DRILL #9

INTELLIGENCE

a multifaceted capacity that manifests itself in different ways across lifespan.

FRANCIS GALTON

intelligent persons were equipped with the best sensory abilities tests of visual acuity or hearing ability are, in a sense, test of intelligence.

ALFRED BINET

when one solves a particular problem, the abilities used cannot be separated because **they interact to produce the solution

DAVID WECHSLER

is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with their environment.

G (GENERAL FACTOR)

representing the portion of the variance that all intelligence tests have in common; general intelligence

SPECIFIC COMPONENT (S)

the remaining portions of the variance being accounted for either specific component; specific ability

ERROR COMPONENT (E)

error variance

CRYSTALLIZED INTELLIGENCE (GC)

acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education; retrieval of information and general knowledge.

FLUID INTELLIGENCE (GF)

nonverbal, relatively culture-free, and independent of specific instructions.

VULNERABLE ABILITIES

they decline with age and tend not to return to preinjury levels following brain damage.

MAINTAINED ABILITIES

tend not to decline with age and may return to preinjury levels following brain damage.

STANFORD-BINET INTELLIGENCE TEST (SB-5) PURPOSE

designed for the testing of cognitive abilities + intellectual disabilities / giftedness.

FLUID REASONING (FR)

the ability to solve verbal and nonverbal problems using inductive and deductive reasoning.

KNOWLEDGE (K)

a person's accumulated fund of general information acquired at home, school, or work.

QUANTITATIVE REASONING (QR)

an individual's facility with numbers and numerical problem-solving, whether with word problem.

VISUO-SPATIAL PROCESSING (VSP)

measures an individual's ability to see patterns, relationships, spatial orientations, or gestalt among diverse pieces of a visual display.

WORKING MEMORY (WM)

a class of memory processes in which diverse information stored in short-term memory is inspected, sorted, or transformed.

LEWIS TERMAN

translated in English the Binet-Simon test of at Stanford University, and the first American test to employ the concept of IQ.

ALTERNATE ITEM

an item to be substituted for a regular item under specified conditions.

MAUD MERRILL

development of two equivalent forms innovated in 1937, labeled L (Lewis) and M (Maud), as well as new types of tasks for use with preschool-level and adult-level test takers.

MENTAL AGE

the age levels at which an individual aspect to be functioning intellectually as indicated by the level of items responded to correctly.

RATIO IQ

the ratio of the test taker's mental age divided by chronological age, multiplied by 100.

DEVIATION IQ

reflects a comparison of the performance of the individual with the performance of others of the same age in the standardization sample.

POINT SCALE

a test organized into subsets by categorizing at which most test takers are presumed capable of responding in the way that is keyed as correct.

TEST COMPOSITE

a test score or index derived from the combination of, and/or a mathematical transformation of, one or more subtest scores.

ROUTING TEST

a task used to direct or route the examinee to a particular level of questions.

TEACHING ITEMS

designed to illustrate the task required and assure the examiner that examinee understands.

FLOOR

lowest level of the items on a subtest.

CEILING

highest level of the items on a subtest.

BASAL LEVEL

a subtest with reference to a specific taker's performance.

ADAPTIVE TESTING

testing individually tailored to the test taker at the beginning a subtest with a question on the middle range of difficulty.

WECHSLER ADULT INTELLIGENCE (WAIS-V)

to provide a comprehensive measure of an individual's intellectual functioning.

FULL-SCALE IQ (FSIQ)

a composite score that represents overall intellectual ability.

PRIMARY INDEX SCORES

five key scores that measure cognitive abilities in distinct domains.

SUBTEST SCALED SCORES

individual scores for each subtest, with a mean of 10 and a standard deviation of 3.

ANCILLARY AND COMPLEMENTARY INDEX SCORES

additional scores that provide more specific clinical insights, such as nonverbal or quantitative reasoning abilities.

VERBAL COMPREHENSION INDEX (VCI)

ability to use verbal reasoning and acquired knowledge.

VISUAL-SPATIAL INDEX (VSI)

capacity to analyze, synthesize, and mentally manipulate visual information.

FLUID REASONING INDEX (FRI)

ability to solve novel problems and identify underlying patterns.

WORKING MEMORY INDEX (WMI)

ability to hold and process information in short-term memory.

PROCESSING SPEED INDEX (PSI)

quick and efficient processing of simple visual information.

WAIS-IV

used to assess an individual's intellectual functioning and cognitive strengths and weaknesses.

PERCEPTUAL REASONING INDEX (PRI)

assesses non-verbal reasoning, visual-spatial processing, and visual-motor integration. It involves solving abstract, non-verbal problems and interpreting visual information.

SIMILARITIES

client is asked to identify the qualitative relationship between pair of words.

VOCABULARY

requires the client to try define up to 30 words.

INFORMATION

aimed at determining how much general knowledge the client has accumulated from their environment.

COMPREHENSION

the individual is asked questions about social and other situations.

BLOCK DESIGN

consists of two-dimensional designs which the client tries to copy using three-dimensional blocks.

MATRIX REASONING

a nonverbal reasoning task in which individuals are asked to identify patterns in design.

PICTURE COMPLETION

the examinee views a picture with an important part missing and identifies the missing part.

FIGURE WEIGHTS

an examinee views scales with missing weights and selects the response option that is best suited to keep the scales balanced.

DIGIT SPAN

individual tries to repeat digits forward, individual tries to repeat digits backward, and individual tries to repeat digits in ascending order.

ARITHMETIC

consists of a series of mental arithmetic questions.

LETTER-NUMBER SEQUENCING

the individual is read a series of letters and numbers and is required to repeat them back with the letters in alphabetical order and the numbers in numerical order.

VISUAL PUZZLES

individuals view a completed puzzle and then select three response options that can be combined to reconstruct the puzzle.

SYMBOL SEARCH

the client, under pressure, scans a search group and indicates whether one of the symbols in the target group matches.

CODING

individuals are asked to record associations between different symbols and numbers within time limits.

CANCELLATION

requires that subjects scan a structured arrangement of colored shapes and mark the targets and avoid the distractors.

WISC-V

6 to 16 years old.

WPPSI-IV

2-6 to 3-11 years old; assessment results are interpreted by comparing the child’s scores to the standardized norms based on age and other relevant factors. The scores are typically reported as scaled scores, percentile ranks, and composite scores

GENERAL ABILITY INDEX (GAI)

• An optional composite score that provides an estimate of general intellectual ability that is less sensitive to the influence of working memory and processing speed

• influenced by Verbal Comprehensive Index and Perceptual Reasoning Index

COGNITIVE PROFICIENCY INDEX (CPI)

A composite score that provides an estimate of an individual's efficiency at processing cognitive information, derived from working memory and processing speed subtests.

HIGH AVERAGE

An IQ score range of 110–119.

SUPERIOR

An IQ score range of 120–129.

GIFTED

An IQ range of 130-144

VERY GIFTED OR HIGHLY ADVANCED

An IQ score range of 145-160

AVERAGE

An IQ score range of 90–109.

LOW AVERAGE

An IQ score range of 80–89.

BORDERLINE IMPAIRED OR DELAYED

An IQ score range of 70–79.

MILDLY IMPAIRED OR DELAYED

An IQ score range of 55–69.

MODERATELY IMPAIRED OR DELAYED

An IQ score range of 40–54.

WPPSI-IV AGE BAND 1

Designed for children ages 2-0 to 3-11, requiring a core battery that typically lasts 30 to 45 minutes.

WPPSI-IV AGE BAND 2

Designed for children ages 4-0 to 7-7, featuring a more extensive set of subtests to capture developing cognitive architecture.