CHAPTER SUMMARY (Essay Sample)

Chapter Nine and Ten Summaries Student’s Name Institutional Affiliation Course Professor’s Name Due Date Chapter Nine and Ten Summaries Chapter Nine Summary Chapter Nine talks about intellectual and cognitive functioning with a primary focus on people’s thinking and their cognitive functioning process. The chapter begins with a brief history of intelligence testing, which recalls earlier chapter readings that trace intelligence testing to Biblical times and ancient Greek and Chinese history. Intelligence testing evaluates extensive cognitive capabilities which results in explaining an individual’s IQ. Intelligence testing measures an individual’s abilities and what one can do (Neukrug & Fawcett, 2020). Intelligence testing carries out numerous roles, such as assisting in determining giftedness. Intelligence testing can evaluate intellectual disabilities, determine specific learning disability types, and influence some admission processes to certain private schools. The chapter concisely explains the different models of intelligence, beginning with Spearman’s Two-Factor Approach, in which he developed several subsets to evaluate a range of intellectual activities. The model looked at the different scores obtained in these tasks by people of different ages. Individuals were assessed on a Binet scale, and their scores were compared to the average score of people at different age levels. Another model is Thurstone’s Multifactor Approach, which includes seven main factors or mental abilities. The model was developed using the multiple-factor analysis. Thirdly, Vermon’s Hierarchical Model of Intelligence developed a hierarchy approach. The model comprised four levels, each outlining certain contributions to the next level. Guilford ‘s Multifactor/Multidimensional Model comprised 180 factors and could be represented as a cube (Neukrug & Fawcett, 2020). The cube involved three types of cognitive ability: content, which entailed how people apply their intellectual skills; operations, which looks at the typical intellectual process people actualize in their reasoning and understanding; and products, which looks at how people apply their operations to their contents. In addition, Cattell’s Fluid and Crystal Intelligence differentiates innate from learned intelligence, fluid from crystal. The model discovered that two general factors helped develop intelligence, which entails what people learn and what they already know. Fluid is the innate intelligence that people are born with and is unaffected by new learning. At the same time, crystal is acquired by learning and can be influenced by personal experiences, motivation, culture, and classroom learning. Piaget’s Cognitive Development Theory underlines the role of assimilation and accommodation learning (Neukrug & Fawcett, 2020). The theory emphasizes four stages of cognitive development, which are still prevalent in assessing a child’s development to date. These four stages include sensorimotor development, preoperational development, concrete operational development, and formal operational development. The theory argues that development is adaptive. Conversely, Gardner’s Theory of Multiple Intelligences suggests that intelligence is too complex to measure accurately. This theory suggests that if one used a dipstick, placed it in an individual's brain, and pulled it out, they would correctly determine how intelligent an individual is (Neukrug & Fawcett, 2020). The theory suggests that there are eight or nine intelligences, which entail verbal-linguistic intelligence, mathematical-logical intelligence, musical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence, and existential intelligence. Sternberg’s Triarchic Theory of Successful Intelligence is based on componential, experiential, and contextual sub-theories, while the Cattell-Horn-Carroll Integrated Model of Intelligence actualizes 16 factors related to mental abilities. Intelligence testing can actualize different scales or testing platforms. Some popular tests include the Stanford-Binet, Fifth Edition, Wechsler Scale, the Kaufman Assessment Battery for Children, and Nonverbal Intelligence Tests (Neukrug & Fawcett, 2020). Some of the Nonverbal Intelligence Tests include a comprehensive test of nonverbal intelligence, second edition (CTONI-2), the Universal Nonverbal Intelligence Test (UNIT), and the Wechsler Nonverbal Scale of Ability (WNV). In addition, the chapter looks at neuropsychological assessment, which evaluates the cognitive functioning of individuals. This domain of psychology examines brain-behavior relationships. Neuropsychological assessment can measure many domains related to brain behavior, such as memory, language, intelligence, visual perception, language, psycho sensory and motor skills, visual-spatial thinking, and academic achievement (Neukrug & Fawcett, 2020). This assessment can carry out numerous duties, such as a diagnostic tool for identifying the root of a condition, determining the extent of the brain damage, or measuring changes in one’s functioning. Some of the neuropsychological assessment methods include the fixed battery approach, the Halstead-Reitan battery, the flexible battery approach, and the Boston Process Approach (BPA). Chapter Recommendation This chapter primarily showed that cognitive functioning can be impaired when someone goes through some brain impairment or damage. Therefore, to help children retain and improve their intelligence, it is paramount to protect them from damage and offer them support services whenever they encounter a challenge. For instance, if a child is hit on the head or starts showing signs of struggles in their thinking and reasoning, it is paramount to have resources that can help these children. Different neuropsychological and intelligence assessment tools can fundamentally help understand a child’s strengths and weaknesses and help create incentives to help them. Conclusion Chapter Nine highlights how neurological impairment can disrupt a child’s growth and limit their intelligence levels. It underlines the essence of intelligence and neurological assessment in understanding a child’s cognitive functioning and determining incentives to enact in helping the child. The child underlines imperative intelligence models, such as Piaget’s Cognitive Development Theory, Gardner’s Theory of Multiple Intelligences, and Thurstone’s Multifactor Approach. The chapter advises constantly understanding that children should develop as they grow. Therefore, it is paramount to pay attention to any changes they outline continually. Chapter 10 Summary Chapter Ten examines career and occupational assessment, focusing mainly on interest inventories, multiple attitudes, and special aptitude tests. The chapter focuses on tests that can guide individuals in determining their ideal career paths. Career and occupation assessment can take part in any part of an individual’s life but is mainly used when people anticipate a transition in their studies or careers. Vocational counseling primarily incorporates three types of tests: multiple aptitude tests, interest inventories, and special aptitude tests. This chapter describes the outlined tests comprehensively because they play an essential role in helping individuals transition or choose the appropriate path in their education or career. Interest inventories determine the likes and dislikes from a career perspective and are ideal for predicting job satisfaction. One type of interest inventory includes the substantial interest inventory, administered to people aged 16 years and above within 35 or 40 minutes. The substantial interest inventory can be administered to an individual or a group. The latest version of the inventory actualizes a five-point Likert scale, which requests people to rate themselves from strongly agree to disagree strongly and focuses on six distinct areas of subject areas: occupation, people, activities, leisure activities, and characteristics (Neukrug & Fawcett, 2020). The substantial interest inventory offers five distinctive scales or indexes in general occupational themes: basic interest scales, occupational scales, personal style scales, and personal responses. The self-directed search is a self-administered, scored, and interpreted test. The test that John Holland developed incorporates self-estimates of competencies and abilities. Upon completion of the test, a client receives their three-letter Holland code, which they can use to cross-reference with the occupation finder that classifies more than 1,300 occupations. The self-directed search is available in four forms. Form E (easy to read) is used by children and adults with limited reading capability, and it is written at the fourth-grade level (Neukrug & Fawcett, 2020). The first form, Form R (Regular), is used by high school and college students and adults. Form CE (Career Explorer) is for middle school and junior high students. Lastly, Form CP (Career Planning) is actualized by professional-level employees. In addition, the COPSystem entails three instruments that measure interests, abilities, and values. The Career Occupational Preference System Interest Inventory (COPS) evaluates interests along different career clusters. This inventory accommodates students from seventh grade all the way to adults and incorporates 168 items (Neukrug & Fawcett, 2020). The Career Ability Placement Survey (CAPS) assesses abilities in the work environment in relation to career clusters. The Career Orientation Placement and Evaluation Survey (COPES) looks at values in job selection. The chapter delves into multiple-aptitude testing, which assesses abilities and forecasts success in several fields...