of children in the non-injured group. Some neurocognitive recovery was evident in the TBI group, but no differences were recognized in behavioral and family measures at the 6-month follow-up. This study emphasizes the relative effects of premorbid characteristics in later practice of preschool children who sustain TBI.

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When children experience learning difficulties, an appropriate evaluation of abilities and skills can provide the foundation for an accurate diagnosis and useful recommendations. When comprehensive information about a child's brain-related strengths and weaknesses is necessary to understand potential sources of the problem and implications for functioning, a neuropsychological evaluation is most often the best choice. This paper was written to help parents, educators, health care providers, and third-party payors to understand the nature of neuropsychological assessment and to choose the type of evaluation that will furnish relevant information for the child's educational planning.

This article reviews the literature related to studies measuring various cognitive properties in suicidal patients. It provides a structural framework with which to classify the studies, and employs the categories of suicidal logic, cognitive style, social cognition, and cognitive control. The methodological issues discussed include: sample characteristics, operational definitions of suicidal behaviors, use of appropriate control groups, and the temporal nature of assessment. Improvements in experimental design are suggested for use in future research.