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31 Cards in this Set

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Describe Spearman's 2 factor theory of intelligence
g - general ability common to all intellectual tasks

s - specific to a particular task
Def: divergent thinking (Guilford)
Ability to generate new, creative ideas
Def: convergent thinking (Guilford)
Ability to group divergent ideas and synthesize into one unifying concept
Correlation of IQ among family members
.88 identical twins reared together
.75 identical twins reared apart
.50 parent / child, fraternal twins, sibs
.17 unrelated children reared together
Describe confluence model (Zajonc)
Family size is inversely proportional to the availability of intellectual stimulation
Wechsler verbal subtests
Vocabulary
Information
Similarities
Comprehension
Sentences
Letter-number sequencing
Arithmetic
Digit span
Wechsler performance subtests
Picture completion
Picture arrangement
Block design
Object assembly
Digit Symbol-coding
Coding
Matrix Reasoning
Animal house
Mazes
Symbol search
Geometric design
Implications of a Wechsler verbal IQ > performance IQ (by at least 12 points)
High level of education
Depression - psycho-motor slowing
Poor motor-visual integration

Right hemisphere damage
Implications of Wechsler IQ performance score > verbal (by at least 12 points)
Low SES
Low academic achievement
Language deficits
Learning disabilities
Left hemisphere damage
WAIS verbal comprehension tests
Information
Vocabulary
Similarities

provide good estimate of premorbid functioning
WAIS perceptual organization tests
Picture completion
Block design
Matrix reasoning (similar to Raven Progressive Matrices test)
WAIS working memory tests *
Digit span
Arithmetic
Letter-number sequencing
WAIS processing speed tests
Digit-symbol coding
Symbol search
Describe Raven's Progressive Matrices *
Originally designed as general IQ test
More used to test perceptual ability and spatial logic
Often included in neuropsych evaluations
Series completion tests
Used as a 'cultural-fair' test
What is measured by the Wechsler comprehension subtest?
Judgement
Common sense
Describe curriculum-based assessment
Assessment of the student in terms of his / her curriculum

Identifies progress
Identifies changes in instruction that might help the student progress
Upshot of Larry P vs Riles
IQ scores banned as sole criterion in EMR (educable mentally retarded) placement

SF suit claimed racial bias in placement
Effects of ability tracking
Pervasively negative for low and moderate ability students

Little to no effect on high ability students
Buckley amendment
Access rights to school records for parents and students over 18
Provisions of the All Handicapped Children Act
Free public education
No single procedure used in placement
Individualized education plan
Mainstreaming as much as possible
Role: school psychologist
Indentify children needing help and make referrals

Assess, consult, make recommendations to both parents and teachers
Wechsler subtests most resistant to brain damage
Vocabulary
Information
Picture completion
Utility of infant IQ tests
As screen for low IQ, but not as a predictor of future IQ
Distinguisting characteristics of Montessori teaching
Children select their own activities

Heterogeneous classrooms with respect to age and level of development
WAIS vs Stanford-Binet
Stanford-Binet a better test at extremes of IQ continuum

Wais pushes scores to the middle
WAIS verbal subtests
Verbal comprehension
Working memory
WAIS performance subtests
Perceptual organization
Processing speed
Attributes affected by birth order
IQ
leadership
academic achievement
Desc: domain referenced test
Draws specific content from a domain in order to assess strengths and weaknesses
Desc: norm referenced tests
Differentiate students at different levels of achievement but are not diagnostic
Def: criterion referenced test
Evaluates mastery to a prescribed level, ie criterion