{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T06:07:50Z","timestamp":1788847670812,"version":"build-2803163510"},"reference-count":37,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T00:00:00Z","timestamp":1788825600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100018990","name":"Alfaisal University","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100018990","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>\n                      The Comprehensive Test of Nonverbal Intelligence-2 (CTONI-2) assesses nonverbal intelligence from ages 6\u201390 with 6 subtests divided into a Pictorial composite and a Geometric composite. There was no previously validated Turkish version. The purpose of this study was to adapt the CTONI-2 for Turkish primary-school children aged 8\u201310 and to test its reliability and validity, while it was also applied to a small pilot sample of secondary-school children (\n                      <jats:italic>N<\/jats:italic>\n                      = 54) to examine performance levels on subtests and preliminary group differences by gender, grade level, and age.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The participants of the adaptation study were 590 primary-school students in Turkey. Internal-structure evidence was examined using CFA, and convergent validity was examined through correlations with Raven's Standard Progressive Matrices. KR-20 and test-retest techniques were employed to assess reliability. All six subtests were then administered to the pilot secondary-school sample. Patterns of performance were explored using independent-samples t-tests, one-way ANOVAs, and Pearson correlations, with raw-score percentages used only for exploratory descriptive interpretation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      CFA results showed a unidimensional structure with CFI = 0.95, RMSEA = 0.07 and CR = 0.78. KR-20 ranged from 0.79 to 0.94; test-retest from 0.81 to 0.96. The pilot application scores were between 64 and 72% of maximum score per subtest, with all means in the Average-to-Above-Average range. There were no significant differences between males and females. Grade 10 students performed better than Grade 11 students on Geometric Analogies (\n                      <jats:italic>d<\/jats:italic>\n                      = 0.83), and age was negatively correlated with geometric reasoning subtests (\n                      <jats:italic>r<\/jats:italic>\n                      = \u22120.28 to \u22120.33).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Given the small and unevenly distributed pilot sample, these findings should be interpreted cautiously. The results support the reliability and validity of the Turkish CTONI-2 in the primary-school adaptation sample and provide preliminary application evidence for secondary-school students.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1876351","type":"journal-article","created":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T05:35:49Z","timestamp":1788845749000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Turkish adaptation of the CTONI-2: psychometric properties and student performance profiles"],"prefix":"10.3389","volume":"17","author":[{"given":"Burhanettin","family":"Ozdemir","sequence":"first","affiliation":[{"name":"College of Business, Alfaisal University","place":["Riyadh, Saudi Arabia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nesrin","family":"Seef","sequence":"additional","affiliation":[{"name":"Gaziantep Universitesi","place":["Gaziantep, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Burcu","family":"Atar","sequence":"additional","affiliation":[{"name":"Hacettepe Universitesi","place":["Ankara, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,8]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"73","DOI":"10.4305\/METU.JFA.2019.2.10","article-title":"Mimarlik b\u00f6l\u00fcm\u00fc birinci sinif \u00f6grencilerinin g\u00f6rsel-mek\u00e2nsal becerileri \u00fczerine bir ara\u015ftirma","volume":"36","author":"Acar","year":"2019","journal-title":"METU J. 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