This classification appears in the following papers:
Flanagan, Dawn p., Ortiz, Samuel O. and
Alfonso, Vincent C. Essentials of cross battery assessment. Second
edition, 2007, Wiley and sons
Flanagan, Ortiz, and Alfonso (2013).
Essentials of Cross-Battery Assessment, 3rd edition. Hoboken, NJ: Wiley.
In: Vincent C. Alfonso and Dawn P. Flanagan. Cross-Battery Assessment for
Intervention in Referrals for Suspected SLD. (slides 51-53)http://www.nasponline.org/conventions/2013/handouts/ms/nasp2013.pdf
Further classifications
and definitions of the broad and narrow abilities were taken from this paper:
McGrew, K. S. APPLIED
PSYCHOMETRICS 101. #12:
CHC Narrow Ability Assessment with the WJ III Battery. http://www.iapsych.com/iapap101/iapap10112.pdf
Note: Long term storage
and retrieval and Auditory processing are not measured by this test.
Broad ability
|
Definition
|
Narrow ability
|
Definition
|
Test
|
Fluid ability
|
The
deliberate but flexible control of attention to solve novel “on the spot”
problems that cannot be performed by relying exclusively on previously
learned habits, schemas, and scripts.
|
Induction
|
The
ability to observe a phenomenon and discover the underlying principles or
rules that determine its behavior.
|
Matrix reasoning
|
Picture concepts
|
||||
Similarities
|
||||
Word reasoning
|
||||
Quantitative
Reasoning
|
The
ability to reason, either with induction or deduction, with numbers,
mathematical relations, and operators.
|
Arithmetic
|
||
Short-Term
Memory
|
The
ability to encode, maintain, and manipulate information in one‟s immediate
awareness.
|
Memory
Span
|
The
ability to encode information, maintain it in primary memory, and immediately
reproduce the information in the same sequence in which it was represented.
|
Digit span
|
Working memory or attentional control
|
The
ability to direct the focus of attention to perform relatively simple
manipulations, combinations, and transformations of information within
primary memory while avoiding distracting stimuli and engaging in
strategic/controlled searches for information in secondary memory.
|
Letter number sequencing
|
||
Digit span
|
||||
Arithmetic
|
||||
Working memory index
|
||||
Processing
Speed
|
The
ability to perform simple repetitive cognitive tasks quickly and fluently.
|
Perceptual
Speed
|
Speed
at which visual stimuli can be compared for similarity or difference.
|
Symbol search
|
Cancellation
|
||||
Rate-of-Test-Taking
|
Speed
and fluency with which simple cognitive tests are completed.
|
Coding
|
||
Comprehension-Knowledge
|
Depth
and breadth of knowledge and skills that are valued by one‟s culture.
|
Lexical
Knowledge
|
Knowledge
of the definitions of words and the concepts that underlie them.
|
Vocabulary
|
Similarities
|
||||
Word reasoning
|
||||
General
Verbal Information
|
Breadth
and depth of knowledge that one’s culture deems essential, practical, or
otherwise worthwhile for everyone to know.
|
Comprehension
|
||
Information
|
||||
Picture completion
|
||||
Language
Development
|
General
understanding of spoken language at the level of words, idioms, and
sentences.
|
Verbal comprehension index
|
||
Visual
Processing
|
The
ability to make use of simulated mental imagery (often in conjunction with
currently perceived images) to solve problems.
|
Visualization
|
The
ability to perceive complex patterns and mentally simulate how they might
look when transformed (e.g., rotated, changed in size, partially obscured,
and so forth).
|
Block design
|
Flexibility
of Closure
|
Ability
to identify a visual figure or pattern embedded in a complex distracting or
disguised visual pattern or array, when knowing in advance what the pattern
is.
|
Picture completion
|
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