Intelligence Assessment Readings Flashcards
What is the benefits to early intervention?
to enhance child’s development
reduce costs in the long term
provide support for family
Who qualifies for early intervention?
children from birth through age 3 who are at risk for or suspected of having a developmental delay
What is a developmental delay?
not having attained developmental milestones in one or more of the five areas of development
CPSE
Children aged 3-5 who have a significant developmental delay that adversely affects the child’s ability to learn
What are the five domains that must be assessed to determine a developmental delay?
cognitive language adaptive social/emotional motor
What is the most common referral reason for EIP?
language delay, especially receptive language
always test for hearing loss
What is hypotonia?
floppy baby
What is needed to be a good assessor?
being well-trained in psychometrics
keen observers
skilled interviewers
supervised practica and opportunities to observe experienced practitioners
When making recommendations, pay attention to…
listen to the families priorities
understand cultural variations
Bayley Scales of Infant Development III
age 1-3
assesses all five domains
tests development, not intelligence
Stability of IQ
for a young child you’re often not measuring intelligence, you’re testing development
age 3-5 corr .4 with measures of adult intelligence
age 6-7 corr .7 with measures of adult intelligence
eligibility for EIP
2 SD below in one area or 1.5 SD below in two or more areas
When giving feedback to parents after assessing their child…
normalize delays–delays now don’t meant that the kid will always be delayed
Best practices
MULTIPLE SOURCES OF INFO AND MULTIPLE METHODS when making diagnostic placement decisions
Interpret scores as evidence of current developmental functioning rather than predictive of future functioning.
What is executive functioning?
mental functioning involved in decision making, planning, inhibition, motor planning and execution
Age-related IQ decline
memory declines
sensory modalities decline in sensitivity
vocabulary and verbal reasoning stable or increase
high IQ ppl lose more IQ points as they age than do low IQ ppl
appropriateness of norms due to…
cultural background
educational background
linguistic background
*Avoid misdiagnosis due to not knowing a client’s background!
When should we assess malingering?
when the person has something to gain by doing poorly on the test
when there’s a big discrepancy between a person’s claimed stress/disability and objective findings/known patterns of brain functioning
when self-report findings are discrepant with behavioral observations, documented history, and reports of others
How did the diagnosis of intellectual disability change with the DSM V?
less focus on IQ score
now, emphasis on clinical assessment/judgment
When assessing someone from a different culture, it is important to…
determine proficiency in native and acquired language
consider the degree of cultural loading on items
Luria’s model
divides higher order brain functioning into three main blocks:
lower brain stem structures
posterior cerebral cortex
anterior cerebral cortex
Vygotsky’s model
social, cultural, and environmental influences interact with our neurological structures to develop higher level functioning.
Language and thought processes develop in five stages
How can we measure EF?
card sorting tasks
category and letter retrieval tasks
trail making tasks
What are the benefits to internet testing?
speed, cost, convenience
What are the benefits to testing in person (not internet testing)?
emphasis is typically on the person being assessed and the referral question
emphasis on the integration of the different measures
can make sure that the person being assessed gives informed consent and understands the results and
Does heritability of IQ increase or decrease with age?
increases
effect of shared environment appears to diminish with age
social class and heritability of cognitive ability
more variance in IQ is explained by the environment in poorly educated/low SES families
Effect of breastfeeding on IQ
may increase IQ by up to 6 points
Low SES children adopted into high SES families …
increase their IQ’s by up 18 points
vocab in high SES home is much richer
encouragement: reprimand ratio
home-related intellectual stimulation
Effect of education on IQ
going to school increases your IQ
going to a good pre-k increases IQ, but these gains fade unless the child is kept in an enriched environment
Exercise and aging
aerobic exercise helps maintain IQ
cognitive exercise helps maintain IQ –> memory, PSI, reasoning skills
Flynn Effect
global IQ increases 3 points/decade
these gains slow down after a country has developed
gains are larger for Gf than Gc.
Possible reasons for the Flynn Effect
nutrition, more favorable ratio of adults to children, more cognitively demanding jobs, more cognitively challenging leisure
What part of the brain for Gf?
prefrontal cortex
What part of the brain for Gc?
temporal and parietal lobes
cognitive ability and neural efficiency
high-ability individuals solve problems more efficiently and with less cortical activity
Which sex is better at visual spatial?
male
Which sex is better at verbal?
female
better in fluency, memory, reading performance, and writing achievement
Variability in cognitive performance
males show more variability
higher # of super high and super low males
black white IQ gap
increases with age. this could be a cohort effect
working memory and intelligence (dispute)
working memory is related to Gf
But WM also related to g. How this relationship works is disputed. Whether PSI is more responsible for overall differences in IQ.
individual multiplier
a person’s cognitive abilities influence the kids of environmental elements they are likely to experience
social multiplier
as society learns more/improves, individuals are given more challenges and demands; as individuals improve, the mean IQ improves, generating greater need for improvement
g (dispute)
people who are good at any intellectual skills are more likely to end up in situations where all intellectual skills are practiced, improving subtests but not necessarily improving g.
subtest scores have improved over time, but there is a lack of relationship between these improvements and g loadings
Gardner’s theory
multiple intelligences, including musical and body-kinesthetic
thought that psychometric tests only include linguistic and spatial
Sternberg’s theory
3 major aspects of intelligence: analytic, creative, practical
only the analytic aspect is tested in IQ
practical intelligence includes tacit knowledge
Piaget
assimilation
accommodation
Vygotsky
intellectual abilities are social in origin
zone of proximal development
positive manifold
scores on subtests are generally correlated positively, with g underlying that correlation
IQ and school performance
corr between IQ and grades is .5
IQ accounts for 25% of variance on school achievement tests
corr between IQ and total years of education is .55
predict occupation and income to a lesser extent
IQ and heritability
50% heritable
genetic differences are reflected more strongly in adults than in children
Culture and Intelligence (Sternberg)
intelligence cannot be fully or even meaningfully understood outside its cultural context
different and unequal conditions make testing unreliable
successful intelligence (Sternberg)
the set of attitudes, values, beliefs, and behaviors shared by a group of people, communicated from one generation to another via language or some other means of communication
Sternberg v. Nisbett models of the relationship of culture to intelligence
Sternberg: dimensions of intelligence are the same, but the instruments of measurement are not
Nisbett: dimensions of intelligence are different, instruments of measurement are the same
CHC Broad Abilities
Gf Gc Gq quantitative knowledge Gsm short term memory Gv visual processing Ga auditory processing Glr long-term storage and retrieval Gs processing speed
Glr
efficiency with which information is initially stored and later on retrieved from long-term memory
Gf
mental operations that an individual uses when faced with a relatively novel task that cannot be performed automatically
inductive and deductive reasoning
Gc
breadth and depth of a person’s acquired knowledge
includes declarative and procedural knowledge
