scholarly journals The comparability of intelligence test results: Group- and individual-level comparisons of seven intelligence tests

2021 ◽  
Vol 88 ◽  
pp. 101-117
Author(s):  
Anette Bünger ◽  
Silvia Grieder ◽  
Florine Schweizer ◽  
Alexander Grob
Keyword(s):  
Intelligence Tests ◽  
Intelligence Test ◽  
Test Results ◽  
Individual Level

Intellectual Assessment

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Intelligence Testing ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Assessment Process ◽  
Test Results ◽  
Intelligence Scale ◽  
Intellectual Assessment ◽  
Woodcock Johnson

Intellectual assessment includes the broad range of cognitive skills and processes as measured by major intelligence tests. Intelligence testing is an integral part of the assessment process; however, it is often misunderstood. A great deal of weight is assigned to the scores, and decisions are often made that are not justified by the results. It is important for the clinician to understand the nature of the process, the types and interpretations of the scores, and the limitations, to avoid common fallacies. Two of the predominant tests, the Wechsler Intelligence Scale for Children-V and the Woodcock-Johnson IV Tests of Cognitive Abilities, are described. Some misconceptions about IQ are explained, and interpretation of intelligence test results is carefully spelled out for the clinician unfamiliar with these tools. The various scores derived from the results of intelligence tests are clarified.

Using intelligence test results.

2014 ◽  
pp. 229-253
Author(s):  
Leigh Peck
Keyword(s):  
Intelligence Test ◽  
Test Results

Effect of an Incentive upon Intelligence Test Performance

1973 ◽  
Vol 33 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Louis S. Dickstein ◽  
Jayne Ayers
Keyword(s):  
College Women ◽  
Test Performance ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Control Group ◽  
Improve Performance ◽  
Monetary Rewards ◽  
Performance Scale

Previous research has indicated that the manipulation of motivating conditions through explicit examiner's expectancy of good performance can significantly improve performance on intelligence tests. In the present study, the manipulation of incentive was used to improve performance. College women were told that the five best scorers would receive monetary rewards. The group receiving incentive-instructions scored significantly higher than the control group on the WAIS Performance Scale and on the Object Assembly subtest. No difference between the groups was obtained for the Advanced Progressive Matrices.

GOOD NEWS OR BAD NEWS FIRST?

1981 ◽  
Vol 9 (2) ◽  
pp. 223-226 ◽  
Author(s):  
Linda L. Marshall ◽  
Robert F. Kidd
Keyword(s):  
Interpersonal Attraction ◽  
Role Playing ◽  
Intelligence Test ◽  
Bad News ◽  
Good News ◽  
Adaptation Level ◽  
Test Results ◽  
Commonsense Reasoning ◽  
Adaptation Level Theory ◽  
Gain Loss

Commonsense reasoning predicts that people prefer hearing bad news before good news rather than the reverse. In two role-playing experiments, subjects were asked if they preferred to hear good news/bad news or bad news/good news. In a third experiment, subjects believed they would be receiving good and bad information about themselves from a personality, social sensitivity, or intelligence test. Results from all three studies showed that subjects overwhelmingly preferred to hear bad news first. Two possible interpretations of the results were offered. One interpretation derived from the gain-loss phenomenon in interpersonal attraction and the other from Helson's adaptation-level theory.

scholarly journals LAYANAN INFORMASI OLEH GURU BK UNTUK MENGETAHUI PERSEPSI SISWA TENTANG PENGINFORMASIAN HASIL TES INTELIGENSI

Konselor ◽  
2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Khairul Ummah ◽  
Asmidir Ilyas ◽  
Dina Sukma
Keyword(s):  
High School ◽  
High School Students ◽  
Information Services ◽  
Intelligence Test ◽  
Test Results ◽  
School Students ◽  
Perceptions Of Students ◽  
Different Characteristics ◽  
Student's Perceptions

BK teachers have a very big role in providing an understanding of the different characteristics of students, which includes intelligence. Therefore, researchers feel the need to conduct research on student's perceptions about information intelligence test results through information services by BK teacher in high school Adabiah Padang. This study aimed descriptive form to describe the perceptions of students about information intelligence test results through information services by BK teacher. The population of this study were all high school students of class XI Adabiah Padang. Data collection tool was a questionnaire that reveals student's perceptions about information intelligence test results through information services by BK teacher, then the collected data were analyzed by using percentages. The findings of the study revealed that student's perceptions about information intelligence test results through information services by BK teachers belong to the category quite well. Based on the findings of the study suggested, should be able to provide more intensive information on the results of intelligence test, especially to students who do not understand the benefits and follow-up of intelligence test results obtained.

8. Does intelligence matter for health and longer life?

2020 ◽  
pp. 102-112
Author(s):  
Ian J. Deary
Keyword(s):  
Test Scores ◽  
Medical Records ◽  
Early Life ◽  
Lower Risk ◽  
Later Life ◽  
Good Health ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Long Life ◽  
Intelligence Test Scores

The new field of cognitive epidemiology looks at whether intelligence tests might have some predictive power in health, and even for death. ‘Does intelligence matter for good health and long life?’ discusses the results of various studies that link the results of intelligence tests at age 11 with medical records in later life. The results show that there is a robust association between higher intelligence test scores in early life and living longer, and having a lower risk of dying from several causes. They also show that, on average, people with higher childhood intelligence have a lower risk of developing various illnesses and are more likely to adopt healthier behaviours as adults.

A Closer Look at Standardized Tests

1982 ◽  
Vol 29 (7) ◽  
pp. 50-54
Author(s):  
Donald J. Freeman ◽  
Therese M. Kuhs ◽  
Lucy B. Knappen ◽  
Andrew C. Porter
Keyword(s):  
Student Achievement ◽  
Instructional Strategies ◽  
Standardized Tests ◽  
Standardized Test ◽  
Learning Problems ◽  
Test Results ◽  
Individual Level ◽  
Teacher's Knowledge ◽  
Standardized Test Results

It is commonly argued that teachers should use scores from standardized tests to facilitate instruction. Specifically, teachers are encouraged to use standardized test results to evaluate student achievement on both a group and individual level, to identify students with learning problems, and to assess the effectiveness of instructional strategies that have been used. The use of standardized tests for any of these functions, however, must be tempered by the teacher's knowledge of the extent to which the content of the test parallels the content of instruction.

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