The incidence of traumatic brain injury (TBI) in the United States is approximately 1.7 million cases per year.¹ The prevalence of disability associated with TBI ranged from 2.5 million to 6.5 million people, and the total annual cost of TBI has been estimated to be $60 billion.² These figures attest to the importance of TBI as a public health concern.

We have sought to adapt and validate a NART-like Spanish test, the Word Accentuation Test (WAT: Del Ser, Montalvo, Espinosa, Villapalos, & Bermejo, 1997) to estimate acquired intelligence in local normal older adults. The test requires examinees to read aloud infrequent, irregularly stressed Spanish words, a situation that presumably requires lexical knowledge. Results in a sample of 74 participants show that the revised WAT (i.e., the WAT for Buenos Aires) has good concurrent validity with the WAIS Vocabulary subtest and number of years of formal education, as well as high internal consistency. Performance on this test was dissociated from age, memory, or frontal/executive measures.

Spanish is the fourth most spoken language in the world, and the majority of Spanish speakers have a Latin American origin. Reading aloud infrequently accentuated words has been established as a National Adult Reading Test-like method to assess premorbid intelligence in Spanish. However, several versions have been proposed and validated with small and selected samples, in particular geographical conditions, and they seldom derive a formula for IQ estimation with the Wechsler Adult Intelligence Scale (WAIS) Full-Scale IQ (FSIQ). The objective of this study was to develop equations to estimate WAIS-Third Edition (WAIS-III) FSIQ from the Word Accentuation Test-Revised (WAT-R), demographic variables, and their combination within diverse Latin American samples. Two hundred and forty participants from Argentina and Colombia, selected according to age and years of education strata, were assessed with the WAT-R, the WAIS-III, and a structured questionnaire about demographic and medical information. A combined approach including place of birth, years of education, and WAT-R provided the best equation, explaining 76% of IQ variance. These equations could be useful for estimating premorbid IQ in patients with Latin American Spanish as their birth language.

Journal editors have a large amount of power to advance open science in their respective fields by incentivising and mandating open policies and practices at their journals. The Data PASS Journal Editors Discussion Interface (JEDI, an online community for social science journal editors:www.dpjedi.org) has collated several resources on embedding open science in journal editing (www.dpjedi.org/resources). However, it can be overwhelming as an editor new to open science practices to know where to start. For this reason, we created a guide for journal editors on how to get started with open science. The guide outlines steps that editors can take to implement open policies and practices within their journal, and goes through the what, why, how, and worries of each policy and practice. This manuscript introduces and summarizes the guide (full guide:https://doi.org/10.31219/osf.io/hstcx).