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Individual Measures of Intelligence - Stanford-Binet Intelligence Scales
First version of the Stanford-Binet developed in 1905 for identifying "intellectually limited" children. Contained 30 items that were arranged in ascending order of difficulty and focused on verbal and scholastic skills
The current is the 5th version (SB5). Age range is 2:0 to 85+ and it was designed not only as a measure of general cognitive ability but also to assist in psychoeducational evaluation, the diagnosis of developmental disabilities and exceptionalities, and forensic, career, and neuropsychological, and early childhood assessments
Based on a hierarchical g (general mental ability) model that incorporates 5 cognitive factors derived from the Cattell-Horn-Carroll theory of cognitive abilities: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working memory
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Individual Measures of Intelligence - Stanford-Binet Intelligence Scales - Administration
tailored to the examinee's level of cognitive functioning through the use of routing and functional subtests.
Begins with the two routing subtests - object series/matrices (nonverbal) and vocabulary (verbal), and the starting point for these subtests is based on the examinee's age or estimated ability level.
each of the functional subtests begins at a level lightly below the examinee's ability level as determined by their performance on the routing subtests and continues until the examinee reaches his/her ceiling level (max number of consecutive errors)
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Individual Measures of Intelligence - Stanford-Binet Intelligence Scales - Scoring and Interpretation
can be hand or computer scored. Subtest scores are combined to obtained four types of composite scores (M = 100, SD = 15): Full Scale IQ, Factor Index (FR, KN, QR, VS, WM), domain (verbal and nonverbal), and abbreviated battery IQ (routing subtests)
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Individual Measures of Intelligence - Stanford-Binet Intelligence Scales - Psychometric Properties
Standardization sample for the SB5 is 4800 people aged 2 to 96 and was stratified to match the 2000 US census in terms of gender, ethnicity/culture, geographic region, and socioeconomic level. An additional 1365 people representing special groups were included in the sample
Internal consistency reliability coefficients for FS IQ, Nonverbal IQ Verbal IQ, and factor indexes are all above .90
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Individual Measures of Intelligence - Wechsler Adult Intelligence Scale
Originally designed as a method for assessing the intellectual ability of older adolescents and adults. Current version is the WAIS-IV.
Age range is 16:0 - 90:11
Provides Full Scale IQ (FSIQ), scores on four indexes, and scores on 10 core and 5 supplemental subtests.
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Individual Measures of Intelligence - Wechsler Adult Intelligence Scale - Administration
Starting points for each subtest are designated in the test manual. When a person obtains a score of 0 on the first two items, the reverse rule is used, which involves administering earlier items in reverse order until the person gets a perfect score on 2 consecutive items. Discontinue rules vary by subtest
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Individual Measures of Intelligence - Wechsler Adult Intelligence Scale - Scoring and Interpretation
hand or computer scored
Raw data converted to standard scores. Subtest scores are combined to obtain the FSIQ and four index scores (M=100, SD=15)
A general ability index (GAI) can also be derived from the VCI and PRI scores and is useful when an examiner wants a summary score that minimized the impact of working memory and processing speed.
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Individual Measures of Intelligence - Wechsler Adult Intelligence Scale - Psychometric Properties
Standardized on 2200 people ages 16-90 and matched to the 2005 US census.
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The Stanford-Binet fifth edition (SB5) reflects a ________ model of intelligence that includes 5 cognitive factors and is appropriate for age ________. The five cognitive factors are Fluid Reasoning, Knowledge, Quantitative Reasoning, _________, and Working Memory. Administration of the SB5 begins with two routine subtests: ________ and vocabulary. Full Scale and Factor Index scores have a mean of ________ and a standard deviation of _______.
hierarchical
2 - 85+
Visual-Spatial Processing
Object Series/Matrices
100
15
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The WAIS-IV is appropriate for people aged ________ and provides a FULL Scale IQ (FSIQ) score as well as scores on 4 indexes and 10 core and five supplemental subtests. The indexes are _________, Verbal Comprehension, Processing Speed, and Perceptual Reasoning. The FSIQ in Index scores have a mean of _______ and a standard deviation of ________. An examinee's scores can be compared to those obtained by several clinical groups. For example, samples of people with Mild Alzheimer's Disease, Major Depressive Disorder, ADHD, and Traumatic Brain Injury obtained the lowest score on the ________ index. The FSIQ must be interpreted with caution when there is a difference of _______ standard deviations or more between any two index scores. The WAIS-IV and other Wechsler tests tend to produce increases in scores (gain scores) on retesting as the result of ________ for interval ranging from several weeks to several months.
16 - 90:11
Working Memory
100
15
Processing Speed
1.5
Practice effects
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Individual Measures of Intelligence - Wechsler Intelligence Scale for Children
In fifth edition (WISC-V) and for ages 6: to 16:11. In paper or digital formats.
Provides FSIQ and scores on 5 primary indexes (verbal comprehension, visual-spatial, fluid reasoning, working memory, and processing speed), scores on optional ancillary and complementary index scales, and individual subtest scores.
FSIQ is a measure of general intellectual functioning (g) and is based on seven subtests (similarities, vocabulary, block design, matrix reasoning, figure weights, digit span, and coding)
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Individual Measures of Intelligence - Wechsler Preschool and Primary Scale of Intelligence
On 4th edition (WPPSI-IV) for ages 2:6 - 7:7. For ages 3:11 and younger, scores on primary and ancillary subtests are used to calculate a FSIQ, 3 primary index scores (verbal comprehension, visual spatial, and working memory), and 3 Ancillary index scores (vocabulary acquisition, nonverbal and general ability).
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Individual Measures of Intelligence - Kaufman Tests
Kaufman Assessment Battery for children 2nd (KABC-II), Kaufman Brief Intelligence Test 2nd (KBIT-2), and the Kaufman Adolescent and Adult Intelligence Test (KAIT)
KABC-II ages 3:0 - 18:11, and designed to be a culture fair test
KBIT-II - brief screening test of verbal (crystallized) and nonverbal (fluid) ability for ages 4:0 - 90+
KAIT - a multi-subtest battery for ages 11:0 - 85+
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Individual Measures of Intelligence - Cognitive Assessment System
2nd edition (CAS2) designed to assist with differential diagnosis, determining eligibility for special education, and instructional planning.
ages 5:0 - 17:11
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Individual Measures of Intelligence - Slosson Tests
Slosson Intelligence Test Primary (SIT-P-1) - screening test ages 2:0 - 7:11. designed for a quick estimate of mental ability and identifying children at risk for educational failure who need more extensive testing
Slosson Intelligence Test - Revised 3rd for children and adults (SIT-R3-1) - a screening test for crystalized (verbal) intelligence for ages 4:0 - 65:11 and may be used to assess people with visual impairments
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Individual Measures of Intelligence - Woodcock-Johnson
4th edition (WJ IV) used to assess intelligence, diagnose learning problems, and identify appropriate interventions and consists of 3 co-normed batteries:
WJ IV Tests of Cognitive Abilities - evaluates broad and narrow cognitive abilities
WJ IV Tests of Oral Language - assess oral expression, listening comprehension, and other oral language-related skills
WJ IV Test of Achievement - evaluates reading, written language, math, and academic knowledge
Ages 2 - 80+
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Infant and Preschool Tests - Denver Developmental Screening Test
a brief assessment for developmental delays for ages birth - 6 months
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Infant and Preschool Tests - Bayley Scles of Infant and Toddler Development
used to asses the current developmental status of infants and toddlers ages 1 - 42 months
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Infant and Preschool Tests - Fagan Test of Infant Intelligence
based on research indicating that measures of information processing administered during infancy are good predictors of IQ during childhood
Assesses an infant's selective attention to novel stimuli, which is presumed to reflect their ability to abstract and retain information
ages 3 - 12 months
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Measures for People with Physical Disabilities - Columbia Mental Maturity Scale
CMMS is a test of general reasoning ability for children ages 3:6 - 9:11
does not require verbal responses or fine motor skills
designed for cerebral palsy but also useful with brain damage, intellectual disability, speech impairments, hearing loss, or limited English proficiency
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Measures for People with Physical Disabilities - Peabody Pciture Vocabulary Test
PPVT-4 measures receptive vocabulary for ages 2:6 - 90+
useful for people with motor or speech impairment
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Measures for People with Physical Disabilities - Haptic Intelligence Scale for the Adult Blind
ages 16:0+ who are blind or partially blind and uses tactile stimuli
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Measures for People with Physical Disabilities - Hiskey-Nebraska Test of Learning Aptitude
a measure of learning ability for children ages 3:0 - 17:6 who have hearing or language impairments
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Culture-Fair Tests - Leiter International Performance Scale 3rd
Leiter-3 was designed as a culture-fair measure of cognitive abilities for ages 3 - 75+
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Culture-Fair Tests - Raven's Progressive Matrices
nonverbal measures of general intelligence (g) and considered useful as multicultural tests because they are relatively independent of the effects of specific educational and cultural learning.
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Group Intelligence Tests for School and Industry - Kuhlmann-Anderson Test
a multilevel battery for grades K - 12 and evaluates school learning ability
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Group Intelligence Tests for School and Industry - Cognitive Abilities Test
CogAT measures reasoning abilities in three areas that are linked to academic success - verbal, quantitative, and nonverbal for grades K - 12
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Group Intelligence Tests for School and Industry - Wonderlic Tests
WPT-R is a 12 minute test of cognitive ability for adults. Used primarily to assist with hiring decisions
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The WISC-V is appropriate for ages ________ and provides a FSIQ score along with score on five primary indexes - verbal comprehension, visual-spatial, fluid reasoning, working memory, and _________
6:0 - 16:11
processing speed
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The WPPSI-IV is for children ages _________.
2:6 - 7:7
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the KABC-II was designed to be a cultural-fair test by minimizing _________ and be be interpreted in terms of the _______ model of cognitive abilities or Luria's neuropsychological processing model.
verbal instructions and responses
Cattell-Horn-Carroll (CHC)
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The _______ provides scores on four cognitive functions identified by Luria (planning, attention, simultaneous processing, and sequential processing) and is appropriate for examinees 5:0 through 17:11, and the SIT-P-1 is a _________ for children ages 2:0 to 7:11
Cognitive Assessment System 2nd (CAS2)
screening test of intelligence
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Infant tests tend to have low predictive validity, especially when administered prior to ______ years of age. This is due in part to the fact that traditional infant tests usually measure ______ skills
2
sensorimotor
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The Denver II is a screening device for _______ and is appropriate for children from birth to six years of age, while the ________ Test of Infant Intelligence assesses selective attention to novel stimuli and is appropriate for infants from 3 to 12 months of age
developmental delays
Fagan
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The ____________ Act requires that testing of a person with a disability be done so that test performance accurately reflects what the test purports to measure rather than the person's disability.
Americans with Disabilities
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the PPVT-4 is a measure of _________ and is particularly useful for people with a motor or speech impairment
receptive vocabulary
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The Leiter-3 does not require verbal instructions or responses and is used not only as a culture-fair measure of cognitive abilities but also to assess individuals who have a ___________ impairment.
language or hearing
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Raven's Progressive Matrices is considered useful for multicultural assessment and can also be administered to hearing-impaired examinees because its instructions can be ________.
pantomimed
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Group intelligence tests are used in school, industry, and other setting where it is necessary to test a large number of examinees. An advantage of the Kuhlmann-Anderson Test is that is is generally less dependent on ________ than other intelligence tests.
language
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The _________ is a 12-minute test of cognitive ability that is used by employers to assist with hiring decisions.
Wonderlic Personnel Test
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Which of the following assessment is based on the PASS model of intelligence, which distinguished between the four cognitive functions identified by Luria (1980)?
A.Cognitive Assessment System - Second Edition (CAS2)
B.Denver Developmental Screening Test II (Denver II)
C.Columbia Mental Maturity Scale (CMMS)
D.Haptic Intelligence Scale
A
The CAS2 is a measure of cognitive processing abilities that are central to learning and is designed to assist with differential diagnosis, determining eligibility for special education, and instructional planning. It is based on the PASS model of intelligence, which distinguishes between the four cognitive functions identified by Luria (1980)—planning, attention, simultaneous processing, and sequential processing.
Answer B: The Denver II is a brief assessment device for developmental delays in children from birth to 6 years of age. The child is evaluated based on direct observation of their responses to items designed to assess four developmental domains: personal-social, fine motor adaptive, language, and gross motor.
Answer C: The CMMS is a test of general reasoning ability for children ages 3 through 9. This assessment was originally developed for children with cerebral palsy but is also useful for children with brain damage, intellectual disability, speech impairments, hearing loss, or limited English proficiency.
Answer D: The Haptic Intelligence Scale is for individuals ages 16 and older who are blind or partially sighted. It makes use of tactile stimuli and includes six subtests.
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All of the following are primary index scales on the WISC-V EXCEPT:
A.Verbal Comprehension Index
B.Perceptual Reasoning Index
C.Visual-Spatial Index
D.Processing Speed Index
B
The Perceptual Reasoning Index (PRI) is an index on the WAIS-IV that measures an individual's ability to understand visual information and to solve novel, abstract visual problems.
Answer A: Verbal Comprehension Index is one of five primary index scales on the WISC-V. It measures a child's ability to access and apply acquired word knowledge.
Answer C: The Visual-Spatial Index on the WISC-V measures a child's ability to evaluate visual details and understand visual-spatial relationships to construct geometric designs from a model.
Answer D: The WISC-V Processing Speed Index measures a child's speed and accuracy of visual identification, decision making, and decision implementation. Performance is related to visual scanning, visual discrimination, short-term visual memory, visuomotor coordination, and concentration.
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Which of the following measures an examinee's reasoning abilities, is appropriate for students in grades K through 12, and is used to determine a student's eligibility for placement in a gifted/talented program?
A.Cognitive Abilities Test (CogAT)
B.Wonderlic Personnel Test-Revised (WPT-R)
C.Kuhlmann-Anderson Test-Eighth Edition
D.Wonderlic Basic Skills Test (WBST)
A
The CogAT measures an examinee's reasoning abilities in three areas that are linked to academic success, including verbal, quantitative, and nonverbal. It is used to determine a student's eligibility for placement in a gifted/talented program.
Answer B: The WPT-R is a test of cognitive ability for adults and is used primarily by employers to assist with hiring decisions.
Answer C: The Kuhlmann-Anderson Test-Eighth Edition is a multilevel battery for children in grades K through 12 and evaluates school learning ability.
Answer D: The WBST is a test that assesses job-related verbal and math skills that is used by educational institutions and employers to evaluate an individual's employability for an entry-level career position.
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_________________ is a nonverbal measure of general intelligence (g) and is considered useful as a multicultural test because it is relatively independent of the effects of specific education and cultural learning.
A.The Thematic Apperception Test (TAT)
B.Vocabulary tests
C.Raven's Progressive Matrices
D.The Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5)
C
Raven's Progressive Matrices is a nonverbal tool with scores that do not depend on the educational level or experience of the test taker. It measures abstract reasoning and fluid intelligence.
Answer A: The TAT is a projective test that involves describing scenes on cards presented by the examiner. It is not a standardized test, meaning few rules of administration or formal scoring systems are in place.
Answer B: The Vocabulary subtest on the WAIS-IV is less susceptive to age-related cognitive decline.
Answer D: The PPVT-5 is a measure of receptive vocabulary for Standard American English for individuals aged 2 through older adulthood.
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Which of the following assessments is a measure of cognitive ability for children ages 3 to 18 that was designed to be a culture-fair test by minimizing verbal instructions and responses?
A.Kaufman Assessment Battery for Children-II (KABC-II)
B.Denver Developmental Screening Test II (Denver II)
C.Cognitive Assessment System - 2nd Edition (CAS2)
D.Weschler Intelligence Scale for Children - 5th Edition (WISC-V)
A
The KABC-II is a measure of cognitive ability for children ages 3 to 18 and was designed to be a culture-fair test by minimizing verbal instructions and responses.
Answer B: The Denver II is a brief assessment for developmental delays in children from birth to 6 years of age. An advantage of the Denver II is that it can be administered by paraprofessionals who have received only a few hours of training.
Answer C: The CAS2 is a measure of cognitive processing abilities that are central to learning and is designed to assist with differential diagnosis, determining eligibility for special education, and instructional planning. This assessment is appropriate for examinees ages 5 through 17.
Answer D: The WISC-V is appropriate for children ages 6 to 16 and is based on subtests that represent all areas of cognitive functioning.
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The Peabody Picture Vocabulary Test - 4th Edition (PPVT-4) measures which of the following?
A.Tactile stimuli
B.General reasoning ability
C.Receptive vocabulary
D.Learning ability
C
The PPVT-4 measures receptive vocabulary for examinees ages 2 to 90+ years. It is useful for people with a motor or speech impairment and can be administered to anyone who can hear the stimulus word, see the drawings, and in some way communicate a response.
Answer A: The Haptic Intelligence Scale for the Adult Blind makes use of tactile stimuli for individuals age 16 years and older who are blind or partially sighted.
Answer B: The Columbia Mental Maturity Scale is a test of general reasoning ability for children ages 3 through 9.
Answer D: The Hiskey-Nebraska Test is a measure of learning ability for children ages 3 to 17 who have hearing or language impairments.
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Attention is a non-uniform, distributed cognitive function that is effortful, selective, and closely linked to inattention. Which type of attention implies the devotion of most attentional resources to one particular stimulus over a long period of time?
A.Inattention
B.Divided attention
C.Selective attention
D.Sustained attention
D
Sustained attention is the ability to focus on an activity or stimulus over a long period of time. It makes it possible to concentrate on an activity for as long as it takes to finish.
Answer A: Neglect, sometimes known as inattention, is a failure to orient to, respond to, or report novel or meaningful stimuli in the absence of sensory or motor deficits that could explain the behavior.
Answer B: Divided attention implies a division of attentional resources between competing stimuli.
Answer C: Selective attention is the directing of attentional resources to one stimulus, even in the presence of other, distracting stimuli.
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