Irina E. Rzhanova

Background. In a rapidly changing society, locus of control becomes an important psychological indicator reflecting an individual’s readiness to actively manage their own life. Research shows that an internal locus of control is associated with higher levels of psychological well-being, academic achievement, and social responsibility. The relevance of studying the factors that influence the development of locus of control in childhood and adolescence is determined by its high plasticity during this period and the possibility of targeted influence through the family environment.

Objective. The present study focuses on the relationship between parental and child locus of control in the context of parent–child relationships in intact two-child families. Particular attention is given to the analysis of both direct and indirect influences (through parental attitudes) of parental locus of control on children’s locus of control.

Design. The sample consisted of 278 families (N = 1,112 individuals). The Questionnaire of Locus Control and the “Parent-Child Interaction” questionnaire were used for assessment. Data analysis was conducted using the Actor–Partner Interdependence Model (APIM).

Results. Parents with a more internal locus of control demonstrated more positive attitudes toward their children, which in turn was positively associated with the development of an internal locus of control in siblings. Maternal locus of control was found to play a particularly important role, exerting both direct and indirect influences on children’s locus of control. Within the parental dyad, maternal influence was expressed not only as actor effects but also as partner effects, through its impact on paternal attitudes toward the children. It was also shown that children’s subjective perception of a parental positive attitude is a particularly significant mediator between parental and child locus of control.

Conclusion. The obtained data emphasize the significance of the family environment, specifically positive parental attitude, in the formation of locus of control in children.

Background. Fluid intelligence is an integral cognitive ability that involves solving new non-standard problems. It strongly predicts academic and professional achievement, whereas a low level of fluid intelligence is an important predictor of learning problems. Clinical studies of fluid intelligence are of interest for the development of training programs in various groups of children with special needs. This article presents a study on fluid intelligence in children with learning disabilities.

Objective. This study aimed to investigate characteristics of fluid intelligence and its relationships with other cognitive characteristics in children with learning disabilities.

Design. This study involved 93 children, divided into two groups: 55 typically developing children (control group) and 38 children with learning disabilities (clinical group). To assess intelligence characteristics, this study employed the Kaufman Assessment Battery for Children (KABC-II) and the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V).

Results. A reduction was found in fluid intelligence, working memory, short-term memory, long-term memory, processing speed, visual-spatial abilities, and verbal abilities in the group of children with learning disabilities compared to the control group. In the clinical group, fluid intelligence was strongly associated with a greater number of cognitive parameters compared to the control group.

Conclusions. It is possible to assume that a close connection of fluid intelligence with the assessed cognitive characteristics in the group of children with learning disabilities may be due to general challenges in cognitive development.

Background. The assertion of sex differences in verbal abilities is a highly controversial subject. Some studies have demonstrated a female advantage; other studies have found higher rates in males. The results depended on the type of verbal ability that was studied, the cultural context, and the ages of the subjects. There are two types of theories that have been developed to explain the existence of sex differences in cognitive abilities. Social theories explain the differences as caused by social determinants. Biological theories consider biological factors such as prenatal development conditions and hormone levels, among others, as the cause of sex differences.

Objective. To investigate sex differences in verbal abilities in children of different ages.

Design. Two different editions of Wechsler tests were used. For children age 2.5 to 5 years, the Wechsler Preschool Primary Scale of Intelligence (WPPSI-IV) was used. For children age 6 and older, we administered the Wechsler Intelligence Scale for Children (WISC-V). The total sample included 313 children.

Results. The study found significant sex differences in performance on the Verbal Comprehension Scale in children of different ages. At the age of 2 to 4 years, the girls performed better than the boys. In the group of boys, there was a significant increase in verbal abilities at the age of 8–9 years. By the age of 10–11 years, boys began outperforming girls on the Verbal Comprehension Index. Scores on the Verbal Comprehension and Visual Spatial subtests for the boy sample showed stronger correlations than in the girl sample in all age groups.

Conclusion. Sex differences in verbal abilities varied depending on the age of the children. The boys showed a stronger integration of their verbal abilities into the structure of their intelligence than the girls.