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72 Cards in this Set

  • Front
  • Back
Picture Completion
a set of color pictures of common objects and settings, each of which is missing an important part that the examinee must identify
Vocabulary
a series of orally and visually presented words that the examinee orally defines
Digit Symbol-Coding
a series of numbers, each of which is paired with its own corresponding hieroglyphic-like symbol; using a key, the examinee writes the symbol corresponding to its number
Similarities
a series of orally presented pairs of words for which the examinee explains the similarity of the common objects or concepts they represent
Block Design
a set of modeled or printed two-dimensional geometric patterns tha tthe examinee replicates using two-color cubes
Arithmetic
a series of arithmetic problems that the examinee solves mentally and responds to orally
Matrix Reasoning
a series of incomplete gridded patterns that the examinee completes by pointing to or saying the numbers of the correct response from five possible choices
Digit Span
a series of orally presented number sequences that the examinee repeats verbatim for Digits Forward and in reverse for Digits Backward
Information
a series of orally presented questions that thap the examinee's knowledge of common events, objects, places, and people
Picture Arrangement
a set of pictures presented in a mixed-up order that the examinee rearranges into a logical story sequence
Comprehension
a series of orally presented questions that require the examinee to understand and articulate social rules and concepts or solutions to everyday problems
Symbol Search
a series of paired groups, each pair consisting of a target group and a search group; the examinee indicates, by marking the appropriate box, whether either target symbol appears in the search group
Letter-Number Sequencing
a series of orally presented sequences of letters and numbers that the examinee simultaneously tracks and orally repeats, with the numbers in ascending order and the letters in alphabetical order
Object Assembly
a set of puzzles of common objects, each presented in a standardized configuration, that the examinee assembles to form a meaningful whole
Verbal Subtests of WAIS-III
Vocabulary
Similarities
Arithmetic
Digit Span
Information
Comprehension
Letter-Number Sequencing
Performance Subtests of WAIS-III
Picture Completion
Digit-Symbol Coding
Block Design
Matrix Reasoning
Picture Arrangement
Symbol Search
Object Assembly
Verbal Comprehension Index of WAIS-IV
Similarities
Vocabulary
Information

Comprehension (Supplemental)
Perceptual Reasoning Index of WAIS-IV
Block Design
Matrix Reasoning
Visual Puzzles (NEW)

Picture Completion (Supplemental)
Figure Weights (Supplemental & NEW)
Working Memory Index of WAIS-IV
Digit Span
Arithmetic

Letter Number Sequencing (Supplemental)
Processing Speed Index of WAIS-IV
Symbol Search
Coding

Cancellation (Supplemental & NEW)
Changes from WAIS-III to WAIS-IV
- eliminated VIQ & PIQ to be replaced by Index Scores
- enhanced measures of: Fluid Intelligence, Working Memory and Processing Speed
- added subtests: Figure Weighs, Cancellation, Visual Puzzles
- eliminated subtests: object assembly, picture arrangement, coding recall & coding copy
- co-normed with WSM, special group studies, improved validity/reliability
- add demonstration items, reduced vocab instructions, dropped object assembly, reduced emphasis on motor demands and time bonus, enlarged visual stimuli & eliminated rhyming letters/numbers
- reduced discontinue rules
Reliability & Validity of WAIS-III
Split Half=.94-.98
Test-Retest=.88-.95
SEM=2.29-3.75

correlate w/ WISC- III=.86-.94
Reliability & Validity of WISC-IV
Split Half= .88-.97
Test-Retest=lower

cruss cultural factor analysis
Verbal Comprehension of WISC-IV
Vocabulary
Similarities
Comprehension
Information
Perceptual Reasoning of WISC-IV
Block Design
Matrix Reasoning
Picture Completion
Picture Arrangement
Working Memory of WISC-IV
Digit Span
Letter Number Seq
Arithmetic
Processing Speed of WISC-IV
Coding
Symbol Search
Verbal Subtests for WPPSI-III
Information
Vocabulary
Word Reasoning
Comprehension
Similarities
Receptive Vocabulary
Performance Subtests for WPPSI-III
Block Design
Matrix Reasoning
Picture Concepts
Picture Completion
Processing Speed Subtests for WPPSI-III
Symbol Search
Coding
Weschler's Definition of Intelligence
the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment
SB5 Fluid Reasoning
V: Analogies
NV: Matrices
SB5 Knowledge
V: Vocab
NV: Recognize Absurdities in Pictures
SB5 Quantitative Reasoning
V&NV: Quantitative Problems
SB5 Visual/Spatial
V: Positions & Directions
NV: Form Board
SB5 Working Memory
V: Sentence Pattern
NV: Block Pattern
SB5 Reliability/Validity
2-85 yo
Full Scale:.98
NV: .95
V: .96
Test-Retest: .7-.9
Interscorer: .9
Validity w/Weschler: .8
Socio Cultural Influences on Assessment
-cultural experiences
- Flynn-effect
- predictive validity for academic success
-stereotype threat

REMEMBER INDIVIDUAL>GROUP
Binet Revisions
1905: 30 items on vocab
1908: age scales w/ single mental age score
1916: Terman's w/ larger sample, IQ=MA/CA X 100, max mental=19.5
1937: 3000 rep sample, 2-22 yo, perf, standardization, reliability&validity studied; probs: better reliability for older ages and lower IQs, different ages=different SDs (no developmental)
1960: standard score w/ SD=16
1972: non white norms
What is Intelligence?
Social Construct
Freeman's Definition
ability to learn, adapt, think abstractly
Spearman's Definition
ability to deduce relationships
Spearman's G
first formal theory of intelligence, high correlations meant that there was one general mental ability; technically a two factor theory with S that represented areas that didn't correlate; mental energy; best predictor of work and esp school performance
Cattell's GfGC
crystallized: sum of everything that you have learned
fluid: spead with which one can process
Gardner's Theory of 8
biologically based multiple intelligence theory; linguistic, musical, logical, mathematical, spatial, bodily, itrapersonal, interpersonal, environmental; maximize everyone's potential bc everyone is good at something
Sternberg's 3
analytical, creative, practical; triarchic model of componential, experiential and contextual; componential mental processes: planning, monitoring & evaluating; experiential: familiarity of the task; contextual: adapting, changing, or selecting
What is EQ
emotional intelligence or self awareness + empathy
what is creativity
divergent thinking, correlated with intelligence but not w/ high IQ
Thurstone's 9
multiple factors of primary mental abilities: spatial, perceptual, numerical, verbal, memory, words, induction, reasoning, deduction
Kinds of Achievement Tests
given by schools
state, national and international (accountability)
certification/licensiing
psychoeducational batteries
what is a Learning Disability?
discrepancy between projected mental ability and actual achievement

DSM: 2 SDs and impaired functioning
Reading D/o (dyslexia)
d/o of phonemic awareness

problems with decoding: breaking a word into parts rapidly enough to read the whole word, coupled with problesm reading singl, small words

effects: reading speed, acuracy, and comprehension

80% of LDs

60-80% male
D/o of Written expression
probs with: encoding (spelling), grammar, punctuation, organization and handwriting
Math D/o
difficulty in: recognizing numbers/symbols, memorizing facts, aligning numbers, understanding abstract concepts

core defecits in: arithmetic calculation or reasoning
Woodcock Johnson
22 Subtests
Reading
Math
Spelling
Writing
Phonemic Awareness
Phoneme Awareness
familiarity with the building blocks/sounds of words
Phoneme Deletion
take out one of the sounds in the word as instructed (working memory)
Phoneme Substitution
change one of the sounds in the word as instructed (working memory)
Phoneme Reversal
switch the order of the sounds in a word (working memory)
Word Attack
repeating words that are unfamiliar (working memory)
Woodcock-Johnson III Scoring, Reliability, Validity
M=100 SD=10
split half=.8-.9
factor analysis validity
General Achievement Tests
KABC
Wide Rance Achievement Test (WRAT)
Peabody Individual Achievement Test
Reading Achievement Tests
Gray Oral Reading Test (GORT)
Comprehensive Test of Phonological Processing (CTOPP)

can be used for Dyslexia, especially the CTOPP for more comprehensive
Peabody Picture Vocab Test
2-90 yo for Special Needs
measures receptive rather than expressive vocab
good reliability & validity
Diagnostic Criteria for MR
IQ of 70 or below and impairment of adaptive functioning
Five Domains of the Vineland
Communication
Daily Living Skills
Socialization
Motor Skills
Maladaptive Behavior Index (optional)
Communication of Vineland
receptive
written
expressive
Daily Living Skills of Vineland
personal
domestic
community
Socialization of Vineland
interpersonal relationships
play/leisure time
coping skills
Motor Skills of Vineland
fine
gross
Maladaptive of Vineland
internalizing
externalizing
other
Bayley Scales of Infant Development
1-42 months
M=100 SD=16
based on motorbehavior
limited predictive ability other than MR