Wernicke's aphasia, also known as receptive aphasia, sensory aphasia, fluent aphasia, or posterior aphasia, is a type of aphasia in which individuals have difficulty understanding written and spoken language. Patients with Wernicke's aphasia demonstrate fluent speech, which is characterized by typical speech rate, intact syntactic abilities and effortless speech output. Writing often reflects speech in that it tends to lack content or meaning. In most cases, motor deficits do not occur in individuals with Wernicke's aphasia. Therefore, they may produce a large amount of speech without much meaning. Individuals with Wernicke's aphasia are typically unaware of their errors in speech and do not realize their speech may lack meaning. They typically remain unaware of even their most profound language deficits.
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.
Survey methodology is "the study of survey methods". As a field of applied statistics concentrating on human-research surveys, survey methodology studies the sampling of individual units from a population and associated techniques of survey data collection, such as questionnaire construction and methods for improving the number and accuracy of responses to surveys. Survey methodology targets instruments or procedures that ask one or more questions that may or may not be answered.
Test of English as a Foreign Language is a standardized test to measure the English language ability of non-native speakers wishing to enroll in English-speaking universities. The test is accepted by more than 11,000 universities and other institutions in over 190 countries and territories. TOEFL is one of several major English-language tests worldwide, including IELTS, Duolingo English Test, Cambridge Assessment English, and Trinity College London exams.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word "assessment" came into use in an educational context after the Second World War.
The Thematic Apperception Test (TAT) is a projective psychological test developed during the 1930s by Henry A. Murray and Christiana D. Morgan at Harvard University. Proponents of the technique assert that subjects' responses, in the narratives they make up about ambiguous pictures of people, reveal their underlying motives, concerns, and the way they see the social world. Historically, the test has been among the most widely researched, taught, and used of such techniques.
The Test of English for International Communication (TOEIC) is an international standardized test of English language proficiency for non-native speakers. It is intentionally designed to measure the everyday English skills of people working in an international environment.
Cognitive tests are assessments of the cognitive capabilities of humans and other animals. Tests administered to humans include various forms of IQ tests; those administered to animals include the mirror test and the T maze test. Such testing is used in psychology and psychometrics, as well as other fields studying human and animal intelligence.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition is the most recent version.
The Peabody Picture Vocabulary Test, the 2007 edition of which is known as the PPVT-IV, is an untimed test of receptive vocabulary for Standard American English and is intended to provide a quick estimate of the examinee's receptive vocabulary ability. It can be used with the Expressive Vocabulary Test-Second Edition (EVT-2) to make a direct comparison between the examinee's receptive and expressive vocabulary skills. The PPVT was developed in 1959 by special education specialists Lloyd M. Dunn and Leota M. Dunn. The current version lists L.M. Dunn and his son D.M. Dunn as authors.
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 7 months developed by David Wechsler in 1967. It is a descendant of the earlier Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for Children tests. Since its original publication the WPPSI has been revised three times in 1989, 2002, and 2012. The latest version, WPPSI–IV, published by Pearson Education, is a revision of the WPPSI-R and the WPPSI-III. It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child's general intellectual ability.
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 Bayley Scales of Infant and Toddler Development is a standard series of measurements originally developed by psychologist Nancy Bayley used primarily to assess the development of infants and toddlers, ages 1–42 months. This measure consists of a series of developmental play tasks and takes between 45 – 60 minutes to administer and derives a developmental quotient (DQ) rather than an intelligence quotient (IQ). Raw scores of successfully completed items are converted to scale scores and to composite scores. These scores are used to determine the child's performance compared with norms taken from typically developing children of their age. The Bayley-III has three main subtests; the Cognitive Scale, which includes items such as attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play, the Language Scale, which taps understanding and expression of language, for example, recognition of objects and people, following directions, and naming objects and pictures, and the Motor Scale, which assesses gross and fine motor skills such as grasping, sitting, stacking blocks, and climbing stairs. There are two additional Bayley-II Scales depend on parental report, including the Social-Emotional scale, which asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation play, and the Adaptive Behavior scale which asks about adaptions to the demands of daily life, including communication, self-control, following rules, and getting along with others. The Bayley-III Cognitive and Language scales are good predictors of preschool mental test performance. These scores are largely used for screening, helping to identify the need for further observation and intervention, as infants who score very low are at risk for future developmental problems.
The Benton Visual Retention Test is an individually administered test for people aged from eight years to adulthood that measures visual perception and visual memory. It can also be used to help identify possible learning disabilities among other conditions that might affect an individual's memory. The individual examined is shown ten designs, one at a time, and asked to reproduce each one as exactly as possible on plain paper from memory. The test is untimed, and the results are professionally scored by form, shape, pattern, and arrangement on the paper.
Aprosodia is a neurological condition characterized by the inability of a person to properly convey or interpret emotional prosody. Prosody in language refers to the ranges of rhythm, pitch, stress, intonation, etc. These neurological deficits can be the result of damage of some form to the non-dominant hemisphere areas of language production. The prevalence of aprosodias in individuals is currently unknown, as testing for aprosodia secondary to other brain injury is only a recent occurrence.
The Das–Naglieri cognitive assessment system (CAS) test is an individually administered test of cognitive functioning for children and adolescents ranging from 5 through 17 years of age that was designed to assess the planning, attention, simultaneous and successive cognitive processes as described in the PASS theory of intelligence.
The Wechsler Individual Achievement Test Second Edition assesses the academic achievement of children, adolescents, college students and adults, aged 4 through 85. The test enables the assessment of a broad range of academics skills or only a particular area of need. The WIAT-II is a revision of the original WIAT, and additional measures. There are four basic scales: Reading, Math, Writing and Oral Language. Within these scales there is a total of 9 sub-test scores.
Psychological evaluation is a method to assess an individual's behavior, personality, cognitive abilities, and several other domains. A common reason for a psychological evaluation is to identify psychological factors that may be inhibiting a person's ability to think, behave, or regulate emotion functionally or constructively. It is the mental equivalent of physical examination. Other psychological evaluations seek to better understand the individual's unique characteristics or personality to predict things like workplace performance or customer relationship management.
The Luria–Nebraska Neuropsychological Battery (LNNB) is a standardized test that identifies neuropsychological deficiencies by measuring functioning on fourteen scales. It evaluates learning, experience, and cognitive skills. The test was created by Charles Golden in 1981 and based on previous work by Alexander Luria that emphasizes a qualitative instead of quantitative approach. The original, adult version is for use with ages fifteen and over, while the Luria–Nebraska Neuropsychological Battery for Children (LNNB-C) can be used with ages eight to twelve; both tests take two to three hours to administer. The LNNB has 269 items divided among fourteen scales, which are motor, rhythm, tactile, visual, receptive speech, expressive speech, writing, reading, arithmetic, memory, intellectual processes, pathognomonic, left hemisphere, and right hemisphere. The test is graded on scales that are correlated to regions of the brain to help identify which region may be damaged. The Luria–Nebraska has been found to be reliable and valid; it is comparable in this sense to other neuropsychological tests in its ability to differentiate between brain damage and mental illness. The test is used to diagnose and determine the nature of cognitive impairment, including the location of the brain damage, to understand the patient's brain structure and abilities, to pinpoint causes of behavior, and to help plan treatment.
Test of Word Reading Efficiency Second Edition or commonly known as TOWRE - 2 is a kind of reading test developed to test the efficiency of reading ability of children from age 6–24 years. It generally seeks to measure an individual's accuracy and fluency regarding two efficiencies; Sight Word Efficiency (SWE) and Phonemic Decoding Efficiency (PDE). SWE measures ability of pronouncing words that are printed and PDE assesses the quantity of pronouncing phonemically regular non-words. TOWRE - 2 is a very simple test which can be administered by teachers and aides, and it only takes five minutes to complete the procedure. It is commonly used in reading research, classroom assessment and clinical practice. This test is both straightforward and easy to use because it does not require a lot of materials and can be administered by teachers and aides.
