Assessment of Intellectual Functioning

Wasserman, John D.

doi:10.1002/0471264385.wei1018

Cited by 8 publications

(7 citation statements)

References 64 publications

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“…There is no universal definition of giftedness, but many professionals define "gifted" as having an intelligence quotient (IQ) score above 130, being two or more standard deviations above the norm, or being among the top 2.5% of a group of children of the same age 1 "Mensa" (Wasserman, 2003;Wechsler, 1991). However, others have a broader concept of intelligence, for example, Gagné, who has developed a differentiated model of giftedness and talent focusing on the top 10% of age peers with regard to giftedness and talent (2003).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2015

UCER-B

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The terms "gifted" or "gifted and talented" are bestowed on students, who display a variety of characteristics, including high performance capabilities in an intellectual, creative, or artistic area. Although certain characteristics can be generalized, some gifted students may not possess the same characteristics as other gifted individuals, and they may not appear to have the same observable differences. Depending on how their giftedness has been dealt with previously, they may even appear to be relatively "ungifted". Many gifted students resist routine and exhibit non-conformist behavior. Others may withdraw; doing only a minimum of what is required. These students may have developed undesirable behavior due to a lack of challenges in school, and their intellectual development may have been arrested. So, it is important to identify these students as early as possible in order to secure a positive schooling experience. Checklists for identifying "the upper", 5% of students were distributed to 150 gifted and talented students, and to their parents and teachers, as well as to 188 "ordinary" students and their parents and teachers, in order to determine the probability of giftedness. The results reveal the probability of giftedness from the perspectives of the students, parents, and teachers, respectively.

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Section: Introductionmentioning

confidence: 99%

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2015

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“…Competing with traditional intelligence tests is not an easy task for a number of reasons. Perhaps the most important advantage the Binet and Wechsler tests have is their predictive validity combined with their technological simplicity (Deary, Austin, & Caryl, 2000) and their long-established place in psychology and education (Wasserman, 2002). These characteristics have led to continued widespread use and general acceptance that intelligence is what these tests measure.…”

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confidence: 99%

Black-White Differences in Cognitive Processing: A Study of the Planning, Attention, Simultaneous, and Successive Theory of Intelligence

Naglieri

Rojahn

Matto

et al. 2005

Journal of Psychoeducational Assessment

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Matarazzo (1992) predicted that in the 21 st century the field of intelligence testing would be marked by steadfast adherence to the traditional verbal, quantitative, and nonverbal IQ concepts. In addition, however, he predicted that tests that borrow "heavily from the recent knowledge explosion in cognitive psychology, information processing, and developmental psychology" (p. 1012) would be developed. Matarazzo went on to suggest that the research in cognition would yield "new forms of individually administered intelligence tests of a type never before available in tests of ability" (p. 1013), which he illustrated using the work of Das, Kirby, and Jarman (1979) and Naglieri and Das (1990). The PASS theory and the work of Kaufman and Kaufman (1983) are two important efforts to redefine intelligence according to research in cognitive psychology as described by Matarazzo (1992). Their work was ignored by Neisser et al. (1996) in their review of knowns and unknowns about intelliResearchers have typically found a mean difference of about 15 points between Blacks and Whites on traditional measures of intelligence. Some have argued that the difference between Blacks and Whites would be smaller on measures of cognitive processing. This study examined Black (n = 298) and White (n = 1,691) children on Planning, Attention, Simultaneous, and Successive cognitive processes (PASS theory of intelligence) as operationalized by the Cognitive Assessment System (CAS). Regression analyses, controlling for key demographic variables, showed an estimated CAS Full Scale mean score difference of 4.8, which is smaller than that found with traditional IQ. Correlations between the PASS scores and achievement were similar for Blacks (median of .70) and Whites (median of .64). Moderated regression analyses showed no interaction effect for race by CAS Full Scale with achievement, suggesting that there are similar relationships between the CAS and achievement for Black (n = 298) and White (n = 1,691) groups. Nonsignificant interactions resulted when the Black and White child groups were analyzed with smaller matched samples (n = 298; n = 298). These results add to the growing body of literature supporting the validity of the PASS theory as measured by the CAS and the utility of the theory for assessment of minority students.

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“…The profoundly gifted are typically considered to be individuals who score at or above the 99.9 th percentile on a standardized intellectual, academic, or achievement test (Wasserman, 2003), although some researchers argue for even stricter criteria e.g., the 99.99 th percentile (Lubinski et al, 2001). At the broader end of this definition, the profoundly gifted account for 1 in 1,000 individuals in the general population, while, at the stricter end of this definition, the profoundly gifted account for 1 in 10,000 individuals in the general population.…”

Section: The Profoundly Giftedmentioning

confidence: 99%

“…The federal definition can be traced to the Marland Report (1972), the first federal report on gifted education, which defined giftedness by superior scores on standardized tests, reports of teachers and other professionals, the capability for advanced skills and insight, and the demonstration or potential for talent (Marland, 1972 (Lukas, 2013), giftedness has also been categorized as ranging from gifted to profoundly gifted (Wasserman, 2003, p. 435). Table 2 shows categorizations of giftedness according to Wasserman (2003) and Sattler (2008). Wasserman included additional levels to differentiate levels of giftedness.…”

Section: Giftednessmentioning

confidence: 99%

“…Lubinski, a prominent researcher in the area of individuals with precocious mathematical abilities, defines profound abilities within this dimension as achieving within the top 1 in 10,000 (at or above the 99.99 th percentile) (Lubinski et al, 2001). Wasserman (2003) also defines them as individuals who score at or above the 99.99 th percentile on a standardized intellectual, academic, or achievement test (Wasserman, 2003). With regards to gender distribution, Silverman and Miller note that 40% of profoundly gifted individuals are females and 60% are males (Heller et al, 2000).…”

Section: Giftednessmentioning

confidence: 99%

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Kopelman¹

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The purposes of this dissertation were to provide additional information about life satisfactionglobally and in regard to relevant dimensions of life satisfactionand the relationship between these aspects of life satisfaction in a sample of profoundly gifted youth. Participants in the Davidson Young Scholars Program (DYS)a program designed specifically for profoundly gifted youthcompleted a 90-item survey that included items pertinent to a variety of life domains. Findings paint a picture of profoundly gifted adolescents as satisfied across life dimensions and, perhaps, more satisfied than their peers. Their satisfaction was not related to gender, though varied with age. Their school satisfaction was related to their accelerative dose, though not with whether they had been radically accelerated. The five dimensions of life satisfaction provided a very good fit (45.2%) for understanding global satisfaction in this sample and add context to existing knowledge about satisfaction among profoundly gifted adults. Further research should address how satisfaction with self-changes over time and the lack of differences in satisfaction between genders during adolescence becomes significantly different over time. v PUBLIC ABSTRACT My dissertation examined the life satisfaction of a group of profoundly gifted youththose scoring above the 99.9 th percentile on a standardized intelligence test. These youth, drawn from the Davidson Young Scholars Program, completed a 90-item survey that included items pertinent to a variety of life domains. Specifically, these domains included satisfaction with school, family, self, friends, where they live, and with themselves. The results of the study indicated that profoundly gifted adolescents were quite satisfied across life dimensionsperhaps even more satisfied than their peers from the general school population in the United States. vi TABLE OF CONTENTS LIST OF TABLES .

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Assessment of Intellectual Functioning

Cited by 8 publications

References 64 publications

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Black-White Differences in Cognitive Processing: A Study of the Planning, Attention, Simultaneous, and Successive Theory of Intelligence

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