Cognitive Abilities That Measures Four Global Areas

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

Bob Schmoe is a 34-year-old Caucasian male who was referred by his Department of Rehabilitation caseworker for an evaluation. His intelligence was measured using the Wechsler Abbreviated Scales of Intelligence (WASI). There were four subtests measured, two of which were verbal and the other two were non-verbal. Bob’s nonverbal abilities, specific analyses of subtest scores and math computation skills showed both fell within the low average range. Bob’s visual spatial skills fell within the low average range as well. In addition, Bob’s spelling skills fell within the borderline range. Lastly, Bob scored highest in his verbal comprehension and word reading even though both fell within the average percentile of his age group. Altogether,

This study examined administration and scoring errors made by graduate students when administering the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG). In the past studies have been conducted on graduate student errors made on other assessment of cognitive abilities, such as the Wechsler Scales. This study's findings were similar to previous studies.

A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child’s abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be tested: the Luria neurological processing theory and Cattell-Horn-Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell-Horn-Carroll model, you will obtain the Fluid-Crystallized Index with the areas of long-term storage and retrieval, short-term memory, visual processing, fluid reasoning, and crystallized ability. This assessment is also more child-friendly because of the visuals throughout the test. A weakness of this assessment is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

In this paper, I will present my findings about the two testing (Cognitive Ability Test

Due to concerns regarding T’Niq not having his glasses during the administration of the WISC-, he was administered the CTONI-2 to obtain a measure of his general intelligence utilizing a nonverbal format. T’Niq obtained a full-scale IQ score of 79 on the CTONI-2 which falls at the 8th percentile, indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T’Niq’s score of 79 on the CTONI-2 is consistent with his score of 73 on the WISC-IV administered at age 9.

The Fluid Reasoning Index measures the EE104’s ability to think logically. This index is composed of the Matrix Reasoning and Figure Weights subtests. On these tests, EE104 was asked to solve new problems independent of previous knowledge. Fluid Reasoning is a strength for EE104. Additionally, the Matrix Reasoning subtest was a strength for EE104, which implies that he has relative strength in inductive reasoning (ability to take multiple facts, and then, make an educated hypothesis) relative to quantitative reasoning (ability to apply mathematical concepts and skills to solve real-world problems). On the Fluid Reasoning Index, EE102 obtained a standard score of 100, which falls within the average range and at the 50th percentile.

In order to determine whether THIC was an appropriate measure for assessing IQ, we need to establish first the congruence with guidelines of The British Psychological Society (BPS, 2009). The THIC yields no result when researching the approved Registered Tests database, therefore illustrates cearly that it was not a relevant test to administer. Furthermore, when considering using THIC, a specific test used

The Queendom Verbal IQ Test comprised of 70 items which includes items on analogies, idioms and expressions, vocabulary and reading comprehensions, with the objective assessing verbal abilities. With a sample size of approximately 120,000 (M = 100, SD = 15), the reliability as internal consistency

Results of this assessment should not be the only indicators of Mayra’s cognitive abilities. A comprehensive and accurate assessment would need to include other assessments interpreted in conjunction with the DAS-II results in order to provide a more comprehensive picture of her skills. Also, this assessment does not take into account Mayra’s current and past environmental influences, motivation, and other personality characteristics that may influence her cognitive abilities. The following results should be considered with extreme caution as the assessment was administered by an assessor-in-training. Procedural mistakes were made during the administration, which affect the ability to interpret the score

Human intelligence is one of the most complex and abstract things in the world, but because of one test created by Lewis Terman, a professor of psychology at Stanford University, we are able to see it as a small, simple number (Epstein, 1973). An Intelligence Quotient (IQ) Test scores human intelligence on a numerical scale. Within this scale there are several categories which people are placed in as shown in Table 1. These scores, categories, labels, are tidy, easy to remember, and can greatly influence one’s life. They can act almost like a name tag, and become an identifying factor wherever you go.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

The Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) is a psychological test administered individually as a measure of cognitive ability for people in the age range of 16 to 90 years of age (Climie & Rostad, pp. 581-586, 2011). The administration of this assessment may be performed by trained technicians, however, the Administration and Scoring Manual states that it is imperative that all interpretation should be done by professionals to which have adequate training in and experience with standardized clinical instruments (Wechsler, 2008). The WAIS-IV was published by Pearson in 2008, and was meant to provide comprehensive and modified developmental norms, improve psychometric properties and clinical usefulness, and improve the easiness

Review of the Universal Nonverbal Intelligence Test by LAUREN SCANLAN, School Psychology Graduate Student, University of Nebraska – Lincoln, Lincoln, NE: