Chapter 9

Question 1

Intelligence test

Answer 1

measure a client’s intellectual abilities

Question 2

Achievement tests

Answer 2

in contrast, measure what a client has accomplished with those intellectual abilities

Question 3

Intelligence

Answer 3

a concept that does not have a fully agreed upon definition, but which is characterized by certain abilities (speed of mental processing, sensory capacity, abstract thinking, imagination, adaptability, capacity to learn through experience, memory, reasoning, and inhibition of instinct)

Question 4

Neuropsychological tests

Answer 4

focus on issues of cognitive or brain dysfunction, including the effects of brain injuries and illnesses

Question 5

Charles Spearman

Answer 5

Intelligence is a singular characteristic.

Question 6

“g” (general intelligence)

Answer 6

Spearman’s general intelligence that represents a person’s global, overall intellectual ability

Question 7

Louis Thurstone

Answer 7

an opponent of Spearman who proposed a theory in which intelligence is understood as numerous distinct abilities that have little relationship to each other

Question 8

Hierarchical model of intelligence

Answer 8

Spearman and Thurstone’s compromise in which specific abilities (“s”) exist and are important, but they are at least somewhat related to one another and to a global, overall, general intelligence (“g”)

Question 9

James Cattell

Answer 9

proposed two separate intelligences (fluid and crystallized)

Question 10

Fluid intelligence

Answer 10

the ability to reason when faced with novel problems

Question 11

Crystallized intelligence

Answer 11

the body of knowledge one has accumulated as a result of life experiences

Question 12

John Carroll

Answer 12

proposed the three-stratum theory of intelligence

Question 13

Three-Stratum theory of intelligence

Answer 13

Carroll’s theory of intelligence in which intelligence operates at three levels: a single “g” at the top, eight broad factors immediately beneath “g,” and more than 60 highly specific abilities beneath these broad factors

Question 14

Cattel-Horn-Carrol (CHC) theory of intelligence

Answer 14

the combination of Cattell and Carroll’s theories that features 16 broad cognitive abilities that collectively include 80 highly specific abilities

Question 15

David Wechsler’

Answer 15

created the Wechsler intelligence tests, each the most widely used among psychologists for its respective age range
-Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV)
-Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V)
-Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition (WPPSI-IV)

Question 16

full-scale intelligence score

Answer 16

reflects a general, global level of intelligence (“g”)

Question 17

Index scores

Answer 17

(4 or 5): represent increasingly specific areas of ability (“s”)

Question 18

Subtest scores

Answer 18

about a dozen: represent increasingly specific areas of ability (“s”)

Question 19

Verbal Comprehension Index

Answer 19

verbal concept formation and verbal reasoning

Question 20

Perceptual Reasoning Index

Answer 20

fluid reasoning, spatial processing, and visual-motor integration

Question 21

Working Memory Index

Answer 21

capacity to store, transform, and recall incoming information and data in short-term memory

Question 22

Processing Speed Index

Answer 22

ability to process simple/rote information rapidly and accurately

Question 23

normative data

Answer 23

That is, the manual for each Wechsler test includes norms collected from about 2,000 people. These normative groups closely match recent U.S. Census data in terms of gender, age, race/ethnicity, and geographic region, among other variables

Question 24

Cultural fairness

Answer 24

the extent that an intelligence test is based on culture-specific concepts and the level of fairness exhibiting in assessing the intelligence of people of other cultures

Question 25

Universal Nonverbal Intelligence Test-2 (IT-2)

Answer 25

test of intelligence that requires no speaking or shared understanding of language between the person administering the test and the person taking it; the examiner presents instructions via eight specific hand gestures and examinee responses consist of either pointing with fingers or minor manipulation of objects with hands or fingers

Question 26

achievement

Answer 26

is what a person has accomplished intellectually, especially in the kinds of subjects that people learn in school, such as reading, spelling, writing, or math. Achievement tests typically produce age- or grade-equivalency scores as well as standard scores (

Question 27

Specific learning disorder

Answer 27

previously called “learning disability, the definition now focuses on the primary comparison between the person’s achievement and expected levels of achievement for people of the same age

Question 28

Wechsler Individual Achievement Test—Fourth Edition (WIAT-4)

Answer 28

is a comprehensive achievement test for clients aged 4 to 50 years. Like the Wechsler intelligence tests, the WIAT-4 is administered face-to-face (or via telepsychology) and one-on-one.

Question 29

Halstead-Reitan Neuropsychological Battery (HRB)

Answer 29

a battery of eight standardized neuropsychological tests that identifies people with brain damage and, to the extent possible, provides detailed information or hypotheses about any brain damage identified, including specific cognitive impairments or physiological regions of the brain that may be deficient

Question 30

Luria-Nebraska Neuropsychological Battery (LNNB)

Answer 30

a wide-ranging test of neuropsychological functioning that consists of 12 scales, with a similar range to that of the HRB, but which also emphasizes qualitative

Question 31

NEPSY-II

Answer 31

one of the few batteries of neuropsychological tests designed specifically for children (3–16) that includes 32 separate subtests across 6 different categories: attention and executive functioning; language; memory and learning; sensorimotor; social perception; and visuospatial processing

Question 32

Bender Visual-Motor Gestalt Test—Second Edition (Bender-Gestalt-II)

Answer 32

the most commonly used neuropsychological screen primarily used to get a sense of whether the client has neuropsychological problems worthy of more extensive assessment; the client is given a pencil, blank paper, and nine simple geometric designs and is asked to copy each design as accurately as possible, measuring visuoconstructive abilities

Question 33

Rey-Osterrieth Complex Figure Test

Answer 33

a brief pencil-and-paper drawing task involving a single, more complex figure, the use of pencils of different colors at various points in the test, and a memory component

Question 34

Repeatable Battery for the Assessment of Neuropsychological Status (RBANS)

Answer 34

a neuropsychological screen that tests not only visuomotor abilities but also verbal skills, attention, and visual memory and includes 12 subtests in 5 categories: immediate memory; visuospatial/constructional; language; attention; and delayed memory

Question 35

Wechsler Memory Scale—Fourth Edition (WMS-IV)

Answer 35

a memory test often used to assess individuals (16–90) who are suspected of having memory problems due to brain injury, dementia, substance abuse, or other factors; assesses visual and auditory memory and immediate and delayed recall