Cattell-Horn-Carroll Theory of Cognitive Abilities Knowledge Speed Perception Gk Go Gh Ga Gv Motor Gp Psychomotor Abilities Controlled Attention Gf Gsm.

Slides:



Advertisements
Similar presentations
Understanding Psychological Evaluations
Advertisements

WJ III Training Use and Interpretation of the Tests of Cognitive Abilities.
Cortical Structure and Function. FRONTAL LOBE Anatomy of the Frontal Lobes.
Everything you ever wanted to know about Intelligence, but were afraid to ask! Carolyn R. Fallahi, Ph. D.
Chapter Seven The School Years: Cognitive Development.
Perception and Attention. Information Processing Model  models human thought like its a computer.
SLD Eligibility Review Teresa Fritsch, Psy.S., NCSP School Psychologist
Organizational Notes no study guide no review session not sufficient to just read book and glance at lecture material midterm/final is considered hard.
An Overview of Memory. Overview of Memory What is memory?
What is Cognitive Science? … is the interdisciplinary study of mind and intelligence, embracing philosophy, psychology, artificial intelligence, neuroscience,
What is Intelligence? Cohen & Swerdlik: a multifaceted capacity that manifests itself in different ways across the lifespan, but in general includes the.
What is Cognitive Science? … is the interdisciplinary study of mind and intelligence, embracing philosophy, psychology, artificial intelligence, neuroscience,
Suppose that you wanted to memorize the phone number of a restaurant: In terms of the model, your goal is to get this information into long-
Andrea Stevenson Crisp, School Psychologist Marcia Williams Parent Andrea Cronin Special education resource teacher.
Intelligence Definitions: –Terman (1921): ability to carry on abstract thought –Binet (1905): collection of faculties: judgment, practical sense, initiative,
Sped 576: Internship in Assessment Cindy L Collado University of Illinois at Chicago.
Educational Psychology: Theory and Practice Chapter 6
Educational Psychology: Theory and Practice Chapter 6
What are the links? How can we use them to support children?
Planning LD Evaluations Dr. Sharon Lynch Dr. Philip Swicegood Sam Houston State University Hou-Met Annual Conference November 9, 2012.
Improving Quantitative Reasoning by Training Visuo-Spatial Working Memory.
Assessment and the Educational Setting Becky Yates, Ph.D, CCC-SLP University of North Texas.
Using Effective Scientifically- Based Interventions that Align to Students' Needs Where are we? Where are we going? How do we get there?
INTELLIGENCE  What is it? Difficult to define.  Associated with problem-solving ability, speed of processing, large number of items in working memory,
Speech and Language Issues For Babies and Pre-school age children who have Down Syndrome Ups and Downs Southwest Conference 2007.
Specific Learning Disability Peer Review 2013 Lee Pesky Center Dr. Evelyn Johnson SESTA Gina Hopper
Mindboggling The study of the brain. Neuroscience The study of the brain and the nervous system.
Chapter 6 Cognitive and Learning Characteristics © Taylor & Francis 2015.
The Brain The Black Hole in Education
Cattell-Horn-Carroll model of psychometric abilities.
Think back to your childhood and recall your earliest memory. Include stories told by family, and the roles that such memories serve in shaping an individual’s.
Assessment Procedures for Counselors and Helping Professionals, 7e © 2010 Pearson Education, Inc. All rights reserved. Chapter 8 Assessment Intelligence.
Neuropsychological Testing. Purposes of Neuropsych Testing  Determination of brain damage  Localization of brain lesions  Determination of functional.
: 1. cognitive evaluation non verbal 2 verbal An assessment must contain.
The Embedded-Processes Model. Some characteristics of this model: Information being used for immediate memory is in a heightened state of activation and.
Information Processing Theories Based on computer model: input, processing, output Focuses on the learning process Biological changes in brain Environmental.
The School Years: Cognitive Information-processing theory Sensory register Working memory (short-term memory) Long-term memory Control Processes Chapter.
COGNITIVE DEVELOPMENT  Does the brain “shrink” with age?  Does memory deteriorate with age?  Can you “teach an old dog new tricks”?  Does intelligence.
Infant Perception. William James, 1890 “The baby, assailed by eyes, ears, nose, skin and entrails all at once, feels it all as one great blooming, buzzing.
 US students are underperforming  So...  Apply knowledge using general fluid intelligence (gF) to solve problems  gF = short-term memory + working.
Psychological Theories on Intelligence
Former Model  Verbal  Non-Verbal Contemporary Model  Fluid Reasoning (Gf)  Crystallized Reasoning (Gc)
Decoding Dyslexia Parent Support Group October,
Forgetting and Interference in Short-term memory Brown-Peterson Task Proactive Interference (PI) Release from PI Retrieval of info from STM Sternberg (1966)
Memory. Modal Model of the Mind Three memory stores Three memory stores Four Control Processes Four Control Processes Long-term memory Working or Short-term.
Learning Styles EDU 330: Educational Psychology Daniel Moos.
Chapter 9—Basic Components of Memory. Basic Terms Memory = ability to recall information that has previously been learned Storage = putting new information.
Learning Disability Companion Short Course ~ March 24, 2010 ~ TSHA Convention JoAnn Wiechmann, MA, CCC-SLP & Judy Rudebusch, EdD, CCC-SLP.
Understanding the “G’s” of Special Needs Students and Tips to Accommodations/ Modifications and Behavior Strategies Presented by Jay Morris, M.Ed. ARD.
A Course Recapping Where we’ve been and where you’re going…
SLD Academy 1.0 Houston Independent School District.
Intelligence Testing and Young Children by Julia Hart.
Section 1: Taking in and Storing Information.   Memory- the storage and retrieval of what has been learned or experienced  3 memory processes  Encoding-
Tactile (Touch) Sense Two different systems: Discriminatory: Tells you where and what you are touching. So that we don’t have to rely on visual cues. Protective:
Back to Board Welcome to Jeopardy!. Back to Board Today’s Categories~ ~ Stages and Types of Memory ~ How we Encode ~ What we Encode ~ Retaining & Storing.
Chapter 5 Short-Term and Working Memory. Some Questions to Consider Why can we remember a telephone number long enough to place a call, but then we forget.
Intelligence Theory Traditional or Multiple. Traditional Views of Intelligence What makes a person intelligent? The most common responses will often note.
Back to Board Welcome to Jeopardy!. Back to Board Today’s Categories~ ~ Stages and Types of Memory ~ How we Encode ~ What we Encode ~ Retaining & Storing.
BRENDA DE LA GARZA EDUCATION SPECIALIST SPECIAL EDUCATION PROGRAM SCHOOL IMPROVEMENT, ACCOUNTABILITY AND COMPLIANCE REGION ONE Review.
Cognition and Language Characteristics Chapter 3.
“PSW” – What’s It All About?”
COGNITIVE DEVELOPMENT IN MIDDLE CHILDHOOD
Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV)
Kaufman Assessment Battery for Children, Second Edition KABC-II
IQ Tests Are Not Interchangeable
The Auditory System.
The episodic buffer: a new component of working memory?
Learning.
A Network Analytic Perspective on Human Intelligence Victoria M
Presentation transcript:

Cattell-Horn-Carroll Theory of Cognitive Abilities Knowledge Speed Perception Gk Go Gh Ga Gv Motor Gp Psychomotor Abilities Controlled Attention Gf Gsm Fluid Reasoning Short-Term Memory Gc Gq Grw Gkn Gps Psychomotor Speed Gt Speed of Perception Gs Attentional Fluency Glr Learning Efficiency & Retrieval Fluency

Fluid Intelligence (Gf) Ability to reason logically & figure things out without being taught g Good is to better as fast is to _____? __ Which one is not like the others:     If A + B = C and A – B = D – C, does D = 2A? All Bloobahs like apples. Some, but not all Bloobahs are Jippits. Not all Jippits are Bloobahs. Is it possible that some Jippits dislike apples? Match numbers to letters

Crystallized Intelligence (Gc) Ability to use language to reason & understand how the world works LanguageDevelopmentLanguageDevelopment MathGqMathGq Specialized Knowledge

The ability to visualize solutions in the mind’s eye. Visual-Spatial Processing (Gv) What does this look like when assembled? Which lines are these segments parallel to? What is this? Same or different? What is W going to do when X spins? Which is in the figure above?

Hearing sounds even when there is background noise or distortion Where is that sound coming from? Auditory Processing (Ga) What the brain does with sound to make it useful Distinguishing melodies Distinguishing rhythms Is the sound the same or different from before? Distinguishing speech sounds THICK=/θ/ / ɪ / /k/

Memory Long-Term Memory (Glr) Short-Term Memory (Gsm) <30 seconds>30 seconds How much information can be repeated back immediately? How well can the focus of attention be directed to process information? How quickly and efficiently is new information learned? How fluently is information retrieved from storage?

Speed Decision Speed & Reaction Time (Gt) Processing Speed (Gs) How fluently can the focus of attention be moved from item to item? Speed of perception Scanning Speed Speed of reaction Responding to many items in succession Responding to a single item