Question 1

The Cattell, Horn and Carroll (CHC) model of intelligence is based on:

Accepted Answer

A)  A theory of adaptation to one's environment 
B)  Verbal skills being most critical 
C)  Intellectual abilities being hierarchically arranged 
D)  A theory of emotional intelligence 
A)  A theory of adaptation to one's environment 
B)  Verbal skills being most critical 
C)  Intellectual abilities being hierarchically arranged 
D)  A theory of emotional intelligence

Question 2

Achievement tests differ from cognitive ability tests in that achievement tests assess:

Accepted Answer

A)  Acquired knowledge 
B)  Novel learning 
C)  Practical problem solving skills 
D)  All of the above 
A)  Acquired knowledge 
B)  Novel learning 
C)  Practical problem solving skills 
D)  All of the above

Question 3

Which of the following abilities are assessed by the most common tests of cognitive and intellectual abilities?

Accepted Answer

A)  Short term memory, fluid reasoning, and visual processing 
B)  Auditory processing and decision and reaction speed 
C)  Planning, problem solving, and organizational abilities 
D)  Reading, writing, and arithmetic 
A)  Short term memory, fluid reasoning, and visual processing 
B)  Auditory processing and decision and reaction speed 
C)  Planning, problem solving, and organizational abilities 
D)  Reading, writing, and arithmetic

Question 4

What are the types of cognitive abilities typically assessed on standardized tests of intelligence or cognitive ability?

Accepted Answer

Standardized tests of intelligence or co

Question 5

The concept of the brain being comprised of an executive system posits that which of the following cognitive abilities are controlled by this system?

Accepted Answer

A)  Planning 
B)  Attention 
C)  Cognitive flexibility 
D)  All of the above 
A)  Planning 
B)  Attention 
C)  Cognitive flexibility 
D)  All of the above

The Cattell, Horn and Carroll (CHC) model of intelligence is based on:

Achievement tests differ from cognitive ability tests in that achievement tests assess:

Which of the following abilities are assessed by the most common tests of cognitive and intellectual abilities?

What are the types of cognitive abilities typically assessed on standardized tests of intelligence or cognitive ability?

The concept of the brain being comprised of an executive system posits that which of the following cognitive abilities are controlled by this system?

Introduction to Psychological Assessment

Ethical and Legal Considerations: Preparing for the Assessment

Interviewing Adults and Youth: Principles, Methods, and Skills

Exploring Presenting Problems, Readiness for Change, and Risks and Resources

Observations, Inferences, and Behavioral Assessment

Psychological Tests and Measurement Concepts

Reliability and Validity

Personality and Interest Measures

Assessing Psychopathology: Mood and Anxiety Disorders

Assessing Children and Adolescents: Self-Report and Adult Perspectives

Comprehensive Risk Assessments: Suicide and Dangerousness to Others

Assessing Substance Use Disorders

Assessing the Therapeutic Alliance

Putting It All Together

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Exam 13: Assessment of Intellectual and Cognitive Abilities and Achievement

The Cattell, Horn and Carroll (CHC) model of intelligence is based on:

Achievement tests differ from cognitive ability tests in that achievement tests assess:

Which of the following abilities are assessed by the most common tests of cognitive and intellectual abilities?

What are the types of cognitive abilities typically assessed on standardized tests of intelligence or cognitive ability?

The concept of the brain being comprised of an executive system posits that which of the following cognitive abilities are controlled by this system?

Introduction to Psychological Assessment

Ethical and Legal Considerations: Preparing for the Assessment

Interviewing Adults and Youth: Principles, Methods, and Skills

Exploring Presenting Problems, Readiness for Change, and Risks and Resources

Observations, Inferences, and Behavioral Assessment

Psychological Tests and Measurement Concepts

Reliability and Validity

Personality and Interest Measures

Assessing Psychopathology: Mood and Anxiety Disorders

Assessing Children and Adolescents: Self-Report and Adult Perspectives

Comprehensive Risk Assessments: Suicide and Dangerousness to Others

Assessing Substance Use Disorders

Assessing the Therapeutic Alliance

Putting It All Together

Filters