Week 2: Intelligence Flashcards
1
Q
What is the nature of intelligence?
A
- multifaceted
- functional
- defined and shaped by culture and environment
- defined in a number of different ways
2
Q
How is intelligence functional?
A
- helps you adapt to your environment
- helps you navigate life better
3
Q
What is the psychometric approach to intelligence testing
A
Devising tests to measure a person’s cognitive level relative to others in a population
4
Q
Binet and Simon did what?
A
Were commissioned by French government to develop the first intelligence tests to measure judgement and reasoning of school children
5
Q
What is the intelligence quotient?
A
IQ = Mental Age / Chronological Age x 100
6
Q
What is the DSM 5 diagnostic criteria for intellectual disability?
A
- IQ between 65-75 (70+- 5)
- present before 18
- concurrent deficits in adaptive functioning, one or more areas
7
Q
What are adaptive behaviour skills at infancy and early childhood?
A
- sensorimotor
- communication
- self help
- socialisation
8
Q
What are adaptive behaviour skills at childhood and adolescence?
A
- academic skills for daily living
- reasoning and judgement within the environment
- social skills
9
Q
What are adaptive behaviour skills at adulthood?
A
- vocational responsibilities (workplace)
- social responsibilities (family)
- behavioural performance
10
Q
List the tests of intelligence for children
A
- Wechsler intelligence scale for children
- Wechsler preschool and primary scale of intelligence
- stanford-binet
- Kaufman assessment battery
- bayley scales of infant development
11
Q
List adaptive behaviour tests for children
A
- Vineland adaptive behaviour scale
- scales of independent behaviour
- adaptive behaviour assessment system
12
Q
List the 5 domains fo the Vineland
A
- communication
- daily living skills
- socialisation
- motor skills
- maladaptive behaviour
13
Q
Describe someone with an IQ of 55-70
A
- 85% of people with ID
- typically not identified until elementary school years
- over representation of minority group members
- develop social and communication skills but may be moderate delay in expressing language
- with appropriate supports, as adults they usually live successfully in the community
14
Q
Describe someone with an IQ of 40-54
A
- about 10% of persons with ID
- usually identified during preschool years
- applies to many people with Down syndrome
- benefit from vocational training and in adulthood can performed supervised
15
Q
Describe someone with an IQ of 25-39
A
- about 3-4% of persons with ID
- often associated with organic causes
- usually identified at a young age due to missing developmental milestones
- age 13-15 have adaptive and academic abilities same as 4-6 year old
- may have mobility and health related problems
- need special assistance throughout their lives
16
Q
Describe someone with an IQ below 20-25
A
- about 1-2% of persons with ID
- usually identified in infancy due to marked delays in development and biological anomalies
- learn only rudiments of communication - require extensive training to learn eating, grooming, toilet and dressing behaviours
- require lifelong care and assistance
17
Q
Why do we use intelligence tests?
A
- to find education related disabilities
- determine eligibility for special education
- to determine effects from brain injury
- to obtain info used to develop interventions
- to determine how a child processes info
- to assess multiple factors in cognitive abilities
- to look closely at working memory
- to look closely at processing speed
18
Q
What is the Flynn effect?
A
An increase in IQ over time in different cohorts
19
Q
List some explanations for the Flynn effect
A
- improvement in education system
- improved nutrition
- better health conditions
- increased dissemination of information
- test items become scale
- demographic shifts
20
Q
What does the WISC-IV cover
A
- full scale IQ
- verbal comprehension score
- perceptual reasoning score
- working memory score
- processing speed score
21
Q
What subtests form verbal comprehension?
A
- similarities
- vocabulary
- comprehension
22
Q
What SUPPLEMENTAL subtests form verbal comprehension?
A
- information
- word reasoning
23
Q
What subtests form perceptual reasoning?
A
- block design
- picture concepts
- matrix reasoning
24
Q
What SUPPLEMENTAL subtest forms perceptual reasoning?
A
Picture completion
25
What subtests form working memory?
- digit span
| - letter number sequencing
26
What SUPPLEMENTAL subtest forms working memory?
Arithmetic
27
What subtests form processing speed?
- coding
| - symbol search
28
What SUPPLEMENTAL subtest forms perceptual speed?
Cancellation
29
What does verbal comprehension measure?
- the ability to reason with verbal material to communicate ideas
- questions assess common sense reasoning
- the ability to describe the nature or meaning of words
30
What does perceptual reasoning measure?
- reasoning with visual, non verbal material and perceptual organisation
- dealing with non verbal problems are/not taught in school
31
What does working memory measure?
- the ability to actively maintain information in conscious awareness and manipulate it
- measures short term memory, attention, mental flexibility and quantitative knowledge
- could reflect anxiety, low motivation, poor maths skills
32
What does processing speed measure?
- the speed of mental and graphomotor processing
- the ability to quickly access stored knowledge, make a quick decision, then act on it
- requires executive control of attention and sustained effort
33
What are the general principles of administering the WISC-IV/testing in general?
- establish rapport
- introduce testing appropriately
- praise effort, not performance
- be familiar with the materials
- consider physical environment, temperature etc
34
List some important rules of administering the WISC
- starting point
- reversal rules
- discontinue rules
- query
- timed responses
35
What is the starting point?
Each subtest begins at age specific start point
36
What are reversal rules?
- items prior to an age specific start point are reversal items
- designed to extend the floor
- e.g if they get the first two questions wrong, work backwards
37
What are discontinue rules?
- when to cease/stop subtest administration
| - stop after a score of zero on a specified number of consecutive items
38
What is a Query (Q)
- applies to some responses on verbal subtests
| - if a child's response is unclear or too vague to be readily scored say 'what do you mean - tell me more'
39
What is a spoiled response?
When a query reveals that the child has used incorrect logic behind their answer
40
Example of similarities
In what way are red and blue alike?
41
Example of vocabulary?
What is a clock?
42
Example of comprehension
Why do people brush their teeth?
43
Comprehension assesses...
Wisdom; applied intelligence
44
Example of information
What day comes after Thursday?
45
What differentiates information from comprehension?
Information is simpler questions and has a real world element
46
Example of word reasoning
Tell me what I'm thinking of. This animal goes woof.
47
Describe the elements of block design
- 14 items
- timed
- time bonuses for items 9-14 only
- no time bonus for scoring option for anlyses
48
Describe picture concepts
Finding similar things between the images
49
Describe matrix reasoning
Working out a visual rule/pattern recognition/ common themes
50
Describe digit span forward
Requires the child to repeat numbers in the same order the examiner reads aloud
51
Describe digit span backward
Requires the child to repeat the numbers in the reverse order presented by the examiner
52
Described arithmetic
The child mentally solves a series of orally presented arithmetic problems within a specified time limit
53
Descibe coding
Given a code and need to convert them into a specific code as fast s you can
54
Describe cancellation
Put a cross through a certain theme, e.g. everything that's an animal
55
When can a GAI be reported in place of the FSIQ?
- when the variability between subtest scaled scores within an index is unusually large
- to control for brain damage, leaving out processing speed and working memory
56
130 & above
Very superior, 2.2% normal
57
120-129
Superior, 6.7% normal
58
110-119
High average, 16.1% normal
59
90-109
Average, 50% normal
60
80-89
Low average, 16.1%
61
70-79
Borderline, 6.7%
62
69 & below
Extremely low, 2.2%
