Deck 13: Assessment of Intellectual and Cognitive Abilities and Achievement

Question 1

All of the following are commonly used intelligence tests for elementary school age children except for:

A) Differential Abilities Scale-2^nd Edition
B) WISC-IV
C) Peabody Individual Aptitude Test
D) Kaufman Assessment Battery for Children-2^nd Edition

Answer 1

Peabody Individual Aptitude Test

Question 2

Currently used tests of intelligence and cognitive abilities are based on which of the following theories?

A) Guilford Model
B) Cattell, Horn, and Carroll (CHC) Model
C) Wechsler Theory of Intelligence
D) Gardner's Multiple Intelligences

Answer 2

Cattell, Horn, and Carroll (CHC) Model

Question 3

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

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

Answer 3

Intellectual abilities being hierarchically arranged

Question 4

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

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

Question 5

The Wechsler Scales of Intelligence measure which of the following abilities?

A) Practical problem solving skills
B) Verbal abstract reasoning
C) Memory for names and faces
D) None of the above

Question 6

Commonly used tests of cognitive abilities do not assess:

A) Working memory
B) Visual spatial reasoning
C) Quantitative reasoning
D) Interpersonal intelligence

Question 7

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

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

Question 8

Achievement tests are typically used for:

A) Assessing learning disabilities
B) Evaluating educational interventions and programs
C) Assessing a student's learning and comprehension of specific subjects
D) All of the above

Question 9

A major criticism of the traditional conceptualization of learning disabilities is that:

A) There are no valid tests for assessing school based learning
B) Determining the level of difference between ability and achievement tests is arbitrary
C) Important cognitive skills necessary for learning can not be reliably assessed
D) Information processing skill necessary for learning are not typically assessed

Question 10

A score of 88 on the WISC-IV Working Memory Index is in the:

A) Above average range
B) Below average range
C) Average range
D) Ninth stanine

Question 11

The K-ABC-II can be useful for identifying

A) A student's information processing strengths and weaknesses
B) An adult's memory problems
C) A student's overall IQ score
D) Reading fluency in children with language disorders

Question 12

Which of the following tests assesses all of the CHC level II abilities:

A) Differential Abilities Scale-2^nd Ed
B) K-ABC-II
C) Stanford-Binet Intelligence Scales-5^th Ed
D) Reynolds Intellectual Screening Test

Question 13

Neuropsychological tests typically focus on assessing

A) Reading Comprehension and fluency
B) Long-term memory processes and quantitative reasoning
C) Visual-spatial perception and working memory
D) Simultaneous information processing skills

Question 14

Which of the following tests of intellectual abilities might be used with a child with significant language delays?

A) Stanford-Binet Intelligence Scales 5^th Ed
B) Leiter International Performance Scale
C) Woodcock-Johnson III
D) McCarthy Scales

Question 15

Scores from traditional cognitive ability tests can identify if an individual has

A) Significantly better verbal reasoning than visual -spatial reasoning
B) The potential to succeed in certain occupations
C) High levels of emotional intelligence
D) The ability to problem solve when placed in an unfamiliar environment

Question 16

A student whose primary language is English was found to have an above average full scale IQ and a reading comprehension score that was 80 should be evaluated further for:

A) Other reading and language abilities
B) A learning disability in reading
C) Intra-personal cognitive strengths and weaknesses
D) All of the above

Question 17

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

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 18

A Verbal Comprehension Index score of 81 on the WISC-IV would be in

A) The average range
B) The gifted range
C) Mental retardation range
D) The below average range

Question 19

A WAIS-IV Full scale IQ score of 115 and a KABC-II Mental Processing Index Score of 115 are

A) In the same range but the interpretation of those scores is different
B) In the same range and have essentially the same meaning
C) In the same range but predict different levels of academic functioning
D) Are the same scores but the K-ABC score is based on base rate T scores

Question 20

When tests of cognitive ability are interpreted which of the following procedures is most useful?

A) Determine the overall IQ and the factor scores
B) Analyze only the sub test scores
C) Conduct a profile analysis of intra-individual differences
D) Determine the overall IQ score to see if it is different than acquired knowledge scores

Question 21

What is meant by a hierarchical model of intelligence?

Question 22

What is the difference between tests of achievement and test of cognitive or intellectual abilities?

Question 23

How would you go about assessing a child's intelligence whose primary language is different than that of the test?

Question 24

What are two different tests that would be appropriate for assessing the cognitive abilities of a preschooler?

Question 25

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