Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
An intelligence quotient (IQ) is a total score derived from a set of standardised tests or subtests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term Intelligenzquotient, his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book.
The Stanford–Binet Intelligence Scales is an individually administered intelligence test that was revised from the original Binet–Simon Scale by Alfred Binet and Théodore Simon. It is in its fifth edition (SB5), which was released in 2003.
The concepts of fluid intelligence (gf) and crystallized intelligence (gc) were introduced in 1963 by the psychologist Raymond Cattell. According to Cattell's psychometrically-based theory, general intelligence (g) is subdivided into gf and gc. Fluid intelligence is the ability to solve novel reasoning problems and is correlated with a number of important skills such as comprehension, problem-solving, and learning. Crystallized intelligence, on the other hand, involves the ability to deduce secondary relational abstractions by applying previously learned primary relational abstractions.
Houghton Mifflin Harcourt is an American publisher of textbooks, instructional technology materials, assessments, and reference works. The company is based in the Boston Financial District. It was formerly known as Houghton Mifflin Company, but it changed its name following the 2007 acquisition of Harcourt Publishing. Prior to March 2010, it was a subsidiary of Education Media and Publishing Group Limited, an Irish-owned holding company registered in the Cayman Islands and formerly known as Riverdeep. In 2022, it was acquired by Veritas Capital, a New York-based private-equity firm.
The Iowa Assessments also known informally as the Iowa Tests, formerly known as the ITBS tests or the Iowa Basics, are standardized tests provided as a service to schools by the College of Education of the University of Iowa. Developers Everett Franklin Lindquist, Harry Greene, Ernest Horn, Maude McBroom, and Herbert Spitzer first designed and administered the tests in 1935 as a tool for improving student instruction. The tests are administered to students in kindergarten through eighth grade as part of the Iowa Statewide Testing Programs, a division of the Iowa Testing Programs (ITP). Over decades, participation expanded and currently nearly all school districts in Iowa participate annually in the program, as do many other school districts across the United States. In a cooperative relationship, participating schools receive ITBS test materials, scoring and reporting services and consultation in the use of ITBS for instructional purposes, and ITP utilizes participation by schools in research and test development. Both the ITBS and Iowa Tests of Educational Development (ITED) were revised in the 2011–2012 school year. They were rebranded the Iowa Assessments. In 2016–2017, Iowa Assessments will roll out their new testing program, Next Generation Iowa Assessments.
The Kaufman Assessment Battery for Children (KABC) is a clinical instrument for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology. The test was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1983 and revised in 2004. The test has been translated and adopted for many countries, such as the Japanese version of the K-ABC by the Japanese psychologists Tatsuya Matsubara, Kazuhiro Fujita, Hisao Maekawa, and Toshinori Ishikuma.
The Culture Fair Intelligence Test (CFIT) was created by Raymond Cattell in 1949 as an attempt to measure cognitive abilities devoid of sociocultural and environmental influences. Scholars have subsequently concluded that the attempt to construct measures of cognitive abilities devoid of the influences of experiential and cultural conditioning is a challenging one. Cattell proposed that general intelligence (g) comprises both fluid intelligence (Gf) and crystallized intelligence (Gc). Whereas Gf is biologically and constitutionally based, Gc is the actual level of a person's cognitive functioning, based on the augmentation of Gf through sociocultural and experiential learning.
The Cattell–Horn–Carroll theory, is a psychological theory on the structure of human cognitive abilities. Based on the work of three psychologists, Raymond B. Cattell, John L. Horn and John B. Carroll, the Cattell–Horn–Carroll theory is regarded as an important theory in the study of human intelligence. Based on a large body of research, spanning over 70 years, Carroll's Three Stratum theory was developed using the psychometric approach, the objective measurement of individual differences in abilities, and the application of factor analysis, a statistical technique which uncovers relationships between variables and the underlying structure of concepts such as 'intelligence'. The psychometric approach has consistently facilitated the development of reliable and valid measurement tools and continues to dominate the field of intelligence research.
IQ classification is the practice of categorizing human intelligence, as measured by intelligence quotient (IQ) tests, into categories such as "superior" or "average".
The Cognitive Abilities Test(CogAT) is a group-administered K–12 assessment published by Riverside Insights and intended to estimate students' learned reasoning and problem solving abilities through a battery of verbal, quantitative, and nonverbal test items. The test purports to assess students' acquired reasoning abilities while also predicting achievement scores when administered with the co-normed Iowa Tests. The test was originally published in 1954 as the Lorge-Thorndike Intelligence Test, after the psychologists who authored the first version of it, Irving Lorge and Robert L. Thorndike. The CogAT is one of several tests used in the United States to help teachers or other school staff make student placement decisions for gifted education programs, and is accepted for admission to Intertel, a high IQ society for those who score at or above the 99th percentile on a test of intelligence.
Raymond S. Dean was an American psychologist and George and Frances Ball Distinguished Professor of Neuropsychology and Professor of Psychology at Ball State University.
The Dean–Woodcock Neuropsychological Assessment System (DWNAS) provides a standardized procedure for assessing an individual's sensory, motor, emotional, cognitive, and academic functioning for both English and Spanish speakers, based on the Cattell–Horn–Carroll Model (CHC). The instrument may be administered by psychologists, that need not have neuropsychological backgrounds. It was developed by, and is named after, psychologists Raymond Dean and Richard Woodcock.
The Lexile Framework for Reading is an educational tool that uses a measure called a Lexile to match readers with books, articles and other leveled reading resources. Readers and books are assigned a score on the Lexile scale, in which lower scores reflect easier readability for books and lower reading ability for readers. The Lexile framework uses quantitative methods, based on individual words and sentence lengths, rather than qualitative analysis of content to produce scores. Accordingly, the scores for texts do not reflect factors such as multiple levels of meaning or maturity of themes. Hence, the United States Common Core State Standards recommend the use of alternative, qualitative methods for selecting books for students at grade 6 and over. In the US, Lexile measures are reported from reading programs and assessments annually. Thus, about half of U.S. students in grades 3rd through 12th receive a Lexile measure each year. In addition to being used in schools in all 50 states, Lexile measures are also used outside of the United States.
The Woodcock–Johnson Tests of Cognitive Abilities is a set of intelligence tests first developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson. It was revised in 1989, again in 2001, and most recently in 2014; this last version is commonly referred to as the WJ IV. They may be administered to children from age two right up to the oldest adults. The previous edition WJ III was praised for covering "a wide variety of cognitive skills".
The Planning, Attention-Arousal, Simultaneous and Successive (P.A.S.S.) theory of intelligence, first proposed in 1975 by Das, Kirby, and Jarman (1975), and later elaborated by Das, Naglieri & Kirby (1994) and Das, Kar & Parrilla (1996), challenges g-theory on the grounds that the brain is made up of interdependent, but separate, functional systems. Neuroimaging studies and clinical studies of individuals with brain lesions make it clear that the brain is modularized; for example, damage to a very specific area of the left temporal lobe will impair the production of spoken and written language. Damage to an adjacent area will have the opposite impact, preserving the individual's ability to produce, but not understand speech and text.
The following outline is provided as an overview of and topical guide to human intelligence:
The Multidimensional Aptitude Battery II is a group-administered intelligence test created by psychologist Douglas N. Jackson which is supposed to measure Verbal, Performance and Full Scale IQ. The battery consists of 10 subtests and is used for various professional, medical, military, government, law enforcement and employment settings. The test-retest reliability based on timed performance correlates with values of 0.95 for the verbal section, 0.96 for the performance section and 0.97 for the full scale.
The Battelle Developmental Inventory is a clinical-administered assessment that measures mastery of developmental milestones in the global domains of communication, social-emotional, adaptive, motor, and cognitive development. It is appropriate for use with children from birth to 7 years, 11 months. This assessment is published by Riverside Insights. As of 2020, the current edition is the 3rd edition.
