Chapter 9: Intellectual and Neuropsychological Assessment

achievement (p. 228)

what a person has accomplished intellectually

achievement tests (p. 215)

measures what a client has done with their intelligence

John Carroll (p. 217)

created the three-stratum theory of intelligence

James Cattell (p. 217)

proposed the dichotomy of crystallized intelligence and fluid intelligence

Cattell-Horn-Carroll (CHC) theory of intelligence (p. 217)

combines Cattell's and Carroll's theories to acknowledges g and has 16 broad cognitive abilities beneath it, with 80 highly specific abilities

crystallized intelligence (p. 217)

already accumulated knowledge

cultural fairness (p. 224)

debate about how tests can disadvantage minorities if they are based on culture specific concepts or language fluency

fluid intelligence (p. 217)

the ability to reason through novel problems

fluid reasoning (p. 224)

the ability to solve novel problems

"g" (p. 216)

a person's general intellectual ability, proposed by Charles Spearman

hierarchical model of intelligence (p. 216)

model where specific intellectual abilities ("s") exist and are all related to a person's general intelligence level ("g")

intelligence tests (p. 215)

measure a client's intellectual ability

knowledge (p. 224)

general information accumulated over time via personal experiences

neuropsychological tests (p. 215)

test the client's cognitive function and test for potential brain dysfunction

normative data (p. 220)

data collected from a sample that ideally represents the population to set the "norms" of the test scores

quantitative reasoning (p. 224)

the ability to solve numerical problems

"s" (p. 216)

symbol for specific intellectual abilities

specific learning disorder (p. 228)

when a person's achievement in a subject is significantly less than those of their age group

Stanford-Binet Intelligence Scales—Fifth Edition (SB5) (p. 223)

intelligence test for all ages that yields an IQ score and can help identify people with learning challenges

three-stratum theory of intelligence (p. 217)

Carroll's hierarchal model of "g", followed by eight broad factors below that, and 60 specific abilities below those factors

Louis Thurstone (p. 216)

argued for the idea that intelligence is made of various, unrelated abilities

Universal Nonverbal Intelligence Test-2 (UNIT-2) (p. 224)

language-free test of intelligence designed to be free of bias on account of language barriers

visual-spatial processing (p. 224)

the ability to analyze visually presented information

Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) (p. 218)

most commonly used adult intelligence test, divided into four indexes

Wechsler Individual Achievement Test—Fourth Edition (WIAT-IV) (p. 229)

achievement test for clients aged 4 to 50 years old

Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition (WPPSI-IV) (p. 218)

most commonly used intelligence test for young children

working memory (p. 224)

the ability to hold and transform information in short-term memory