Gianna's Cognitive Abilities

The name of the test is The Wechsler Adult Intelligence Scale-Revised (WAIS-R). It was revised and developed so that it could update item content so that it could provide new standards, and so that it would still be effective as a basic tool of intelligence and an effective analytical and research tool. The purpose of this study were to determine the constructs measured by the test and the reliability of measurement across large normative and clinical models. It was intended to be a wide-ranging test of cognitive skills for adults for people over the age of sixteen. The Wechsler Adult Intelligence Scale-Revised is an Intelligence quotient

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

Chloe’s most recent review of cognitive and learning abilities was completed in early 2014. The key findings include stronger verbal intellectual skills (average) than non-verbal intellectual skills (low average); the abstract reasoning that is needed for many maths tasks. Whilst her working memory and processing speed

The current evaluation included an assessment of his cognitive processing using the WISC-V Anthony's performance across the various indexes ranged from Low Average to High Average. He obtained an overall FSIQ score of 101 (53rd percentile), which is classified as the Average range of cognitive abilities. He demonstrated a personal strength in his Fluid Reasoning skills. His Processing Speed, Working Memory, and Visual Spatial abilities were intact. Anthony displayed relative weaknesses in his Verbal Comprehension and

The Woodcock-Johnson III (WJIII) test is full battery of tests that when administered together provide a comprehensive, norm-referenced assessment of specific cognitive abilities, oral language, academic achievements, and general intellectual ability (Blackwell, 2001). The WJIII authors are Woodcock, McGrew and Mather (2001) and is published by Riverside. The WJIII is the third revision of the original Woodcock-Johnson Psycho-Educational Battery developed by Richard Woodcock and Mary E. Bonner Johnson (R. W. Woodcock & Johnson, 1977) and its revision the Woodcock-Johnson Psycho-Educational Battery-Revised (R. W. Woodcock & Johnson, 1989). The Woodcock-Johnson is currently in its fourth revision published in 2014

Wechsler Intelligence Scales. The Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) (Wechsler, 2003) was used to evaluate intellectual functioning in the majority (90%) of the children ages 6 to 16. However, some of the children (10%), ages 13 to 18, were evaluated by the Wechsler Abbreviated Scale of Intelligence - Second Edition (WASI-II) (Wechsler, 2011) in addition with the WISC-IV subtests comprising of the working memory (WMI) and processing speed (PSI) indexes.

Bennett presented with a constricted affect most of the time, as she appeared to suppress her emotions after she expressed her frustration with the way in which she was treated in the IEP. During testing of the WAIS, WIAT, and CVLT, she often spoke to herself quietly in a negative manner, including comments like “no, that is a dumb answer” and “no, that’s not it…” It seemed apparent that the longer she waited to respond, the more she became doubtful about her own answers, especially with the working memory-related questions. Moreover, she appeared immensely confused and uncertain during the entire section of the Block Design of the WAIS, suggesting that she has significant deficiency in her visual-spatial ability. Nevertheless, Ms. Bennett’s thought process seemed linear. She did not display any noticeable psychotic symptoms, as well as inattentive hyperactivity, and anxiety during the interview. Ms. Bennett was oriented to person, place, time and circumstance, and she completed the assessment with just a few water breaks in between the tests, as she was able to maintain alertness and attentiveness throughout the entire sessions. Ms. Bennett was administered the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV), a standardized assessment of overall cognitive functioning, potentially revealing individual cognitive strengths and weaknesses. On the WAIS-IV, Ms. Bennett scored a Full Scale Intelligence Quotient (FSIQ) of 71, falling within the Borderline range of

The purpose of this study was to learn about how students process numbers and quantities. At the start of the experiment, the student researcher asked me to familiarize myself with the experimental set-up by doing a few trial runs. I was asked to press the spacebar every time something appeared on the screen. Then, for the actual experiment, I was instructed to stare at a fixation point while resting my chin on a chinrest. On either side of the fixation point was a small circle. I was told that a number may or may not appear on the screen, but if one does appear, I was told to just ignore it. Then, one of the dots may suddenly be filled in. If and ONLY if a circle is filled in, we were asked to immediately press the spacebar. If no circles were filled in, we were not supposed to press the spacebar. We had to repeat this

The purpose of this research is to help inform my fellow classmates about the Kaufman Assessment Battery for Children (K-ABC). The Kaufman Assessment Battery for Children was developed by a team of psychologist who were husband and wife and it contains subtest that measure intelligence and achievement. The K-ABC was created to evaluate different groups of children from the ages 2 ½ to 12 ½ and the groups it consisted of testing were preschoolers, minority groups, and groups with learning disabilities. I am going to be going in debt about this test starting from its description, use of the test, the population its intended for, the adaptations for individuals with disabilities, the psychometric properties of the test, examiner qualifications, standardization and norms, and finish up with the background of the test. The goal of this paper is for the student to have an overall in-depth knowledge about the test The Kaufman Assessment Battery for Children (K-ABC).

There are a variety of topics that are interesting in life. This interest may then become a point of inquisition, where an individual may formulate a relationship between two variables, which may or may not influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales of measurement, describe whether if there is a correlation significant (positive, negative, or no correlation) enough between both variables, describe the strength of the relationship, describe what the results reveals about the hypothesis, and what conclusions can be drawn from the results.

This is an interesting theory about why children have issues with problem solving. Not understanding how something should end up is upsetting for many children, but especially anxious children. Further research into this area could help us understand how anxious children comprehended as opposed to non-anxious children. One major limitation of this study is the extremely small sample size. Bem (1970) only used eight children, which is a start, but not nearly enough children to make any real conclusions. This should be replicated using larger

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 SIT-P derives a verbal standard score or (VSS) for short, nonverbal standard score (NSS), and a total standard score (TSS) reported on the deviation IQ scale (M=100, SD=15) (Erford & Pauletta 2005, P. 131). The motive for this study was to investigate the technical characteristics of the Slosson Intelligence Test with three separate samples of young children (Erford & Pauletta 2005, P. 131). The Slosson Intelligence Test went through many tests in of its self to prove that what its testing is what it says its testing. The components

Through their examination of a multitude of studies centered around two prominent theories of working memory, Honig theory and Braddely and Hitch Theory, Becker and Morris (1999) generally define working memory “…as a system of interacting components that maintain newly acquired and reactivated stored information, both verbal and nonverbal, and make it available for further information processing” (p. 1). Essentially, the working memory is what processes the information that’s at the front of someone’s mind; it’s the words, equations, and pictures that form a running dialog that is their active thought process. The working memory has a limited capacity of 7 ± 2 items (Miller, 1956), and this limitation is key to understanding a primary difference between expert and novice problem solvers.

The issues examined in this paper will incorporate the accompanying: time administration, study and perception abilities