Analyzing the Impact of Explicit and Implicit Cognitive Constructs on NVIQ Test Performance

Lancaster, Hope Sparks and Milne, Alice and Gordon, Katherine and Emerson, Samantha N. and Selin, Claire (2024) Analyzing the Impact of Explicit and Implicit Cognitive Constructs on NVIQ Test Performance. Other. OSF Preprints.

Abstract

Purpose: Children with neurodevelopmental disorders historically have lower and more unstable nonverbal intelligence (NVIQ) scores compared to their typical peers. Herein, we posited that the intrinsic characteristics of the tests themselves, specifically the cognitive constructs they assess, might explain both the lower scores and variability across tests and over time. Using a qualitative approach, we examined how the explicit and implicit constructs are tapped on NVIQ tests and how these constructs compare across tests. Methods: Current editions of seven NVIQ tests were selected based on their use in clinic and research settings. Qualitative codes of constructs were determined through iterative development amongst SLPs and researchers. Codes focused on aspects of cognition most impacted in highly prevalent neurodevelopmental conditions, specifically attention deficit hyperactivity disorder and developmental language disorder. Results: We identified four main constructs across the tests which can impact measures of NVIQ in individuals with neurodevelopmental disorders. These constructs were attention, pattern learning, receptive language, and working memory. NVIQ tests differ qualitatively on these four constructs. Conclusions: Our findings suggest that the explicit and implicit constructs on NVIQ tests may explain why children with neurodevelopmental disorder have lower and more unstable NVIQ test scores compared to peers. We provide recommendations for use of NVIQ tests with neurodevelopmental disorder populations. We encourage SLPs and researchers to use our results to guide test interpretation and selection.