Nonverbal tests of intelligence

nonverbal intelligence - concept, skills, importance, assessment, examples, improvement, and explaining RPM

1. NONVERBAL INTELLIGENCE AND TESTS BY - SHIVANGI AGGARWAL XII B

2. NONVERBAL INTELLIGENCE Nonverbal intelligence describes thinking skills and problem-solving abilities that do not fundamentally require verbal language production and comprehension. This type of intelligence involves manipulating or problem solving about visual information and may vary in the amount of internalized, abstract, or conceptual reasoning and motor skills that are required to complete a task. Nonverbal intelligence is often closely linked with the Performance IQ domain of intellectual ability tests that evaluates nonverbal abilities, a domain which is often viewed in comparison to the Verbal IQ domain.

3. Concepts and Skills Involved in Nonverbal Tasks Nonverbal tasks may involve concepts such as: Concrete or abstract ideas Internalized language-based reasoning Internalized reasoning without language Nonverbal tasks involve skills such as: The ability to recognize visual sequences and remember them Understanding the meaning of visual information and recognizing relationships between visual concepts Performing visual analogies Recognition of causal relationships in pictured situations

4. Why Is It Important? In school, nonverbal intelligence is important because it enables students to analyze and solve complex problems without relying upon or being limited by language abilities. Many mathematical concepts, physics problems, computer science tasks, and science problems require strong reasoning skills. In addition, it is nonverbal intelligence that allows us to think through, plan for, and implement projects. We also use nonverbal intelligence to organize and manage our time and our belongings. Outside of school, nonverbal intelligence may otherwise be described as "common sense." While a person with common sense may or may not score high on a typical IQ test, it is common sense that gets us through our days. A person who scores high on a typical IQ test may not have the basic nonverbal skills to, for example, get to the grocery store before the food runs out, put together a build-it-yourself piece of furniture, or figure out how to organize papers in a notebook.

5. How Is It Assessed? Nonverbal intelligence is typically assessed in extended IQ tests. It's important, however, to distinguish between IQ tests which are nonverbal and IQ tests which assess nonverbal intelligence. Nonverbal IQ tests such as the TONI-4 (test of nonverbal intelligence, 4th edition) are intended to assess the basic intelligence of people with speech and language challenges (people with autism, aphasia, and other disabilities). In other words, the TONI-4 is a language-free test, so the children taking the test answer with gestures like pointing, nodding, or blinking. On the other hand, tests which assess nonverbal intelligence are actually intended to discover an individual's ability to manage nonverbal tasks.

6. Examples of Nonverbal Intelligence in Action Solving a puzzle Using a diagram or blueprint to build a two or three-dimensional structure or to set up a system (for example, a sound system, television system, etc.) Conceiving of and implementing a two or three-dimensional design such as creating a drawing, a sculpture, a shed, a piece of furniture, a piece of clothing, etc. Creating and/or following a map Anticipating and/or planning for outcomes (for example, hearing that it will snow and therefore making sure that shovels and ice scrapers are easily available)

7. Is It Possible to Improve Nonverbal Intelligence? Nonverbal intelligence may be improved by working with hands-on tasks like picture puzzles, blocks, and building toys, find-a-word puzzles, mazes, and erector sets. There is also a wide range of support systems available to help enhance nonverbal abilities. These range from time planners and alarms to occupational therapy.

8. Nonverbal Intelligence Tests Nonverbal intelligence tests measure   nonverbal reasoning . They are used to assess students who have language processing problems or those with limited English proficiency. In these tests, tasks are designed to remove verbal intelligence from the assessment of a child's reasoning abilities and to isolate and assess a student's visual learning skills. These tests are not designed to test all students for their nonverbal intelligence. They are meant for students who have speech, language, or hearing impairments or who are not verbally communicative.

9. Why Nonverbal Intelligence Tests Are Needed Nonverbal assessments attempt to remove language barriers in the estimation of a student's intellectual aptitude. This is especially helpful in assessing students without speech or who have limited language ability, those with deafness or who are hard of hearing, and those with English language limitations. Students with nonverbal autism are an example of a population where standard IQ tests do not assess their abilities well. Many who rank as intellectually disabled on standard tests can be better assessed with a nonverbal intelligence test.

10. Why Nonverbal Intelligence Tests Are Needed To accommodate students with speech or language limitations, the test can be administered either orally or by using pantomime. Students don't need to provide oral responses, write, or manipulate objects to take these tests. The tests vary in how they are administered. The best designs don't require verbal directions or spoken responses. Nonverbal intelligence tests can be one element of a comprehensive assessment of a child's abilities. They are only one factor used in the determination of a disability under the Individuals with Disabilities Education Act (IDEA). Students who have verbal communication difficulties need a full range of assessments, which can include observation, interviews, record reviews, and a variety of tests. The tests often provide instructions in multiple languages. 

11. Test Name Author Publisher Publication Date Administration and Scoring Description Educational and Clinical Application Universal Nonverbal Intelligence Test (UNIT ) Bracken and McCallum Riverside Press 1998 individual administration with 6 subtest and three possible format; abbreviated, standard and extended age range between 5 and 18 administration time 15 to 45 minutes depending on format administrated based on two tier- model of Intelligence yields quotient for memory, reasoning (symbolic and non symbolic) and a full-scale IQ mean equal to 100 with standard deviation of 15 Design to assess students from diverse cultural backgrounds, LEP, language and or hearing impairments, learning disabilities, mental retardation and emotional disorders EXAMPLES OF NONVERBAL INTELLIGENCE TESTS

12. Test Name Author Publisher Publication Date Administration and Scoring Description Educational and Clinical Application Comprehensive Tests of Nonverbal Intelligence (C-TONI) Hammill , Pearson & Wiederholt Pro-Ed 1997 individual administration 45 to 60 minutes administration time age range between 6 to 89 years Matrix-based, multiple choice format allows pointing response by examinee may be administrated orally or with pantomimed directions PNIQ, GNIQ, and NIQ: mean of 100 and standard deviation of 15 subtests assess analogical reasoning, categorical classification, and sequential reasoning using pictures of family objects and abstract geometric designs EXAMPLES OF NONVERBAL INTELLIGENCE TESTS

13. EXAMPLES OF NONVERBAL INTELLIGENCE TESTS Test Name Author Publisher Publication Date Administration and Scoring Description Educational and Clinical Application NNAT Naglieri -Nonverbal Abilities Test Naglieri Harcourt Brace Educational Measurement 1997 division & extension of matrix & analogies test group of individual administration administration time is 30 -45 minutes; grades k-12 7 levels including fall & spring grade - level norms matrix reasoning - pattern completion, reasoning by analogy, signal reasoning, and spatial reasoning design to assess performance independent of stored acquired knowledge yields a non verbal ability index (NAI) with mean of 100 and standard deviation of 15 useful for large scale assessment for as an intellectual screening measure co normed with Stanford-9 and Aprenda-2

14. MOST COMMONLY USED RAVEN’S PROGRESSIVE MATRICES TEST

15. WHAT IS RPM AN IQ ASSESSMENT DEVELOPED TO UNDERSTAND “OBSERVATION” “CLEAR THINKING” HIGHER THOUGHT PROCESS”

16. WHAT IS RPM THE MATRICES COME IN 3 FORMATS: SPM- STANDARD PROGRESSIVE MATRICES CPM- COLOURED PROGRESSIVE MATRICES APM- ADVANCED PROGRESSIVE MATRICES