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Cognitive Assessment > PPT 3 > Flashcards

PPT 3 Flashcards

1
Q

Cognitive Assessment System (CAS)

A
  • Based on Luria’s PASS system
  • Ages 5 through 18 years
  • 13 subtests divided among planning tests (3), attention tests (3), simultaneous tests (3), and successive tests (4).
  • Test Descriptions on punlishers website (Houghton-Miffin-Harcourt).
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2
Q

Planning Tests

A

Matching Numbers (MN), Planned Codes (PCd), Planned Connections

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3
Q

Attention Tests

A

Expressive Attention (EA), Number Detection (ND), Receptive Attention (RA).

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4
Q

Simultaneous Tests

A

Nonverbal Matrices (NvM), Verbal-Spatial Relations (VSR), Figure Memory (FM).

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5
Q

Successive Tests

A

Word Series (WS), Sentence Repetition (SR), Speech Rate (SpR), Sentence Questions (SQ).

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6
Q

Efforts to Expand the Construct of Intelligence

A

-Triarchic Model- Robert Sternberg
- Multiple Intelligences- Howard Gardner
- Emotional intelligence- Daniel Goleman

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7
Q

Triarchic Theory of Intelligence Robert Sternberg

A
  • There are 3 types of Intelligence: Analytical, Creative, Practical.
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8
Q

Multiple Intelligence Howard Gardner

A

Gardner argued we have a one dimensional view of intelligence. He provides an alternative view stating “Intelligence is the ability to solve problems or to fashion produts that are valued in one or more cultural or community settings.” It recognizes that there are many different discrete facets of intelligence.

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9
Q

Gardner’s Original Seven Intelligences

A
  1. Linguistic Intelligence
  2. Logical-mathematical
  3. Spatial intelligence
  4. Musical intelligence
  5. Bodily-kinesthetic
  6. Interpersonal intelligence
  7. Intrapersonal Intelligence

He claims that all have equal claim to priority, though society has put logical-mathematical and linguistic first.

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10
Q

Revisions to Garders Theory

A

-1999 he combined intrapersonal and interpersonal intelligence.
-Added naturalistic intelligence (“empathy for and categorization of natural things”)
-He also proposed existential intelligence (the ability to see oneself with respect to the further reaches of the cosmos)

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11
Q

Gardner Theory Continued

A

-Proposed that all are raw biologival potentials
- Implications for education: Early identificiation of strengths and weaknesses, Individual-centered school, New set of roles for educators.

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12
Q

Is Multiple Intelligences Valid?

A

To date, no published studies that offer any evidence of the validity of Gardner’s theory of multiple intelligences.

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13
Q

Emotional Intelligence

A

Lacks any evidence as a unitary empirically supported construct. It is not successfully differentiated from personality constructs and general intelligence.

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14
Q

Why people believe in Ideas?

A
  1. Credo Consolans: Idea may be comforting if it supports our exisiting beliefs, predicts a good outcome, makes us feel powerful, or makes us feel in control.
  2. Immediate Gratification: Idea may be attractive if it offers instant solutions for difficult problems.
  3. Easy Explanations: Idea may be accepted if it offers a simple story about something that is difficult to understand.
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15
Q

Current Goald Standard for Measuring Intellligence

A
  • Psychometric model
  • (But we also have the cognitive assessment system, which is based in Lurias PASS system which is rooted in the neurological-Biological approach.
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16
Q

WAIS

A

Wechsler (1944) Intelligence is “the capacity to act purposefully, to think rationally, and to deal effectively with his or her environment. “

17
Q

Wechsler Tests

A

WAIS-IV: 16 to 91 years of age
WISC-V Ages 6 to 16-1 years
WPPSI-IV Ages 2-6 to 7-3 years

18
Q

WAIS-IV Three Tier Hierarchy

A

-FSIQ
-VCI: VC, SI, IN, CO, WMI: AR, DS, LN, PRI: PCn, BD, MR, VP, FW, PCm, PSI: CD,SS,CA

19
Q

Three Types of Scores

A

Raw Scores, Scaled Scores, IQ/Index scores

Mean for scaled scores 10 and SD of 3. Mean for Index Scores 100 and SD of 15

20
Q

7 Steps for Scoring WAIS-V

A
  1. Compute raw scores and transfer to the right space on the results page.
  2. Convert raw scores to scaled scores using Table in manual. (Use correct age)
  3. Add appropriate scaled scores to get composite scores. (Supp subtests are not used in composite scores).
  4. Convert composite scores to IQ and Index scores using Tables in manual
  5. Obtain confidence intervals, etc.
  6. Plot the scores
  7. Interpret the profile.
21
Q

Common Errors in Raw Score Calculations

A
  • Forgetting to add poitns for the first items not administered.
  • Forgetting to add points on different pages.
  • Forgetting to subtract the number of missed items on Symbol Search and Cancellations.
  • Transferring total raw scores incorrectly
  • Including points on items after discontinue criterion was met.
22
Q

Common Errors in Obtaining Scaled Scores

A
  • Not adding correctly, writing illegibly leading to errors, using wrong table for age in the tables, misreading across rows in the tables.

Cognitive Assessment (5 decks)

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