The Brain IQ Test Questions

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.

Aspect 1: Every question was answered sequentially. By separating answers by paragraphs for the most part, they were easy to find. Each answer was overtly stated with a reference to the question. Full points were provided.

This papers division is into four paragraphs, three of which contain examples from re-search papers about the invalidity of IQ scores. The first paragraph contains the first example about the Flawed IQ score system and to show that IQ score differs from real intelligence .The second example, debates the validity of IQ test and does it really measure Intelligence. The third paragraph addresses the result of the experiment concluded about the validity of IQ tests .The last paragraph contains the final conclusion and analysis and the works cited is provided after the concluding paragraph.

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

1. What was the schedule of your final exams and how did you do (if your grades are in):

The minimum score for the cognitive ability test is 10. This score is comprised of the candidate only asking one question or clarification, forgetting two elements of the directions, and forgetting two answers for the detailed-oriented questions. The hiring team did not want to penalize as much for questions because they understand how new this type of procedure could be for some candidates. This reference sheet also only has three factors that candidates are rated on, therefore, the average score is much lower than other rating sheets. The Cognitive Ability Test Rating Sheet can be found on Appendix

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

I believe that Gladwell’s purpose for writing “The Trouble with Geniuses Part One and Two” is for individuals to reevaluate the way that society defines and calculates a genius. According to Gladwell, society continues to make the mistake of not understanding what an outlier truly is. I believe Gladwell’s true purpose is to have individuals question the norms that have been set into place by society when it pertains to labeling someone as a genius. Specifically, those who are put into a position of prestige and or great admiration. Gladwell, wants individuals to question the determining factors which allows people to become an outlier.

Some of the items can be answered briefly. However, most require a lengthier response, using the principles and considerations in evaluating tests that have been discussed in your text and in class.

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

TEST RESULTS: Ms. Glass' performance on the Verbal Scale of the WASI places her at the 73rd percentile in the Average Range of Intellect.

Binet was involved in creating one of the more recent forms of intelligence test, referred to as the Stanford-Binet Intelligence Scale. A similar test is that formulated by Wechsler (Neisser et al. 1996). These led to the measure of IQ (“intelligence quotient”) being founded, where an individual’s “mental age is divided by their chronological age and multiplied by 100” (Gardner 2006, p. 3). The tests measure intelligence through verbal and non-verbal tasks, assessing scholastic aptitude, school achievement and specific abilities (Neisser et al. 1996, p. 78).

A study published in the Journal Neuron stated that the traditional IQ test did not accurately measure all of these components.

Secondly, question ten was a question that when I administered it to the students, I could sense both their confusion as well as their guessing at an answer. When I administered the posttest, even though the scores on this category went down compared to the posttest, I could tell that not only did they understood the question, but they were confident in their answers and were providing less

Woodcock Johnson Tests of Cognitive Abilities Third Edition It’s comprehensive battery is strong and well normed. Client can pick and choose the subtests. Limitations: This is an expensive test to administer and it is cumbersome to get full picture of client in one hour with this tool.