Although IQ scores are reliably associated with children's BLLs, they reveal little about the specific types of cognitive functions that are affected. Intelligence test scores reflect a sort of average of a person's performance on multiple individual subtests, each assessing competence in a general domain of cognitive functioning. Jusko, in Encyclopedia of Infant and Early Childhood Development (Second Edition), 2008 Specific Cognitive and Neuropsychological Functions These would include a more detailed assessment from a speech and language pathologist, a social worker, a pediatric neurologist, or an occupational therapist.
Other “à la carte” assessments may be called for in individual cases.
#Galton intelligence test professional#
That professional also can diagnose any specific psychiatric condition contributing to the clinical picture in a child with academic problems. A psychoeducational specialist, making use of input from multiple sources, can help formulate specific recommendations for regular and special educational teachers.Ī mental health professional is valuable in identifying family-based issues complicating or aggravating neurodevelopmental dysfunctions. Psychoeducational testing can yield highly relevant data, especially when such testing includes error analyses that pinpoint discrete breakdowns in reading, spelling, writing, and mathematics (see Chapter 82). Although an overall IQ may be misleading, the results of specific subtests often are helpful in providing evidence for one or more specific neurodevelopmental dysfunctions. Levine, in Developmental-Behavioral Pediatrics (Fourth Edition), 2009 Additional Assessment Components Intelligence C is the measured intelligence of a person, in terms of the intelligence quotient (IQ) it is restricted to the specific test that is used. Intelligence C is what intelligence tests-created to estimate intelligence B as well as possible-measure. It changes during an individual's life span. It is the visible intelligence, the cognitive abilities that a person has at a particular moment in time that are the result of earlier learning experiences. It is culturally bound and can be observed and estimated. Intelligence B is the result of the interaction between this genetic disposition (A), environmental influences, and learning experience. It is a postulate it cannot be observed nor measured. Intelligence A is the genetically determined disposition or potential to act intelligently that cannot be influenced by culture, environmental stimulation, education, or learning experiences. If we want to understand and comprehend discussions about intelligence and intelligence testing, it is good to keep in mind the three-way split in intelligence-A, B, and C-made by Vernon in 1967. Resing, in Encyclopedia of Social Measurement, 2005 Intelligence A, B, and C
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