The Verbal Comprehension Index Measures Ee104’S Ability

The article was about; individual differences in working memory predict many aspects of cognitive performance, especially for tasks that demand focused attention. One negative consequence of focused attention is inattentional blindness, the failure to notice unexpected objects when attention is engaged elsewhere. Yet, the relationship between individual differences in working memory and inattentional blindness is unclear; some studies have found that higher working memory capacity is associated with greater noticing, but others have found no direct association. Given the theoretical and practical significance of such individual differences, more definitive tests are needed. In two studies with large samples, we tested the relationship between multiple working memory measures and inattentional

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

The participants will be given The Working Memory Test Battery for Children (WMTB-C) devised by Gathercole and Pickering (2001). This test consists of four tasks which include

Bilker, W. B., Hansen, J. A., Brensinger, C. M., Richard, J., Gur, R. E., & Gur, R. C. (2012). Development of Abbreviated Nine-item Forms of the Raven’s Standard Progressive Matrices Test. Assessment, 19(3),

In the article “Can You Make Yourself Smarter?” the author Dan Hurley addresses the psychological concepts of “crystallized intelligence” and “fluid intelligence” (317). He defines fluid intelligence as “the capacity to solve novel problems, to learn, to reason, to see connections and to get to the bottom of things” (317). Fluid intelligence, according to Hurley, is the kind of brain power imperative for success. Whether it be in school or work, a high level of fluid intelligence increases achievement. Until recently with the wave of fluid intelligence games, psychologists believed that it peaked at a fairly young age and then declined with age. On the other hand, crystallized intelligence is “the treasure trove of stored-up information and

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

Tiyana’s performance on tasks assessing working memory fell within the lower end of the average range. A task on the WAIS-IV (Digit Span) required Tiyana to complete three different skills with a sting of numbers. She was asked to remember and repeat a list of numbers back. The second task required her to hold the list of numbers in her memory, manipulate the numbers and repeat them backwards. The third task, required

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

All participants in this study were right-handed and had normal to corrected normal vision. Following that, 14 participants were excluded due to suspected neurological abnormalities. The main aim of this study was to investigate the development of working memory across the lifespan and if age groups caused a different result for each group. They found that young children and older adults had a harder time distinguishing if the animal pictures were used in the trial before that, younger adults did significantly better. Therefore, item specific proactive interference is stronger in younger children and older adults. Older children and adults do significantly better than young children because their working has developed more over time. Also, with older adult studies have shown working memory decreases with age so this could be the cause of why they did worse than older children and adults. However, older adults did significantly better in the first trial identifying an animal's in one-word syllables. This information can be used in the future in schools for teachers to help improve children’s working memory and this information can also be used to try to improve older adults working memory with experiments and

This level of cognitive functioning is closely related to that of a school-age child (middle childhood). Specifically, children at this developmental age are able to reflect using preoperational thinking and are more aware of concepts related to irreversibility and universality (Hooyman, & Kramer, 2008). According to Mark Olson (personal communication, February 14, 2017), using concrete terms with children when conceptualizing the reality of death may be a more efficacious method than using euphemism. Additionally, a person with a moderate level of cognitive functioning are able to seek logical explanations of the loss, however, they still tend to operate through magical thinking (Meeusen-van Kerkhof et al. 2006). Specifically, like

Researchers used three experiments in the investigation of working memory in the capacity of visual search tasks in both behavioral and electrophysiological markers (Luria & Vogel, 2011). At the end of the conductive study, it was found search difficulty paralleled with the role of the working memory in the regards to performing search tasks (Luria & Vogel, 2011). The results were able to notice the defined dissociation between the two types of factors that the working memory involvement in the search process (Luria & Vogel, 2011)

To broaden my knowledge and understanding of ‘Working Memory’, I analysed several online articles. In order to ensure that the information I was interpreting was reliable, background research was conducted on the authors and their credentials. By doing this, it was established that some of the

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

Working memory is defined as memory that is involved in our everyday tasks. It is “the active and temporary representation of information that is maintained for the short term in one’s mind to help decide what to do next” (Gluck, 344). Working memory is a very pivotal part of our lives, because it is this memory that helps us stay on our feets. Working memory works in different ways with every individual. It has its own processes and there are significant working memory differences in every age group from younger adults to older adults. This memory can also be called short term memory. This paper will investigate the differences of working memory between younger and older adults, use articles to show how various experiments explain the deficits of working memory in older adults, and show how working memory is strongly needed in mathematical tasks with schoolchildren.

The main purpose of cancellation tasks are to assess for deficits in visual scanning and visual neglect (such as unilateral spatial neglect [USN]; Wilson et al., 1987). The table below will outline the different types of cancellation (Cx) tasks and what they assess. These tests in particular are not used to formally diagnose deficits in visual neglect or scanning, but they do act as an initial screening tool and can help in identifying difficulties surrounding certain aspects of the patient’s visuospatial abilities. By using these screening tools, it provides the clinician with an indication of what needs to be further investigated by more formal tests and/or neuroimaging (Halligan, Cockburn, & Wilson, 1991).