Intelligence and Academic Abilities Flashcards

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1
Q

Differences between intelligence and achievement

A

intelligence:
predicting future performance
ability to acquire new skill and knowledge

Achievement:
ability to write, read, listen
measured by school assessment

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2
Q

benefits of Weschler Intelligent Test for Children

A

more engaging, on ipad, measures the full-scale of general intelligence

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3
Q

Elements of the WIAT

A

sentence composition
easy reading skills
phonological awareness
math problem solving

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4
Q

Explain specific learning disorder

A

affects the child’s ability to receive, store, process, retrieve, communicate information
one of the areas = SLD (if more than one, maybe low GI)
usually happens to children with average/high average IQ

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5
Q

Criteria of SLD

A

persist through time and no significant improvements even though with interventions
more severe through time
assessed by relevant assessments (WIAT) and significantly lower than peers.
not explained by other reasons (e.g., need glasses)

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6
Q

Explain Dyslexia

A

People with
-> difficulties with lower reading capabilities
-> difficulties with decoding words (pronunciation)
-> difficulties with encoding words (spelling)

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7
Q

Describe the process of weaknesses and strengths

A
  1. Do a WISC to locate cognitive strengths
  2. Do a WISC to locate cognitive weakness
  3. Do a WIAT to locate academic weakness
    Results of 1 should be consistent with 2,3
    Results of 2 should be consistent with 3
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8
Q

Reading and the brain

A

Broca’s region = for the articulation (fluency) when reading
Parietal temporal area = word analysis
Occipital temporal area = rapidly visualise words in the brain

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9
Q

What is the name of the intervention of breaking syllables of words, which is used before the diagnose of Dyslexia, and how to identify people with Dyslexia

A

Systematic Phonics Instruction. They usually have a slower improvement progress even after exposed to the intervention for a period of time

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10
Q

How do brain activities of normal people differ from people with Dyslexia

A

normal people mainly use the left hemisphere and localised when it comes to word processing
However, for people with Dyslexia, the right hemisphere is activated -> seems like its for compensating the de-localised activities in the left hemisphere
Therefore slower

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