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

Accepted Answer

The Peabody Individual Aptitude Test is not primarily an intelligence test; it is more focused on measuring individual aptitudes in various areas, unlike the other options which are specifically designed to assess intelligence in children.

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

Accepted Answer

The Cattell, Horn, and Carroll (CHC) Model is widely recognized and utilized in the development of contemporary intelligence and cognitive ability assessments. This model integrates a broad range of cognitive abilities into a hierarchical structure, which has significantly influenced the design of modern intelligence tests.

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

Accepted Answer

The CHC model of intelligence posits that intellectual abilities are structured in a hierarchy, with general intelligence at the top, broad abilities in the middle, and narrow abilities at the bottom.

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

Accepted Answer

The executive system of the brain is responsible for a range of high-level cognitive functions including planning, attention, and cognitive flexibility, among others. These functions are crucial for managing and directing cognitive processes, making decisions, solving problems, and adapting to new situations.

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

Accepted Answer

The Wechsler Scales of Intelligence assess various cognitive abilities, including verbal abstract reasoning, through subtests that evaluate verbal comprehension and reasoning skills.

Question 6

Commonly used tests of cognitive abilities do not assess:
A) Working memory
B) Visual spatial reasoning
C) Quantitative reasoning
D) Interpersonal intelligence

Accepted Answer

Interpersonal intelligence is not typically assessed by common tests of cognitive abilities. These tests usually focus on abilities such as working memory, visual spatial reasoning, and quantitative reasoning, rather than on understanding and interacting with other people.

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

Accepted Answer

Achievement tests are designed to assess acquired knowledge in specific subject areas, reflecting what an individual has learned through schooling or other experiences, unlike cognitive ability tests that evaluate general mental capacity, including problem-solving and understanding new information.

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

Accepted Answer

Achievement tests are designed to assess a student's knowledge and skills in specific subject areas, evaluate the effectiveness of educational programs, and identify learning disabilities by highlighting areas of difficulty.

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

Accepted Answer

Determining the level of difference between ability (IQ) and achievement tests is often considered arbitrary because there is no universally accepted criterion for what constitutes a significant discrepancy. This has led to inconsistencies in identifying learning disabilities across different settings and professionals.

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

Accepted Answer

The answer of A score of 88 on the WISC-IV...

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

Accepted Answer

The K-ABC-II (Kaufman Assessment Battery for Children, Second Edition) is designed to assess cognitive development in children, focusing on information processing strengths and weaknesses rather than providing an overall IQ score.

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

Accepted Answer

The Differential Abilities Scale-2nd Edition (DAS-II) is designed to assess a wide range of cognitive abilities, including all of the CHC (Cattell-Horn-Carroll) level II abilities.

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

Accepted Answer

Neuropsychological tests often assess cognitive functions such as visual-spatial perception and working memory, which are crucial for understanding brain-behavior relationships.

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

Accepted Answer

The Leiter International Performance Scale is specifically designed to assess intelligence and cognitive abilities nonverbally, making it suitable for individuals with significant language delays.

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

Accepted Answer

Traditional cognitive ability tests often measure specific cognitive skills such as verbal reasoning and visual-spatial reasoning, allowing for the identification of strengths and weaknesses in these areas.

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

Accepted Answer

An above average full scale IQ with a significantly lower reading comprehension score suggests a discrepancy between the student's intellectual capabilities and their reading performance. This discrepancy warrants a comprehensive evaluation of the student's reading and language abilities (A), the possibility of a learning disability in reading (B), and an assessment of their intra-personal cognitive strengths and weaknesses (C) to fully understand the nature of the reading difficulties and to guide intervention strategies.

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

Accepted Answer

Most common cognitive and intellectual ability tests, like IQ tests, assess abilities such as short-term memory, fluid reasoning, and visual processing.

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

Accepted Answer

A Verbal Comprehension Index score of 81 on the WISC-IV falls into the below average range. The average range is typically considered to be between 90 and 109. Scores below 90 are generally considered below average, while scores above 110 are considered above average or superior.

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

Accepted Answer

Both the WAIS-IV Full Scale IQ score and the KABC-II Mental Processing Index score of 115 fall within the same range and essentially have the same meaning, indicating above average intelligence. The interpretation of these scores would be similar in terms of cognitive ability.

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

Accepted Answer

Conducting a profile analysis of intra-individual differences helps to understand the unique cognitive strengths and weaknesses of an individual, providing a more comprehensive interpretation of cognitive abilities.

Quiz 13: Assessment of Intellectual and Cognitive Abilities and Achievement

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

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

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

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

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

Commonly used tests of cognitive abilities do not assess:

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

Achievement tests are typically used for:

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

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

The K-ABC-II can be useful for identifying

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

Neuropsychological tests typically focus on assessing

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

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

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:

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

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

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

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