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Table 5. 

Intercorrelations of Global Form and Motion Thresholds with Cognitive Test Scores

TestBehavioral FunctionGlobal Form CoherenceGlobal Motion Coherencen
Beery VMI Visuomotor (drawing) r = −.12 r = −.25 147 
p = .16 p = .002*** 
Woodcock–Johnson Applied Problems subtest Mathematics—word problems r = −.05 r = −.21 88 
p = .66 p = .05
Woodcock–Johnson Calculation subtest Mathematics—numerical problems r = −.04 r = −.17 144 
p = .67 p = .05
Panamath % correct Numerosity judgment r = −.22 r = −.29 62 
p = .76 p = .02
NIH Toolbox Reading Reading single words r = .02 r = .08 133 
p = .80 p = .35 
TestBehavioral FunctionGlobal Form CoherenceGlobal Motion Coherencen
Beery VMI Visuomotor (drawing) r = −.12 r = −.25 147 
p = .16 p = .002*** 
Woodcock–Johnson Applied Problems subtest Mathematics—word problems r = −.05 r = −.21 88 
p = .66 p = .05
Woodcock–Johnson Calculation subtest Mathematics—numerical problems r = −.04 r = −.17 144 
p = .67 p = .05
Panamath % correct Numerosity judgment r = −.22 r = −.29 62 
p = .76 p = .02
NIH Toolbox Reading Reading single words r = .02 r = .08 133 
p = .80 p = .35 

Correlations calculated on studentized residuals of raw test scores against age and sex. Note that low thresholds indicate good performance—hence negative correlations. Results with significance levels of p ≤ .05 are indicated in bold type (*p ≤ .05, ***p ≤ .005).

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