Lecture 11 - Intelligence and Academic Abilities Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

What is one of the main questions that arises when considering how to measure intelligence?

A

What is intelligence and how can we actually measure it?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What does Hoffnung book define intelligence as?

A

In the text book intelligence is defined as environmental adaptability, or the ability to learn from one’s experiences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are some of the benefits and limitations of intelligence testing?

A

Benefits include that intelligence testing provides a uniform score that allows for the comparison of cognitive skill levels across individuals, it can help identify different areas of competency or areas of need for a child which can help with creating a more suitable teaching approach, and IQ testing is often a good predictor of academic achievement.

Limitations include that a single test or single score from a test does not encapsulate the complexity and multi-layered and faceted nature of intelligence, it can ‘pigeon-hole’ children in a way that does not reflect their cognitive skills accurately, and it also does not account for difficulty that children may have with the test based on their lack of experience, what their current emotional and physical state is and whether they struggle with the language or not.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

When are IQ tests (“cognitive assessments”) performed on children?

A

There are many reasons why a cognitive assessment may be used for children, including identification of an intellectual disability, identification of a specific learning disorder, identification of “giftedness”, neurological assessment, clinical work, and or for access to specific funding or support programs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the WISC-V?

A

The WISC-V stands for Weschler intelligence Test for Children. It is used for testing intelligence in children 6 years and above.
The WISC-V tests 5 different areas that contribute to a child’s overall intelligence: verbal comprehension, Visual Spatial awareness, Fluid Reasoning, Working Memory, and Processing speed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

In the population is the WISC-V normally distributed?

A

Yes. And the average score is 100.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the difference between Intelligence testing and Achievement testing?

A

Intelligence testing looks at a child’s ability to learn a new skill, problem solve, i.e it measures their “potential”.
Achievement testing on the other hand looks at what a child has ACHIEVED thus far in regards to their performance at school.
Intelligence and achievement testing are often correlated, however, sometimes they are not and this can provide a good indicator that something else might be going on for the child, e.g difficult home life that affects their ability to focus at school or even attend school.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the WIAT-III?

A

The WIAT-III stands for Weschler Individual Achievement Test (3rd iteration). The WIAT-III can be used to assess children as young as 4 years of age, but is not recommended till primary school.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

When are children assessed for learning disorders?

A

The earliest children are assessed for learning disorders is generally first grade.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Is WIAT-III normally distributed?

A

Yes. And the mean score in the population is 100.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What are specific learning disorders (SLDs)?

A

Specific Learning Disorders are seen as an impaired ability to receive, store, process, retrieve and communicate information in a certain area or certain contexts.
The key thing about SLDs is that they are UNEXPECTED. Children with SLDs tend to have average to above average IQ, however, their academic achievement does not reflect this.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Specific Learning Disorders are classified as learning difficulties that persist despite intervention or addressing certain needs.
E.g a child might be struggling with reading, but it may be that they need glasses and cannot see the words.

True or False?

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The DSM-5 requires that SLDs are diagnosed based on meeting certain criteria.
Correct?

A

Yes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is a SLD with impairment in reading and writing?

A

Dyslexia.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Pattern of Strengths and Weaknesses is one way looking at a child’s IQ profile and academic achievement to understand whether they are struggling and/or have a SLD.
Explain what is examined in the the PSW.

A

When using a PSW for a child the child’s cognitive strengths and cognitive weaknesses are identified using the the WISC-V and then the child’s academic achievement profile is also assessed using the WIAT-III. This allows for the recognition and identification of specific areas that the child is struggling with and also allows for the comparison of academic achievement and IQ score to determine whether there is a discrepancy that may be able to be addressed through a certain intervention.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is Carroll’s Integrated Model of Intelligence?

A

The three-stratum theory of intelligence…..I don’t really understand it.

17
Q

What areas of the brain are involved in reading?

A

Broca’s area (word articulation/word analysis), Parietotemporal lobe (Word analysis), occipitotemporal lobe (Word form).

18
Q

What does it suggest if after intervention a child’s reading skill is only improving slightly and still is not at peer-level?

A

This can be an indication of dyslexia. If the child’s skill level jumped up to the same level as peers then this would suggest that the child did not have dyslexia, rather, that they were not necessarily receiving the suitable teaching style they needed for example.

19
Q

What has brain imaging shown in regards to brain activity during reading for children with typical reading abilities for their age and those with reading difficulties? Study done by Horowitz-Kraus et al (2014)

A

This study found that children with reading disorders had activation of brain areas on both sides of the brain, whereas children with typical reading abilities show most activation in their left hemisphere.
This suggests that children with reading disorders are trying to compensate for their impairment, by, for example, trying to just recognise words as opposed to reading words.

20
Q

What is the font recommended for children/adolescents/adults with dyslexia?

A

Dyslexie

21
Q

Why is it imported to continue to support children even after diagnosis of a SLD is made?

A

Learning disorders can impair a child’s sense of worth, their sense of competence, and lead to bullying or social struggles. It is important to provide children with support and education around their SLD so that they can approach their learning style with more understanding and develop confidence in their abilities as well as develop social skills that can allow them deal with any bullying etc at school.