TEST OF INTELLECTUAL FUNCTIONING

Question 1

it is a cognitive ability that includes abstract thinking and reasoning, adaptive problemsolving, and the capacity to learn.

Answer 1

Intelligence

Question 2

Major Types of Intelligence

Answer 2

General Intelligence
Multiple Intelligence
The Triarchic Approach to Intelligence

Question 3

When was General Intelligence proposed

Answer 3

20th century

Question 4

The notion of intelligence as a global, general ability- usually referred to as “g”- was based on the observation that almost all tests of cognitive ability are positively correlated.

Answer 4

General Intelligence

Question 5

Prominent figure in General Intelligence

Answer 5

Charles Spearman

Question 6

who coined the term Triarchic theory of intelligence

Answer 6

Robert Sternberg

Question 7

According to Sternberg, there are three basic kinds of intelligence:

Answer 7

Analytical Intelligence
Creative Intelligence
Practical Intelligence

Question 8

it measured by traditional intelligence tests that would help to solve a physics and evaluate information to solve problems

Answer 8

Analytical Inteligence

Question 9

is what you would use to compose music or the ability to come up with new ideas.

Answer 9

Creative Intelligence

Question 10

is defined as the ability that individuals use to find a more optimal fit between themselves and the demands of the environment through adapting, shaping, or selecting a new environment in the pursuit of personally valued goals

Answer 10

Practical Intelligence

Question 11

He suggested that there are 8 different types of intelligences

Answer 11

Howard Gardner

Question 12

8 intelligences according to Gardner

Answer 12

VISUAL-SPATIAL
LOGICAL-MATHEMATICAL
LINGUISTIC-VERBAL
BODY-KINESTHETIC
MUSICAL
INTERPRESONAL
INTRAPERSONAL
NATURALISTIC

Question 13

good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.

Answer 13

VISUAL-SPATIAL

Question 14

able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.

Answer 14

LINGUISTIC-VERBAL

Question 15

good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.

Answer 15

LOGICAL-MATHEMATICAL

Question 16

good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.

Answer 16

BODY-KINESTHETIC

Question 17

good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.

Answer 17

MUSICAL

Question 18

good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them.

Answer 18

INTERPERSONAL

Question 19

good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths.

Answer 19

INTRAPERSONAL

Question 20

more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.

Answer 20

NATURALISTIC

Question 21

known as factor analysis

Answer 21

Hierarchical and Factor-Analytic Models

Question 22

a French scientist and was not the first person to develop a measure of intelligence, his original test and the revisions based on it have been among the most influential means of assessing the mental ability of children.

Answer 22

ALFRED BINET

Question 23

The results of this scale were expressed not simply as a mental age score, but as an intelligence quotient (or IQ) which is calculated by dividing mental age (MA) by chronological age (CA) and multiplying by 100.

Answer 23

Stanford-Binet

Question 24

5 mid-level abilities that is measures by the Stanford-Binet

Answer 24

fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory.

Question 25

designed for testing people over the age of 17
It contained verbal and nonverbal (performance) subtests.
scored using a point scale in which the client received credit for each correct answer

Answer 25

Wescler Scales

Question 26

was originally designed for children from 5 to 15 years old and it appeared in 1949. ● It had 12 subtests (6 verbal, 6 performance), of which only 10 were usually administered

Answer 26

Wechsler Intelligence Scale for Children (WISC)

Question 27

covers ages 6 to 17 and includes seven standard and nine supplemental subtests that provide a Full Scale IQ and five composite factor scores:

Answer 27

WISC-V

Question 28

five composite factor scores in WISC

Answer 28

Verbal Comprehension
Visual Spatial
Fluid Reasoning
Working Memory
Processing Speed.

Question 29

This test was designed for children aged 4 or younger. It uses composite scores to assess a student’s general intellectual ability and cognitive functioning based on their test performance and current age. It can also be used to identify cognitive delays, and learning disabilities and be combined with other tests to assess each child’s level of intellectual giftedness

Answer 29

Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

Question 30

refers to the process of analyzing and understanding the results of an intelligence test in a meaningful way within a clinical or psychological context. This interpretation involves assessing an individual’s cognitive abilities, strengths, and weaknesses based on their test performance

Answer 30

Clinical interpretation of intelligence test scores

Question 31

Suitable for children 3 to 18 years of age, the test is now in its second edition, the KABC-II.

Answer 31

Kaufman Assessment Battery for Children

Question 32

based on research and theory in cognitive psychology and neuropsychology. It defines intelligence as the ability to solve new problems (an ability sometimes referred to as fluid intelligence) and also as acquired knowledge of facts (which has been termed crystallized intelligence).

Answer 32

K-ABC-II

Question 33

The _________________ (18 total, 10 core) are grouped into mid-level composite factor scores, including simultaneous processing, sequential processing, planning, learning, and knowledge.

Answer 33

Kauffman subset

Question 34

standardized assessment tool designed to measure an individual’s cognitive abilities and intellectual potential. These tests typically consist of a series of questions or tasks that assess various aspects of cognitive functioning, such as problemsolving, reasoning, memory, and language skills.

Answer 34

Intelligence Test

Question 35

This tests can be viewed as general measures of both aptitude or the capacity to acquire knowledge or skill and achievement or the knowledge or skill that a person has acquired

Answer 35

Aptitude and Achievement Tests

Question 36

known as SAT (Scholastic Aptitude Test) predict success in occupations or educational programs by measuring cognitive ability and accumulated effects of various living experiences, aiming to forecast performance based on these effects.

Answer 36

Aptitude test

Question 37

measure proficiency at certain tasks; that is, they measure how much people know or how well they can perform in specific areas.

Answer 37

Achievement tests

Question 38

as the ability to solve new problems

Answer 38

Fluid Intelligence

Question 39

acquired knowledge of facts

Answer 39

crystallized Knowledge

Question 40

Other popular Test in Achievement Tests

Answer 40

The Wide Range Achievement Test (WRAT5)

Kaufman Test of Educational Achievement
(KTEA-3)

Wechsler Individual Achievement Test (WIAT-III