The Association Between IQ and Verbal Cognitive Performance of Stanford-Binet Intelligence Scales in a Sample of School Children
Keywords:
Verbal Cognitive, Stanford-Binet Intelligence, School ChildrenAbstract
Verbal cognitive performance is a strong predictor of academic achievement, particularly in
contexts where language skills are emphasized. This study aims to identify the predictors of verbal
cognitive performance in a sample of 6- and 7-year-old Iraqi schoolchildren. This is a cross-sectional study
that included 100 school children and was conducted in Baghdad/ Iraq, during the period from 1/3/2024 to
1/7/2024. Each child underwent individual testing using the Stanford Binet-5, administered by the
researcher. Scores from the verbal cognitive performance subtests and overall IQ scores were recorded. In
the hierarchical regression model, mother’s education was associated with each of the verbal, visual
spatial, quantitative reasoning, and knowledge domains. Lower child rank was significantly associated
with improved verbal fluid reasoning. The private school type was associated with improved verbal and
quantitative reasoning and knowledge domains. Adding the overall IQ to the model significantly improved
the predictive power across all domains. Based on the findings of the present study, demographic factors
(child rank, school type, and maternal education) were found to be significant predictors of verbal cognitive
domains. Full-scale IQ was the most significant predictor of verbal cognitive domains.
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