Assessment of an Individual

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* What are the differences between verbal and performance measures in intelligence testing, including verbal comprehension, perceptual reasoning, working memory, and processing sped? Compare and contrast using examples.

Intelligence tests are conceived in terms of mental structures. For example, these tests are developed to shed light on individuals, or a group's ability based on intelligence quotas (e. g., age). For instance, Wechsler intelligence tests are used to assess persons from preschool to adulthood (Cohen & Swerdlik, 2002). The Wechsler Adult Individual Intelligence Scale (WAIS. Wechsler, 1955 as cited in Cohen & Swerdlik) was designed to measure intelligence in both adolescents and older adults.

The term 'working memory' refers to the ability one has to retain, and mentally manipulate information over short periods of time [e.g., computing math problems or carrying out daily -life activities] (Sternberg (2006). Theoretically, working memory is the storing of important information in the course of mental, or daily activities' but is significant in assessing metal disorders (Pinel, 2006).

Verbal perceptual reasoning indicates that one has adequate reasons, evidence, logic or arguments to support the choices, or decisions made. For instance, perceptual learning is the ability to recognize stimuli that has never been seen before (e.g., objects and situations (Pinel, 2006). Assessment methods involve verbal reasoning to emphasize cognitive ability. Cognitive ability refers to thought processes, or one's ability to think. Processing ability refers to the ability to easily perform cognitive tasks (Sternberg, 2006).

Performance measures focus on some type of achievement, or goal. For example, achievement tests point to a person's accomplishment in a specific area or subject (e.g. learning a second language). In fact according to Cohen & Swerdlik (2005), the WIAT was designed to address several factors reflecting increased life expectancies of older adults, because of concerns over their limited cognitive functioning.

* What are the influences of language, culture, and education on popular measures of intelligence?

Techniques such as obtaining knowledge, habits, attitudes and behaviors are all associated with conditions of learning. For instance, research shows that cognition has an important role in influencing both performance and intellectual ability. Theories are presented on how individuals learn through intelligence, and mental abilities based on performance of cognitive tasks (Cohen & Swerdlik, 2005).

As an example, cognition is concerned with a wide range of mental processes including thoughts, perceptions, performance, and intellectual ability (Swanson, Orosco & Lussier (2011). Learning involves cognitive factors such as: (a) verbal comprehension, (b) memory, (c) ability, (d) perception and reasoning, (e) problem-solving skills and (f) language processing. Just as cognition plays an important role in intelligence, language provides necessary processes (e.g., grammar, lexical patterns) for encoding information related to functions, and how individuals process information.

Studies show (e. g., Keller (2007) that cognitive processes point to the influence of the environment in shaping how learning is obtained. In this way, cultural differences affect communication between culturally-diverse groups given different meanings that a cultural group assigns to words and/or perceptions. For example, culture shapes language based on aspects of learning as it is produced socially in individuals' lives. For instance, research shows that language is an essential component to the learning process through dialogue. Dialogue is a kind of communication and manner of relating to one another as human beings. On this basis, if language is not communicated effectively, it can become a barrier to learning.

Relative to education, Keller ...