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Description
Flashcards by seonapalmer, updated more than 1 year ago
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Created by seonapalmer
about 9 years ago
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| Question | Answer |
| What are the major theories of intelligence? | * Spearman's Historical View - A two factor theory * Thurstone's primary mental abilities * Horn & Cattel's - fluid & Crystalized intelligence * Gardners Multiple Intelligences * Wechsler's view |
| What are some of the similarities/differences between the theories? | * Spearman proposed a general factor of intelligence 'g'. * Thurstone's primary mental abilities was found to also support the existence of 'g' * Horn & Cattel proposed that 'g' consisted of two factors - fluid and crystalised intelligence * Gardner believed that there was no single intelligence - and that there are multiple. *Wechsler was informed by all these theories and emphasised that factors other than intellectual ability are involved in intelligent behaviour. He believed in the important role of 'g' underlying performance |
| What are the major tests of intelligence? | * Stanford - Binet - V * Screening Batteries - Kaufman Brief intelligence test - Wechsler Abbreviated scale of intelligence *Wechsler Scales (WAIS IV, WISC IV, WPPSI IV). |
| What are some of the strengths of the Stanford Binet Intelligence test | * It is the same test for adults and children * There are low end items for measurement low functioning * Extensive high end items for measurement of gifted performance. * Gives a mental age. |
| What is the WIAT IV and WISC IV used to test for? | Development delays Intellectual disabilities Learning disabilities/ADHD/autism Motor impairments Cognitive giftedness Neuropsychological disorders Educational and vocational planning School and job selection |
| What are the classifications on the Wechsler IV scales | Expressed in deviation IQs – S.D. units M = 100, S.D. = 15 Classifications on the WAIS‐IV 130 + = very superior (Upper extreme) 120‐129 = Superior (well above average) 110‐119 = High Average 90‐109 = Average 80‐89 = Low Average 70 – 79 = Borderline (well below average) 69 and below = lower extreme BUT clinically (and in reports) tend to use “well below average” for anything < 70 |
| What is the age range of the WISC IV | 6 - 16 years |
| What is the structure of the WISC IV? | 10 Subtests to obtain FSIQ 10 Subtests to obtain Index Scores 3 Core Verbal and 3 Core Perceptual Reasoning Subtests 2 Core Working Memory and 2 Core Processing Speed Subtests Administration time: median = 67 minutes |
| List the four Indexes and there subtests in the WISC? | * Verbal Comprehension Index - Similarities, vocabulary and Comprehension * Perceptual reasoning Index - Block Design, Picture concept & Matrix reasoning * Working Memory Index - Digit span & Letter number sequencing Processing Speed Index - Coding & symbol search |
| What is the subtest order of the WISC IV? | 1. Block Design 2. Similarities 3. Digit Span 4. Picture Concepts 5. Coding 6. Vocabulary 7. Letter – Number Sequencing 8. Matrix Reasoning 9. Comprehension 10. Symbol Search |
| What does the Verbal reasoning Index measure? | Verbal Comprehension Relatively pure measure of verbal abilities Reflects ability to understand word meanings, conceptualize verbal information and relate factual information of verbal material |
| What does the Perceptual reasoning Index measure? | - Relatively pure measure of perceptual (non‐verbal) abilities - Reflects abilities such as nonverbal, fluid reasoning, integration of novel material, attention to detail |
| What does the Working memory Index measure? | Working memory Primarily a measure of attention, concentration and short‐term memory Fairly narrow measure of ability to hold AND manipulateinformation over short period of time Reflects proficiency in attention/concentration, STM, sequencing, facility with numbers, mental flexibility NB: even though this Index has “Memory” in the title, it is a measure of a very specific aspect of memory. It is NOT a memory test |
| What does the processing speed index measure? | Processing Speed Reflects mental and motor speed with which person can solve non‐verbal problems Represents proficiency in speed of information processing, planning and organisation, motor control, motivation |
| Why do we need standardised procedures when administering tests, in particular intelligence testing? | You must follow the procedure outlined in the Manual so you must be familiar with the procedures If a non‐standardised procedure is used, reliability and validity of subtest is limited. Attempt to finish testing in one session Whenever possible subtests should be administered according to order in manual If a client becomes fatigued, take breaks If impossible to administer whole test in a single session, second session should be within NOT MORE THAN one week |
| What should you remember in regards to administration of the WISC/WAIS? | * Testing Environment - well lit, quiet, free from distractions etc - comfortable chairs and desk - well ventilated - Comfortable chair *Avoid use of the term intelligence – focus on strengths & weaknesses • If needed, briefly discuss how this information might be used • Reassure client that the important thing is that they do the best they can • They will only be compared with other adults of a similar age |
| What does the reverse rule and the discontinue rule refer to? | Reverse Rule: If client does not get two perfect scores on the first two items administered (e.g., items 4 and 5 on Similarities) then items are administered in reverse order until two consecutive perfect scores have been obtained Discontinue Rule: Stop after 3 consecutive 0 scores. This also reduces the number of items administered and prevents frustration when a client is continually having trouble answering item |
| What subtest is this an example of? “Now I am going to say two words and ask you how they are alike. In what way are TWO and SEVEN alike? How are they the same?” | Similarities |
| What subtest is this an example of? “Now look at these scales. I am going to show you how to choose which one of these (point across response options) goes here (point to question mark) to balance the scale. When there are two scales, I have to look at both scales to find the right answer.” | Figure Weights |
| “I am going to show you some pictures. There is a part missing in each picture. Look at each picture carefully and tell me what is missing.” (open stimulus book) • “Look at this picture. What part is missing?” | Picture completion |
| Scoring in the WISC and WAIS uses what three types of standardised scores? | * IQ scores * Index scores *Scaled Scores |
| Why do we convert raw scores? | 1. controls for age differences in intelligence and 2. allows for quick and easy interpretations across IQs, Indexes, and/or subscales. |
| What is the Mean and SD of Standardised IQ scores | IQ scores standardised with M = 100, SD = 15. Maximum range of scores within WAIS‐IV is 45 to 155 and for the WISC‐IV is 40 ‐160 |
| How do you determine Scaled scores? | * Convert raw scores into scaled scores by comparing the examinee’s performance with that of similar aged individuals * SS have M = 10, SD = 3: 68% of people will obtain SS between 7‐13 (although clinicians commonly use a SD of 2 to indicate change in classification) |
| What is a hierarchical approach to interpreting the WAIS or WISC | A Hierarchical Interpretative Strategy: • Analysis and interpretation proceeds from the most reliable to the least reliable measures |
| List the Hierarchy approach | • We begin with: – Full Scale IQ, then – Factor Indexes: VCI, PRI, WMI, PSI – Subtest Deviations within Composites – Inter‐subtest Score Comparisons – Intra‐subtest Score Comparisons – Qualitative Analysis |
| What is the purpose of discrepancy analysis in interpreting the WAIS IV or WISC IV? | * The critical value tells us if there is a significant difference between two scores. - This means that there is a “genuine” statistical difference (like conducting a T‐Test); the difference is not just measurement error * The Base Rate tells us how common the difference is – This tells us whether we should be concerned about the difference (e.g., is it “abnormal”; is it clinically meaningful?) |
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