Verbal reasoning

It has been claimed that self-concept is multidimensional, with dimensions such as mathematical self-concept and self-concept in language. The present study investigated the relationship of academic self-concept in language with performance on school-related language tasks and verbal reasoning ability. A total of 512 students in grades 7, 9 and 11 rated four aspects of their academic self-concept in language: self-perception, self-efficacy, self-esteem, and others’ perception of their abilities. Verbal reasoning ability and their performance on language school-type tasks were assessed. Path analysis showed that performance on language tasks was strongly influenced by the respective verbal reasoning abilities. Self-esteem and others’ perception of one’s abilities were the two aspects of students’ academic self-concept in language which were directly affected by the respective language performance on school-type tasks. No direct relation was found between the different aspects of academic self-concept in language and verbal reasoning ability. The results suggested that adolescents do not construe their academic self-concept according to their abilities but rather according to their performance in school and others’ response to it.

Presentamos la experiencia con TIC en un aula de apoyo de un centro de primaria. Se pretenden valorar los beneficios observados respecto a la intervención educativa en un alumno con dificultades en el razonamiento lógico-matemático y en el verbal. Para ello, se parte de la aplicación de la Escala de inteligencia de Wechsler (2005) para niños IV (WISC-IV). Una vez realizado el diagnóstico, se elabora un Programa Educativo Personalizado basado en estas tecnologías y centrado en la estimulación de las dos áreas mencionadas. Tras un trimestre trabajando con este programa, el alumno mejora sobre todo en razona-miento lógico-matemático.
We present the experience with ICT in the support classroom in Primary School. We wanted toassess the benefits that have been observed in educational intervention in a student with difficulties in the logical-mathematical and verbal reasoning. To do this, we start with the implementation of the Wechsler, D. (2005) Intelligence Scalefor Children IV (WISC-IV). Once the diagnosis was done,we elaborate a Personalized Educational Program based on these technologies and focused on the stimulation of the two areas mentioned. After three months working with this program, the student improved especially inlogical-mathematical reasoning.

Psychometric testing generally forms a supportive role to the recruitment or selection process. Tests of this sort are devised by human resources / occupational practitioners or psychologists and their aim is to provide employers with a reliable method of selecting the most suitable job applicants or candidates for promotion.

Psychometric tests aim to measure aspects of your personality or your mental ability. Personality questionnaires seek to measure aspects of your personality, whereas aptitude and ability tests aim to measure your intellectual and reasoning abilities.

It is generally accepted that psychometric testing use is slightly higher in America than in the UK and that these types of test are used extensively. South Africa, among other countries has also shown a marked increase in its use. However, ability tests and other behavioural assessments are carefully monitored for ethical and contextual use by the Healthcare Professions Council of South Africa (HPCSA) and specifically by the Basic Conditions of Employment Act (BCEA) when used for hiring and selection processes.

Psychometric tests can help prospective employers in a number of ways. As an indicator of your personality, preferences, and abilities they can find the best match of individual to occupation and working environment. As a recruitment and selection tool, these tests can be applied in a straightforward way at the early stages of selection to supplement the process of screening-out candidates who are likely to be unsuitable for the job.

ABSTRACT It has been claimed that self-concept is multidimensional, with dimensions such as mathematical self-concept and self-concept in language. The present study investigated the relationship of academic self-concept in language with performance on school-related language tasks and verbal reasoning ability. A total of 512 students in grades 7, 9, and 11 rated four aspects of their academic self-concept in language: self-perception, self-efficacy, self-esteem, and others' perception of their abilities. Verbal reasoning ability and performance on language tasks were assessed. Path analysis showed that performance on language tasks was influenced strongly by verbal reasoning abilities. Self-esteem and others' perception of one's abilities were affected directly by language performance. No direct relationship was found between academic self-concept in language and verbal reasoning ability. The results suggest that adolescents do not construe their academic self-concept according to their abilities but according to their performance in school and others' response to it.

The purpose of this study was to evaluate the effectiveness of the executive function training program on verbal reasoning and fluid reasoning in students with visual impairment. The research method was quasi-experimental with pretest-posttest with control group. The study population consisted of all students with visual impairment in elementary school in Tehran that were selected by convenience sampling and were randomly assigned to experimental and control groups. The experimental group received an executive function training program over 8-session period and the control group did not receive any intervention. verbal reasoning and reasoning subscales of Wechsler intelligence were used for data collection. Data were analyzed using analysis of covariance. Results showed that the effect of executive function training program on verbal and fluid reasoning in students with visual impairment (p <0.05). Therefore, based on the results, it can be stated that the executive function training program can be used as an effective intervention to improve verbal reasoning and fluid reasoning.