The Wechsler Intelligence Scale for Children-IV (WISC-IV) was administered to Jasmine to assess her cognitive ability. The Full Scale score IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimates of global intellectual functioning. Jasmine demonstrated significant variabilities in her performance, which may have affected the validity of her Full Scale IQ. Therefore, it is not reported at this time. Based on her performance on the Perceptual Reasoning subtests, her PRI score seems to be a better indicator of her cognitive ability. The Verbal Comprehension Index (VCI) consists of three subtests: Similarities, Vocabulary and Comprehension. These subtests assessed Jasmine’s verbal reasoning, concept formation and previously acquired knowledge. They required that she access her skills with understanding verbal information, reasoning and expressing thoughts verbally. Jasmine’s overall performance in the Verbal Comprehension Scale (SS: 69; 2nd%ile; 95% confidence level 64-78) were well below the average range. Jasmine demonstrated difficulty expressing in words how two words are similar or alike. She struggled in demonstrating knowledge of the commonality between the following …show more content…
These subtests required Jasmine to examine and think about the information presented in blocks, geometric designs, and puzzles in order to solve nonverbal problems using hand-eye coordination, while working quickly with visual information. Jasmine’s demonstrated average to low average perceptual reasoning skills as evidenced by her standard score of 90 (25th%ile, 95% confidence level = 83-98). She displayed excellent skills in using puzzles to make a picture (Block Design) and to solve problems through looking at a matrix, whereas her performance on the Picture Concepts subtest was in the low average
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories. According to Robert Sternberg’s Successful (Triarchic) Theory of Intelligence, are Hector’s difficulties in philosophy indicative of future difficulties in the business world? According to Sternberg’s Theory of Intelligence, Hector’s difficulty in philosophy will not negatively affect his future. Sternberg would instead focus on elements of successful intelligence like Hector’s involvement and contribution as an individual, as opposed to relying on intelligence measured by tests.
At sixteen, she has entered the adolescence stage and entered puberty. She demonstrated normal physical movement and had no signs of any disability that pertained her from adequate physical activity. Both her gross and motor skills were visible in the observation. Her cognitive development is visible, when she is able to think and make fast decisions to problems as they arise. Her cognitive development has reached a point where she no longer views problems in a concrete way but rather think abstractly about them in solutions. The ability to solve problems the last minute and look for solutions make her cognitive development ready for early adulthood. While she was not given a grade right away for her presentation, it was clear in the observation that her overall school performance is at or above normal level. It is inferred though this observation that the child has good communication skills which is something most peers her age can be lacking
The child’s lexical inventory is well developed. She has no troubles with finding words to express her thoughts. Not many words are repeated and that illustrates that she has a vast vocabulary to where she does not have to borrow words. She does not over or under extend the usage of her words.
Intelligence tests have been developed by scientists as a tool to categorize army recruits or analyze school children. But still discussing what intelligence is, academics have a difficult time defining what intelligence tests should measure. According to the American researcher Thorndike, intelligence is only that what intelligence tests claim it is (Comer, Gould, & Furnham, 2013). Thus, depending on what is being researched in the test and depending on the scientist’s definition of intelligence the meaning of the word intelligence may vary a lot. This essay will discuss what intelligence is in order to be able to understand the intelligence theories and aims of intelligence tests.
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Learning disabilities are considered to be neurobehavioral disorders (Stewart 2002 p. 4). These disorders are classified as an abnormality in the way that the brain processes information (Stewart 2002 p. 4). It should be noted that neurobehavioral disorders are not considered intellectual disabilities, but rather a difference in cognition, as well as difficulties in the way an individual understands outside stimuli and how the person interacts with the world (Stewart 2002 p. 4). Though learning disorders have traditionally been defined as disorders that explain verbal deficits, recently, there has been a shift in changing the definition of learning disorders to neuropsychological disorders that affect learning and behavior (Grodzinsky et al., 2010 p. 435). Nonverbal Learning Disorder is an example of a disorder that is classified as a neurobehavioral disorder in which the right hemisphere of the brain is affected (Harendek & Rouke 1994 p. 144, Stewart 2002 p. 4). This paper contains a literature review of information pertaining to Nonverbal Learning Disorder.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
Kamphaus, R. W., Winsor, A. P., Rowe, E. W., & Kim, S. (2005). A history of intelligence test
World War I convinced the U.S. Army to use intelligence testing to match recruits with the right military job due to the need to categorize rapidly the millions of men drafted into the army. Hence, two distinct intelligence tests, as developed by Yerkes with other psychologists, were given to the draftees; Army Alpha tests for those able to read English and Army Beta tests for those illiterate in English. Subsequently, the numerical scores of the Alpha and Beta tests were translated to letters grades ranging from A to E. The A group included the high officer type, while the B group included men of less superior
The demographic used for the study is described as “highly advantaged children (middle-class whites with IQs of at least 135)…” (Gallagher). An IQ of 135 or higher is a very selective group and less than 1% of the entire world fits that criteria (“What Goes Into the Making of a Genius?”). With an IQ at or over 135, these children are more susceptible to anxiety, stress, and relationship issues among peers (“Social and Emotional Issues”). These troubles could directly impact their happiness and have a large effect on their lives if the issues persist. The results are even more limiting when the other factors such as race and financial background are taken into account. The lives led by these children are by no means typical and having access to certain advantages and a greater susceptibility to certain conditions can have an impact on the results. When 99% of the world is exempt from this study and the results are being applied to such a broad spectrum, it is not an acceptable application of the provided
Visual learners make up about 65 percent of our population. Many people in the world are visual learners. Visual learners can remember information presented in pictures, charts, and diagrams or written information. They remember w...