The Wechsler Adult Intelligence Scale-III (WAIS-III) is intended for use with adults and the Wechsler Intelligence Scale for Children-IV (WISC-IV) is designed for children ages 6 – 16. A test is considered reliable if we are able to get the same or similar result repeatedly. Testing is done when one has some concerns about a child 's learning needs and wants to determine the child 's learning potential. Apart from providing IQ scores, the WISC-IV also provides essential information and critical insights into a child 's cognitive functioning. It also integrates current conceptualizations and recent research to provide the most essential information about a child 's strengths and weaknesses. The test is administered over a time period between 65 and 80 minutes, the WISC-IV contains 10 core subtests and 5 additional subtests. These consist of the Verbal Comprehension Index, the Perceptual Reasoning Index, the Working Memory Index and the Processing Speed Index, and one Full Scale IQ (FSIQ) which ranges from lowest 40 to highest 160 points. Subtests are given for additional examination of processing abilities. The age range for this test is between 6 years and 18 years depending on the child. For example an autistic 18 year old may still use the WISC-IV depending on a question of ability. The following are the four main parts of the WISC-IV and what they measure: Verbal Comprehension Index Measure: Verbal concept formation tests include similarities, vocabulary, and comprehension. Optional tests are Information and Word Reasoning. Assesses 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. It can tap preferen... ... middle of paper ... ...anning, social conduct, and emotional regulation. The fact that the prefrontal cortex plays a key role in higher cognitive skills and in the achievement of effective behavior is well supported by evidence from these specific sub-tests and the end result of scoring. An interesting phenomenon of frontal lobe damage is the insignificant effect it can have on traditional IQ testing. Researchers believe that this may have to do with IQ tests typically assessing convergent rather than divergent thinking. Frontal lobe damage seems to have an impact on divergent thinking, or flexibility and problem solving ability. Each hemisphere contains four lobes (frontal, temporal, occipital, and parietal). The cerebral cortex is responsible for most "higher order" or intellectual brain functions such as thinking, reasoning, judging, planning, voluntary movement, and overall behavior.
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
In order for a test to have appeal is must have validity (Cohen, 2012). The Stanford-Binet Intelligence Scales has been praised for its validity, and it utilizes the CHC model with is a composite model of intelligence (Cohen, 2012). The Wechsler model also shows strong validity and it also uses the CHC model (Cohen,
...e highly individualized, there are a variety of ways to interpret the results. There are four categorical scores that can all be combined or individually analyzed in addition to the percentile and age-adjusted subtest norms. These quanitiative scores can be used to determine whether a child exhibits higher, lower, or average level cognitive or social functioning (Korkman, et al., 2007a). In addition to the NEPSY-II results, it is important for administrators to integrate the results of other educational, environmental, neurobiological, and medical records in order to make a more thorough assessment and recommend more comprehensive interventions. While the NEPSY-II may help educators, parents, and professionals indicate the neuropsychological of the child, it is important to understand that it is not to be used for the localization of brain dysfunction (Kemp, 2010).
The death penalty was brought to America in the 17th century. As of January 1, 2011, more than three thousand people were sentenced under the death penalty in the United States (Death Penalty Information Center). There are currently thirty-four states with the death penalty and out those states 1,272 inmates have been executed to date (Death Penalty Information Center). A number of inmates have perhaps been on death row for more than a decade. With the increase public support for the death penalty and the growing number of executions indicate there is an issue for competency (Bonnie, 1990). Therefore, “many states have begun to encounter some condemned inmates asserting that their prolonged confinement under sentence of death has left them mentally incompetent (Small & Otto, 1991)”. These inmates on death row live with the knowledge of their approaching death and some of these inmates are often mentally incompetent.
The Frontal Lobe: Is the anterior part of cerebral hemisphere of the cerebrum of the brain, extending back to region called the central sulcus is a deep cleft on the upper surface of the brain. The frontal lobe is for intelligence which carries out high mental procedures such as thinking, judgment making, and forecasting. The human body uses their frontal lobe nearly every day. The frontal lobe
The prefrontal cortex (PFC) also controls behaviors that depend on context (Kalat 2004). For example, if my cell phone rings when I am at the mall or grocery store I would answer it. If it rings while I am at the movies or in class I wouldn't answer it. People with frontal lobe damage often exhibit inappropriate behaviors due to the inability to recognize context. Other studies indicate that the PFC is also responsible for regulating emotions and decision-making.
The frontal lobe comprises a third of the brain and it enables us to engage in higher cognitive functions such as planning and problem solving (Jonides & Smith, 1999). The frontal lobe is divided into 3 regions, the motor cortex, premotor cortex, and prefrontal cortex. The motor cortex is located in the precentral gyrus and directs fine motor coordination. The premotor cortex is involved in planning, organizing, and integrating body movements. The prefrontal is involved in executive functions, including short-term memory, working memory, decision making, and prioritizing behaviors (Wilson, 2003). Some of the frontal lobe disorders than can cause brain damage and behavioral changes are Huntington’s disease, infection, stroke, tourettes, dementia, epilepsy, Parkinson’s disease, tumors, closed head injury and traumatic brain injury (Chow, 2000).
Intelligence tests have been developed by scientists as a tool to categorize army recruits or analyze school children. But still discussing what intelligence is, academics have a difficult time defining what intelligence tests should measure. According to the American researcher Thorndike, intelligence is only that what intelligence tests claim it is (Comer, Gould, & Furnham, 2013). Thus, depending on what is being researched in the test and depending on the scientist’s definition of intelligence the meaning of the word intelligence may vary a lot. This essay will discuss what intelligence is in order to be able to understand the intelligence theories and aims of intelligence tests.
Developed by Linda Brown, Rita Sherbenou, and Susan Johnsen and published by pro.ed The Test of Nonverbal Intelligence-Fourth Edition (TONI-4) is an assessment that uses abstract reasoning and figural problem solving to estimate general intellectual ability. The Test of Nonverbal Intelligence, Fourth Edition (TONI-4) is a measure of general intelligence relying heavily on a nonverbal format and limited motor responses. The TONI-4 is designed to assess abstract/figural problem-solving skills of children and adults varying from ages 6 to 89 who have language, hearing, and motor difficulties. The TONI-4 has two equivalent versions, Form A and Form B, each of which consists of 60 items listed in
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
Can intelligence be measured? Does an IQ test actually measure a person’s intelligence? Does a high score indicate a genius? Does a low score indicate stupidity or merely ignorance? These questions have been asked over and over again by psychiatrists and scientists alike, but to date there are no clear answers. These questions cannot be answered without first defining what is meant by the term intelligence. Once intelligence has been defined then it should be easy to answer these questions; however, multiple definitions of the word tend to lead to further confusion.
Intelligence has been commonly thought to decline as we get older, however this is a flawed belief. Countless individuals will argue that there are various cognitive processes that are associated with changes in the brain that do deteriorate with time, however there are also other brain areas that increase their activity in older age. I believe a person’s ability to perform certain tasks may become slower as they get older, but this doesn’t automatically mean that they are cognitively getting less intelligent. There are numerous ways in which intelligence can be defined, although it is commonly defined as general cognitive skills, this means that it is a mental ability involved in the capacity of learning, reasoning, perceiving relationships and analogies, understanding, facts, meanings, etc. (Dictionary definition). However Raymond Cattell (1963) argued that ‘intelligence does not generally consist of only cognitive performance’. Cattell and Horns theory developed in 1966 and emphasises that intelligence is composed of a number of different abilities that interrelate to form the broad term of intelligence. The main two factors are crystallised and Fluid intelligence.
The left and right hemispheres of the brain are each divided into sections. Within each sections are lobes, controlling such processes as our visualization, our movement, and our personalities. For instance, the occipital lobe in the back of our brain is responsible for processing vision, and the frontal lobe behind our forehead controls cognition and personality. The lobes of the brain are split between the right and left hemispheres of the brain. This well-designed arrangement is for the lobes to function correctly, so the two hemispheres of the brain can communicate with one
It contains the primary motor cortex and the prefrontal cortex, which extend from the central sulcus to the anterior of the brain. The posterior part of the frontal lobe is the precentral gyrus which is specialized in the control of fine movements. The very most anterior portion of the frontal lobe is the prefrontal cortex. The neurons in this area have up to sixteen times as many dendritic spines as neurons in the occipital lobe or primary visual cortex. As a result, the prefrontal cortex is able to integrate a great deal of information (Kalat, 2004).
This article can be important for understanding more possible side effects that accompany an intellectual disability. It would be useful for people to be knowledgeable on the differences that people with mental disabilities have to deal with. In the article they discuss a study that was done when they use the two cognitive functions vocabulary and arithmetical reasoning to measure the children’s mental abilities. They attempt to match the children who have an intellectual disability to their mental and chronological age based on how well they do. With the information they gather they can find out what kind of role the disability plays on the children’s working memory. In the article they state “The children with ID did not show the same kind of pattern as their same age mainstream peers, and this implies that they were using different working memory resources to carry out the same cognitive tasks. (Henry, MacLean, 2003, p.19)” This is just another example of how people no matter their age struggle having an intellectual disability and will have to live their lives in a much different way than most seemingly normal people. The article discusses how children with mental disabilities cannot use their stored memory as other children can when trying to solve a problems, instead they will have to start the problem