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PAI > Week 2: Intelligence > Flashcards

Week 2: Intelligence Flashcards

1
Q

What is the nature of intelligence?

A
  • multifaceted
  • functional
  • defined and shaped by culture and environment
  • defined in a number of different ways
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2
Q

How is intelligence functional?

A
  • helps you adapt to your environment

- helps you navigate life better

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3
Q

What is the psychometric approach to intelligence testing

A

Devising tests to measure a person’s cognitive level relative to others in a population

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4
Q

Binet and Simon did what?

A

Were commissioned by French government to develop the first intelligence tests to measure judgement and reasoning of school children

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5
Q

What is the intelligence quotient?

A

IQ = Mental Age / Chronological Age x 100

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6
Q

What is the DSM 5 diagnostic criteria for intellectual disability?

A
  • IQ between 65-75 (70+- 5)
  • present before 18
  • concurrent deficits in adaptive functioning, one or more areas
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7
Q

What are adaptive behaviour skills at infancy and early childhood?

A
  • sensorimotor
  • communication
  • self help
  • socialisation
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8
Q

What are adaptive behaviour skills at childhood and adolescence?

A
  • academic skills for daily living
  • reasoning and judgement within the environment
  • social skills
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9
Q

What are adaptive behaviour skills at adulthood?

A
  • vocational responsibilities (workplace)
  • social responsibilities (family)
  • behavioural performance
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10
Q

List the tests of intelligence for children

A
  • Wechsler intelligence scale for children
  • Wechsler preschool and primary scale of intelligence
  • stanford-binet
  • Kaufman assessment battery
  • bayley scales of infant development
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11
Q

List adaptive behaviour tests for children

A
  • Vineland adaptive behaviour scale
  • scales of independent behaviour
  • adaptive behaviour assessment system
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12
Q

List the 5 domains fo the Vineland

A
  • communication
  • daily living skills
  • socialisation
  • motor skills
  • maladaptive behaviour
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13
Q

Describe someone with an IQ of 55-70

A
  • 85% of people with ID
  • typically not identified until elementary school years
  • over representation of minority group members
  • develop social and communication skills but may be moderate delay in expressing language
  • with appropriate supports, as adults they usually live successfully in the community
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14
Q

Describe someone with an IQ of 40-54

A
  • about 10% of persons with ID
  • usually identified during preschool years
  • applies to many people with Down syndrome
  • benefit from vocational training and in adulthood can performed supervised
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15
Q

Describe someone with an IQ of 25-39

A
  • about 3-4% of persons with ID
  • often associated with organic causes
  • usually identified at a young age due to missing developmental milestones
  • age 13-15 have adaptive and academic abilities same as 4-6 year old
  • may have mobility and health related problems
  • need special assistance throughout their lives
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16
Q

Describe someone with an IQ below 20-25

A
  • about 1-2% of persons with ID
  • usually identified in infancy due to marked delays in development and biological anomalies
  • learn only rudiments of communication - require extensive training to learn eating, grooming, toilet and dressing behaviours
  • require lifelong care and assistance
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17
Q

Why do we use intelligence tests?

A
  • to find education related disabilities
  • determine eligibility for special education
  • to determine effects from brain injury
  • to obtain info used to develop interventions
  • to determine how a child processes info
  • to assess multiple factors in cognitive abilities
  • to look closely at working memory
  • to look closely at processing speed
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18
Q

What is the Flynn effect?

A

An increase in IQ over time in different cohorts

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19
Q

List some explanations for the Flynn effect

A
  • improvement in education system
  • improved nutrition
  • better health conditions
  • increased dissemination of information
  • test items become scale
  • demographic shifts
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20
Q

What does the WISC-IV cover

A
  • full scale IQ
  • verbal comprehension score
  • perceptual reasoning score
  • working memory score
  • processing speed score
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21
Q

What subtests form verbal comprehension?

A
  • similarities
  • vocabulary
  • comprehension
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22
Q

What SUPPLEMENTAL subtests form verbal comprehension?

A
  • information

- word reasoning

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23
Q

What subtests form perceptual reasoning?

A
  • block design
  • picture concepts
  • matrix reasoning
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24
Q

What SUPPLEMENTAL subtest forms perceptual reasoning?

A

Picture completion

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25
Q

What subtests form working memory?

A
  • digit span

- letter number sequencing

26
Q

What SUPPLEMENTAL subtest forms working memory?

A

Arithmetic

27
Q

What subtests form processing speed?

A
  • coding

- symbol search

28
Q

What SUPPLEMENTAL subtest forms perceptual speed?

A

Cancellation

29
Q

What does verbal comprehension measure?

A
  • the ability to reason with verbal material to communicate ideas
  • questions assess common sense reasoning
  • the ability to describe the nature or meaning of words
30
Q

What does perceptual reasoning measure?

A
  • reasoning with visual, non verbal material and perceptual organisation
  • dealing with non verbal problems are/not taught in school
31
Q

What does working memory measure?

A
  • the ability to actively maintain information in conscious awareness and manipulate it
  • measures short term memory, attention, mental flexibility and quantitative knowledge
  • could reflect anxiety, low motivation, poor maths skills
32
Q

What does processing speed measure?

A
  • the speed of mental and graphomotor processing
  • the ability to quickly access stored knowledge, make a quick decision, then act on it
  • requires executive control of attention and sustained effort
33
Q

What are the general principles of administering the WISC-IV/testing in general?

A
  • establish rapport
  • introduce testing appropriately
  • praise effort, not performance
  • be familiar with the materials
  • consider physical environment, temperature etc
34
Q

List some important rules of administering the WISC

A
  • starting point
  • reversal rules
  • discontinue rules
  • query
  • timed responses
35
Q

What is the starting point?

A

Each subtest begins at age specific start point

36
Q

What are reversal rules?

A
  • items prior to an age specific start point are reversal items
  • designed to extend the floor
  • e.g if they get the first two questions wrong, work backwards
37
Q

What are discontinue rules?

A
  • when to cease/stop subtest administration

- stop after a score of zero on a specified number of consecutive items

38
Q

What is a Query (Q)

A
  • applies to some responses on verbal subtests

- if a child’s response is unclear or too vague to be readily scored say ‘what do you mean - tell me more’

39
Q

What is a spoiled response?

A

When a query reveals that the child has used incorrect logic behind their answer

40
Q

Example of similarities

A

In what way are red and blue alike?

41
Q

Example of vocabulary?

A

What is a clock?

42
Q

Example of comprehension

A

Why do people brush their teeth?

43
Q

Comprehension assesses…

A

Wisdom; applied intelligence

44
Q

Example of information

A

What day comes after Thursday?

45
Q

What differentiates information from comprehension?

A

Information is simpler questions and has a real world element

46
Q

Example of word reasoning

A

Tell me what I’m thinking of. This animal goes woof.

47
Q

Describe the elements of block design

A
  • 14 items
  • timed
  • time bonuses for items 9-14 only
  • no time bonus for scoring option for anlyses
48
Q

Describe picture concepts

A

Finding similar things between the images

49
Q

Describe matrix reasoning

A

Working out a visual rule/pattern recognition/ common themes

50
Q

Describe digit span forward

A

Requires the child to repeat numbers in the same order the examiner reads aloud

51
Q

Describe digit span backward

A

Requires the child to repeat the numbers in the reverse order presented by the examiner

52
Q

Described arithmetic

A

The child mentally solves a series of orally presented arithmetic problems within a specified time limit

53
Q

Descibe coding

A

Given a code and need to convert them into a specific code as fast s you can

54
Q

Describe cancellation

A

Put a cross through a certain theme, e.g. everything that’s an animal

55
Q

When can a GAI be reported in place of the FSIQ?

A
  • when the variability between subtest scaled scores within an index is unusually large
  • to control for brain damage, leaving out processing speed and working memory
56
Q

130 & above

A

Very superior, 2.2% normal

57
Q

120-129

A

Superior, 6.7% normal

58
Q

110-119

A

High average, 16.1% normal

59
Q

90-109

A

Average, 50% normal

60
Q

80-89

A

Low average, 16.1%

61
Q

70-79

A

Borderline, 6.7%

62
Q

69 & below

A

Extremely low, 2.2%

PAI (11 decks)

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