psyc 117 exam 3

wechsler individual achievement test 2nd ed. (WIAT-II)

composite score in four domains: oral, written, read, math - ages 4-85 - aid in identifying disparities between ability and achievement

comprehensive test of nonverbal intelligence (CTONI)

Designed to measure intellectual functioning from ages 6 years, 0 months to 18 years, 11 months. Composed of six subtests: a) Pictorial analogies b) Geometric analogies c) Pictorial categories geometric categories d) Pictorial sequences e) Geometric sequences Was normed on stratified sample Reliability estimates for subtests are strong ranging from .86 to .92 For composite scores from .93 to .97

universal intelligence test (UNIT)

Designed to measure intelligence of children ages 5 to 17 years Composed of six subtests: a) Symbolic memory b) Cube design c) Spatial memory d) Analogic reasoning e) Object memory f) Reasoning Relies on nonverbal test administration and response style Standardized on a national sample Reliability estimates range from the mid .80s to mid-.90s

Halstead-Reitan Battery

Developed by Ward Halstead Modified by Halsted's graduate student Ralph Reitan Two children's versions are: a) Reitan Indiana Neuropsychological Test Battery (ages 5 to 8) b) Halstead Neuropsychological Test Battery for older children (ages 9 to 14) o Takes 5 to 6 hours to complete and consists of eight core tests: 1. Category Test: o 208 pictures consisting of geometric figures o Evaluates abstraction ability & draw specific conclusions 2. Tactual Performance Test: o Ten cut-cut shapes o Ten wooden blocks matching shapes o Evaluates sensory ability, memory for shapes and special locations 3. Trail Making Test: o Part A: a page with 25 circles o Part B: a page with circles containing letters A-L o Have to connect circles by drawing lines alternating between numbers and letters o Evaluates information processing speed, visual scanning ability 4. Finer Taping Test: o Place their index finger on a lever attached to a counting device o Then, they have to tap their fingers as quickly as possible o Measures motor speed, manual dexterity and hand dominance 5. Rhythm Test: o 30 pairs of rhythmic beats are presented o If two sounds are the same or different o Evaluates auditory attention and concentration ability 6. Speech Sounds Perception Test: o 60 of nonsense syllables with vowel sound "ee" o Spelling that represents the sound o Examines auditory attention and concentration ability 7. Reitan-Indiana Aphasia Screening Test: o Variety questions and tasks including naming pictures aloud, writing the name of them without saying the name aloud o Detects possible signs of aphasia which is the loss of ability to understand or use written or spoken language 8. Reitan-Klove Sensory-Perceptual Examination: o Specifying whether touch, sound, or visible movement is occurring on the right, left or both sides o Detects whether individuals are unable to perceive stimulation on one side of the body when both are stimulated at the same time. Luria Nebraska Neuropsychological Battery

a brief history of intelligence testing

First individual intelligence test was pioneered in France by Alfred Binet (1857-1911) and his colleague, Theophile Simon. Luwis Terman gathered and analyzed normative data and made revisions to Binet's measure at Stanford University. Then, test was later renamed the Stanford-Binet.

defining intelligence testing

Intelligence testing is a subset of intellectual and cognitive functioning and assesses a broad range of cognitive capabilities that generally results in "IQ" score. Intelligence testing measures aptitude, or what one is capable of doing.

individuals with disabilities education improvement act

(IDEIA): o Extension of PL 94-142

Achievement Testing

(what one has learned): Survey Battery Diagnostic Readiness

aptitude testing

(what one is capable of learning): Cognitive Ability: educational ability testing Intellectual and Cognitive Functioning: o Intelligence Testing o Neuropsychological Assessment Special Aptitude: occupational and career counseling Multiple Aptitude: occupational and career counseling

piaget's cognitive developmental theory

- Cognitive developmental model highlights assimilation and accommodation in learning/ process model, not a cognitive gain model - four stages Sensorimotor Preoperational Concrete operational Formal operational - Believed that cognitive development is adaptive - As new information is presented, we're innately programmed to take it and make sense of it in order to maintain a sense of order and equilibrium in our lives. - We adapt our mental structures to maintain equilibrium through two methods: - Assimilation is incorporating new stimuli or information into existing cognitive structures - Accommodation is creating new cognitive structures and/or behaviors from new stimuli

iowa test of basic skills

- Measures skills to "satisfactorily" progress through school - The purpose of the instrument are: a) To obtain information that can support instructional decisions made by teachers in the classroom b) To provide information to students and their parents for monitoring the student's growth from grade to grade c) To examine yearly progress of grade groups as they pass through the school's curriculum. - graded for K-8 - Have various subtests including: language, reading comprehension, vocabulary, listening, word analysis, math, social studies, science & sources of information - Strong content validity - Reliabilities are in the middle .80s to low .90s

woodcock- johnson (r) III

- individually administered diagnostic test - assess "cognitive abilities, skills, and academic knowledge most recognized as comprising human intelligence and routinely encountered in school and other settings" - Applicable between ages 2 and 90 - Shows strong evidence of test worthiness, consists of two batteries: 1) Woodcock-Johnson Tests of Achievement: Examines academic strength 2) Woodcock-Johnson Tests of Cognitive Abilities: Looks at specific and general cognitive abilities.

purpose of intelligence testing

1. To assist in determining giftedness. 2. To assess for mental retardation. 3. To identify certain types of learning disabilities. 4. To assess intellectual ability following an accident, the onset of dementia, substance abuse, disease processes, and trauma to the brain. 5. As part of the admissions process to certain private schools. 6. As part of a personality assessment battery to aid in understanding the whole person.

Purpose of using tests

1. To determine how well a student is learning. 2. To assess how well a class, grade, school, school system, or state is learning content knowledge. 3. As a method of detecting learning problems. 4. As a method of identifying giftedness. 5. To help determine if a child is ready to move to the next grade level. 6. To assess teacher effectiveness. 7. To help determine readiness or placement in college graduate school, or professional schools. 8. To determine if an individual has mastered content knowledge for professional advancement (e.g., credentialing exams).

National Assessment of Educational Progress (NAEP)

Assesses how each state is doing compared to other states - The "Nation's Schools Report Card" - Sponsored by U.S. Department of Education - All states are required to participate in math, reading, also testing in writing & science - Occurs at 4th & 8th grade levels - NAEP helps states examine whether or not they are achieving at adequate levels

stanford achievement test (SAT10)

Assesses subject areas in school, such as reading, language, spelling, mathematics, (science, social studies/ called "environment"), and writing - students in grades K-12 - Open-ended format, such as fill in the blank, short answers, or write an essay - Reliability appears to be sound - Have sound validity - Offers a number of reports including: Individual Profile Sheets Class Grouping Sheets Grade Grouping Sheets School System Grouping Sheets o Shows whether students have Individualized Education Plan (IEP)

diagnostic arithmetic test (keymath-3)

Comprehensive test to assess learning disabilities in math - Grouped under three math content areas: 1) Basic Concepts (conceptual knowledge) 2) Operations (computational knowledge) 3) Applications (problem solving) - Appropriate for children in K-9 or between ages 4 ½ & 21 - Internal consistency and alternate form reliability are quite high, often in the mid-.90s - Shows correlations form the mid-.70 to the mid-.90s - Validity is quite good - For issues of cross-cultural bias, "a sensitivity review was conducted to evaluate each item for fairness an appropriateness with respect to sex, race/ethnicity, cultural background, and geographic region"

NCLB No Child Left Behind

Federal law ensuring all children succeed in school - mandates that states must show "adequate yearly progress" is made

cognitive ability tests

Measures broad range of cognitive ability; what has one learned o Measures what one is capable of doing o Cognitive ability tests are aptitude tests o Assess student's potential to succeed in grades K-12, college, or graduate school o Two K-12 tests: 1) Otis-Lennon School Ability Test (OLSAT8) 2) Cognitive Ability Test (CogAT) o Tests used to assess potential ability in college and graduate school: 1) American College Testing Assessment (ACT) 2) SAT Reasoning Test (SAT) 3) Graduate Record Exam (GRE) 4) Law School Admission Test (LSAT) 5) Medical College Admission Test (MCAT)

Diagnostic Tests

Tests that assess problem areas of learning and often used to assess learning disabilities

Cognitive Ability Tests

Tests that measure a broad range of cognitive ability. These tests are usually based on what one has learned in school and are useful in making predictions about the future (e.g., whether an individual might succeed in school or in college)

Readiness Tests

Tests that measure one's readiness for moving ahead in school and often used to assess readiness to enter first grade 2 categories: Kindergarten readiness test and metropolitan readiness test - measures ability gesell school readiness test - measures developmental level

Survey Battery Tests

Tests, usually given in school settings, which measure broad content areas and often used to assess progress in school - paper and pencil test measuring broad content - can help student and parents identify weaknesses - help staff see how students are doing

boston process approach (BPA)

o A well-known flexible battery method of assessment o Strong evidence on gathering qualitative data

Wechsler Adult Intelligence Scale, 4th ed (WAIS-IV)

o Adults aged 16- 90 o All three versions are useful in asserting general cognitive functioning, in helping to determine mental retardation and giftedness o Reliability for each test is high, in the mid -.90s

public law 94-142

o Asserts right to be tested for learning disabilities o Also states that a school team should review the test results and other assessment information obtained, and that any student identified as learning-disabled would be given an Individualized Education Plan (IEP)

otis-lennon school ability test (OLSAT8)

o Assesses abstract thinking and reasoning skills via verbal and nonverbal sections; 8th edition o One of the more common cognitive ability tests o Provides educators with information about what to expect of students and why they may have challenges in certain subject areas o Given in a large group format o For students in K-12 o Two clusters for verbal ability include: 1) Verbal comprehension 2) Verbal reasoning o Three clusters for nonverbal abilities include: 1) Pictorial reasoning 2) Figural reasoning 3) Quantitative reasoning o Testing time is between 60 and 75 mins depending on age o School Ability Index (SAI) has been used in describing OLSAT 8; uses a mean of 100 and SD of 16 o Achievement Ability Comparison (AAC) can be obtained o Higher scores on a cognitive ability test as compared to an achievement test o Internal consistency measures of reliability based on KR-20 for the composite score ranged from .89 to .94 o Reliabilities for individual subtests using the KR-21 ranged from .52 to .82 with most falling in .60s and .70s o Content validity is vague o Showed reasonable correlations

law school admissions test (LSAT)

o Assesses acquired reading and verbal reasoning skills o Predicts grades in law school o Half-day test o Three multiple-choice sections measuring: Reading comprehension Analytical reasoning Logical reasoning o And forth section asks for writing sample that's not scored but sent directly to Law Schools o Fifth section is un-scored and is used to pretest new questions. o Scores range from 120 to 180 o Median correlation is .33 and increases to .47 o Reliability estimates are high

wide-range achievement test (WRAT4)

o Assesses basic learning problems in: 1) Reading (pronounce words) 2) Spelling (spell words) 3) Math (figure out a number or math problems) 4) Sentence comprehension (provide missing words) o Significant differences between WRAT4 and IQ may indicate learning disability o It is "intended for use by those professionals who need a quick, simple, psychometrically sound assessment of important fundamental academic skills" o Called "wide range" because can be used for populations from ages 5 to 94 o Test takes between 15 and 45 mins depending on age o It is administered individually since some sections are read aloud o There are two equivalent forms: "blue" & "green" o Attempts to ensure test is assessing the fundamentals of reading, spelling and arithmetic as opposed to comprehension o Test includes three subtests: Word Reading, Spelling, Math Computation o Forth subset called Sentence Comprehension o Spelling Comprehension & Math Computation are given in a group o Word Reading & Sentence Comprehension must be given individually o DIQ is used o Internal consistency run in the .90s and alternate reliability averages in the mid-80s

kindergarten readiness test

o Assesses broad range of cognitive and sensory motor o Purpose is to determine if a child is ready to begin kindergarten o Administered individually o Takes about 15 to 20 mins o Assesses: 1) Reasoning 2) Language 3) Auditory and Visual Attention 4) Numbers 5) Fine Motor Skills 6) Several other cognitive and sensory-perception areas o For children aged 4 to 6 o Reliability and validity information is minimal o Sample population is drawn entirely from a four-state region in the Midwestern United States

Wechsler Preschool and Primary Scale of Intelligence, 3rd ed (WPSI-III)

o Assesses children between ages of 2 years, 6 months, and 7 years, 3 months

gesell school readiness test

o Assesses developmental readiness; 5th edition o Designed to assess: 1) Personal and social skills 2) Neurological and motor growth 3) Language development 4) Overall adaptive behavior 5) Ability of the child to adapt to new situations o Test is based on the work of Arnold Gesell who examined normal development of children o Administered in a non-threatening and comfortable environment o Overall test is weak in providing adequate information about its validity and reliability

metropolitan readiness test (MRT6)

o Assesses literacy development, reading and mathematics; 6th edition o Designed to assess beginning educational skills in preschoolers, kindergarteners, and first graders o Level 1 of the test: Administered individually and assesse literacy development for preschoolers and beginning kindergarteners. o Level 2 of the test: Assesses reading and mathematics development of kindergarteners through beginning first graders and is usually in a group setting. o Test takes between 80 and 100 mins o Reliability around .90s o Level 1 shows no validity o Level 2 has "virtually none" and is "unacceptable"

metropolitan achievement test

o Assesses subject areas in school such as reading, language arts, mathematics, science, and social studies—has option for open-ended questions o Popular paper-and-pencil test; 8th edition is the newest version o Designed to test students in grades K-12 o Has 13 test levels o Short forms take 90 mins o Complete forms can take up to 5 hrs o Tests consist of multiple-choice questions (graded correct/incorrect) & open-ended items (scored as 0-3) o Might be too heavily weighted for rural class-rooms and underrepresent urban classrooms o As with SAT10 and ITBS, reliability estimates are quite high usually between .8 and .9 o Content, criterion, and construct validity are sound

graduate record exam (GRE)

o Assesses: Verbal reasoning Quantitative reasoning Analytical writing o Predicts graduate school success o Scoring is similar to SAT from 200 to 800 o Reliability estimates are in the low .90s for the verbal and quantitative reasoning sections o .72 for the analytical section

the cognitive ability test (CogAT)

o Assesses: 1) Verbal reasoning 2) Quantitative reasoning 3) Nonverbal reasoning o Uses Vernon's and Cattell's models of intelligence o Designed to assess cognitive skills of children from K-12 o The purpose is threefold: 1) To help a teacher understand the ability of each child in the classroom so that he teacher can optimize instruction for each child. 2) To provide a different means of measuring cognitive ability than traditional achievement test. 3) To identify students who might have large discrepancies between their cognitive ability testing and their achievement testing. o Measures three broad areas of ability: 1) Verbal ability 2) Quantitative ability 3) Nonverbal ability o Constructed with two models of intelligence in mind: 1) Vernon's hierarchical model of abilities 2) Cattell's fluid and crystallized model of abilities o Cognitive ability tests should never be substitutes for individual intelligence tests o Test takes between 2 and 3 hrs o Given in multiple administration depending on age o Internal consistency reliability ranged from .86 to .96 o From .94 to .98 for the composite scores

thurstone's multifactor approach

o Believed in seven different mental abilities o Used multiple-factor analysis o Seven factors he recognized were: 1) Verbal meaning 2) Number ability 3) Word fluency 4) Perception speed 5) Spatial ability 6) Reasoning 7) Memory

Wechsler Intelligence Scale for Children, 4th ed (WISC-IV)

o Between ages of 6 and 16 o Because tests are similar in nature, WISC-IV is the most widely used of the three Wechsler Intelligence Scales. It has 15 subtests: Block Design (BD): Child uses red-and-white blocks to recreate the design Nonverbal intelligence Similarities (SI): Child is presented two words that present common objects, or concepts that describes how they are similar Digit Span (DS): Child repeats numbers in the same order; forward = memory Child repeats numbers in the reverse order; backward = complex memory Verbal intelligence Picture Concepts (PCn): Child is presented with 2 or 3 rows of pictures and chooses one picture from each row to form a group with a common characteristic Nonverbal intelligence Coding (CD): Child copies symbols that are paired with geometric shapes Child draws each symbol in its corresponding shape or box within a specified amount of time Vocabulary (VC): Child names pictures that are displayed in the stimulus book Child gives definitions for words Verbal intelligence Letter-Number (LN): Child recalls the numbers in ascending order Child recall the letters in alphabetical order Verbal intelligence Matrix Reasoning (MR): Child looks at incomplete matrix and selects the missing portions Nonverbal intelligence Comprehension (CO): Child answers questions based on his/her understanding of general principles Symbol Search (SS): Child scans a search group and indicates if targets match the symbols within a specified time limit Verbal intelligence Picture Completion (PCm): Child views a picture and then names the missing part of it within a specified time limit Performance-based task Nonverbal intelligence Cancellation (CA): Child scans both a random and a structured arrangement of pictures and marks target pictures within a specified time limit Cultural bias Information (IN): Child answers questions of general knowledge topics Arithmetic (AR): Child solves a series of orally presented arithmetic problems within a specified time limit Verbal intelligence Word Reasoning (WR): Child identifies common concepts being described in a series of clues Verbal intelligence o Subtests measure broad range of cognitive ability; ten subtests combine for a composite score (g) o Composite scores are useful in identifying learning disabilities composite o Composes Full-Scale IQ as well as four additional composite score indexes in areas called: A. VCI: Verbal Comprehension Index Similarities Vocabulary Comprehension Information Word Reasoning B. PRI: Perceptual Reasoning Index Block Design Picture Concepts Matrix Reasoning Picture Completion C. PSI: Processing Speed Index Coding Symbol Search Cancellation D. VMI: Working Memory Index Digit Span Letter-Number Sequencing Arithmetic o These indexes indicates strength and weaknesses of a child as well as helping to identify a possible learning disability o Subtest scores use scaled scores (standard scores) that have a mean of 10 and SD o 3 Record Forms: A-F a) Presents the child's age at testing and the date of testing b) Present s the raw score of each of the subtests given as well as the scaled (standard) scores c) Offers the sum of the scaled scores d) Offers a summary of the four composite indexes as well as the Full-Scale I Q e) Shows the breakdown of the specific subtests grouped by composite index: allows one to see individual's strength and weaknesses f) Shows a visual representation of the composite indexes and the Full-Scale IQ using a mean of 100 and SD of 15. o Wechsler tests in general have good validity and excellent reliability o Internal consistency for the full scale is .97 o Individuals subtest reliability is .80

defining neuropsychological assessment

o Clinical Neuropsychology: the assessment and intervention principles related to the central nervous system o Neuropsychological assessment can measure a number of domains such as: Memory Intelligence Language Visuo-perception Visual-spatial thinking Psychosensory and motor abilities Academic achievement Personality Psychological functioning

flexible battery

o Combination of tests dictated by the referral questions and unique needs of the client

medical college admissions test (MCAT)

o Consists of 4 section: Physical science Biological science Verbal reasoning Writing skills o Predicts grades in medical school o For all but writing section, receive a scaled score grange from 1-15 o For other sections examinees receive a letter from J through T o The closer to T, the better the score

american college testing assessment (ACT)

o Covers four skills areas: English Math Reading Science o Assesses educational development and ability to complete college work o Widely used admission exam at the undergraduate level o Contains 215 multiple-choice questions o Takes 3 and one-half hrs o Scores range from 1 to 36 with a mean of 18 and SD of 5 for "average" high school students o Standard Error of Measurement (SEM) is 1 o Reliability has ranged between .85 and .91 for the fours skill areas o And .96 for the composite score o Test items show a relationship to how students have "developed the academic skills and knowledge that are important for success in college" o Sound correlation between student's ACT scores and their high school GPAs

miller analogies test (MAT)

o Uses analogies to assess analytical abilities o Predicts graduate school success o "Measures your ability to recognize relationships between ideas, your fluency in the English language, and your general knowledge of the humanities, natural sciences mathematics, and social sciences" o 120 analogies can be taken by computer or by hand o Takes one hr o Internal reliability coefficient range from .91 to .94

guilford's multi-factor/ multi- dimensional model

o Developed 180 factors in his model, shaped as a cub o First had 120 then expanded it to 180 o His three-dimensional model can be represented as a cube and involves three kinds of cognitive ability: Operations, 6 processes we use in understanding: Evaluation Convergent production Divergent production Memory retention Memory recording Cognition Content, 5 ways we use to perform our thinking process: Visual Auditory Symbolic Semantic Behavioral Products, 6 ways we apply our operations to our content: Units Classes Relations Systems Transformations Implications o Different mental abilities will require different combinations of processes, contents and products. o All of the possible combinations are combined to create the (6*6*5) = 180 factors. o Gilford's multifactor model provides a broad view of intelligence o His model is sometimes considered too unwieldy implement and has not significantly influenced the testing community

vernon's hierarchical model of intelligence

o Developed hierarchy of intelligence approach that is still used by most tests today o Philip Vernon believed that subcomponents of intelligence could be added in a hierarchical manner to obtain a cumulative (g) factor score. o His hierarchical model has four levels: 1) Top level was similar to Spearman's general factor (g) and had the most variance of any of the factors/ the highest level with the largest source of variance between individuals 2) Major group factors: V:ed = stands for verbal and educational abilities K:m = stands for mechanical-spatial-practical abilities 3) Minor group factors: Verbal ability Numerical ability Mechanical ability Spatial ability Practical ability 4) Specific factors Vocabulary Reading comprehension Spelling Logical reasoning Arithmetic Matrix reasoning Mechanical knowledge Manipulation & dexterity Object assembly Picture arrangement Block design Symbol search Perceptual Memory Clerical

spearman's two-factor approach

o Known for his general (g) and specific (s) factors of intelligence o 'promiscuous pooling" o He considered the "weight" of g varied as a function of what was being measured o States that the "talent of classics" had a ratio of g to s as of 15 o 1, meaning that general intelligence is much more significant than any specific ability in understanding the ancient word. o On the other hand, he stated that ratio of general intelligence (g) to specific talent for music (s) was a ratio of 1 to 4, meaning that having music ability was much more significant in having talent for music than was general intelligence. o G factor mediates general intelligence o S factors speak to a variety of specific talents

kaufman assessment battery for children (KABC-II)

o Measures cognitive ability for ages 3 to 18 o Provides choice of theoretical model of intelligence o Individually administered test o Test times vary from 25 to 70 mins o Subtests allow for a choice between two theoretical model, one of which is 1. Cattell's model of fluid an crystallized intelligence o Reliability estimates are sound, ranging from .87 to .95 o Subtest reliabilities are strong falling within the .80s range

sat reasoning test (SAT)

o Measures critical thinking and problem-solving skills in three areas: Reading Mathematics Writing o Predicts mildly well for college grades o Major undergraduate college exam o On each section students earn a score that ranges between 200 and 800 o Writing section scores range between 1 to 6 o Internal consistency estimates were .93 for critical reading; .92 for math; .83 for multiple-choice o Essay part reliability was lower around .60

history of neuropsychological assessment

o Neuropsychology: a domain of psychology that examines brain behavior o In modern days, interest in brain injury was piqued during World War I because soldiers suffered brain trauma o it was at this point that screening and diagnostic measures were created o Research on war-damaged veterans is said to be the catalyst for the birth of clinical psychology. o MRI: Magnetic Resonance Imaging o PET: Positron Emission Tomography

cattell's fluid and crystal intelligence

o Realized two general factors made up intelligence: "Fluid" (gf) intelligence (innate): culture-free portion of intelligence that is inborn and unaffected by new learning "Crystalized" intelligence (gc) which is acquired as we learn and is affected by our experiences, schooling, culture, and motivation o He realized that heritability variance within families for fluid intelligence was a bout .92, meaning if your parents have it; you are likely to have it. For example, abilities such as memory and spatial capability are aspects of fluid intelligence. o Crystallized intelligence will generally increase with age o Fluid intelligence tends to decline slightly as we get older

nonverbal intelligence test

o Relay on little or no verbal expression o Non-verbal assesses in children with: Autism Specific language-based learning disabilities Poor expressive abilities Hearing impairments Differences in cultural background Certain psychiatric disorders

general test and subject test

o Subject tests are also provided and scores range between 200 to 900 o Reliability of subject tests were in the low to mid-.90s

gardner's theory of multiple intelligence

o Theory of multiple intelligence is novel but difficult to apply o Refers to predominant notion of intelligence as the "dipstick theory" of the mind o It holds that there is a specific amount or level of intelligence in the brain and if you could place a dipstick in the brain and pull it out you should be able to accurately read how smart a person is o In contrast to his approach, he believes that intelligence is too vast and complex to be measured accurately by our current methods o Developed Theory of Multiple Intelligence which asserts there are eight or nine intelligences that all people have at different levels: 1) Verbal-linguistic Intelligence: o Well-developed verbal skills o Sensitivity to the sounds, meanings, and rhythms of words 2) Mathematical-logical Intelligence: o Ability to think conceptually & abstractly o Capacity to discern logical or numerical patterns 3) Musical Intelligence: o Ability to produce & appreciate rhythm, pitch & timbre 4) Visual-Spatial Intelligence o Capacity to think in images and pictures o To visualize accurately and abstractly 5) Bodily-Kinesthetic Intelligence o Ability to control one's body movements o To handle objects skillfully 6) Interpersonal Intelligence: o Capacity to detect and respond appropriately to the moods, motivations, and desires of others 7) Intrapersonal Intelligence: o Capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes 8) Naturalist Intelligence: o Ability to recognize and categorize plants, animals, and other objects in nature 9) Existential Intelligence o Sensitivity and capacity to tackle deep questions about human existence o Such as the meaning of life, why do we die, and how did we get here o Has not clearly established its validity at this point

stanford- binet (SB5)

o Uses routing test, basal and ceiling levels to determine start and stop points: Routing test: a pretest to determine where one should begin Basal level: highest point where one gets most questions right Ceiling level: misses 75% of the questions o Measures verbal and nonverbal intelligence across five factors: 1) Fluid reasoning 2) Knowledge 3) Quantitative reasoning 4) Visual-spatial processing 5) Working memory o These divisions create ten subtests (2 domains * 5 factors)

peabody individual achievement (PIAT)

six content areas for screening k—12 1) General information (multiple-choice) 2) Reading Recognition 3) Reading Comprehension 4) Mathematics 5) Spelling 6) Written Expression (multiple-choice) o Individually administered o Takes about 1 hr to give o Deviation IQ used o Reliability shows a median of approximately .94 o Hand graded portion has lower reliability o Test sampled well for sex, ethnicity, parental educational level, special education, and gifted students, but Northeast and West are somewhat underrepresent

Fixed Battery

the rigid and standardized administration of a uniform group of instruments. o All individuals with fixed battery receive the same set of tests