Tests Of Intellectual Ability Research Articles

Pengaruh Model Pembelajaran Problem Posing Terhadap Kemampuan Berpikir Intelektual Anak Pada Mata Pelajaran IPA Kelas VI MIS Al-Huda Langkat

This study aims to study the effect of Problem Posing learning model on students' intellectual thinking ability in science subjects at MIS Al-Huda. This study used a quantitative approach with experimental methods, the subjects of this study were grade VI students of MIS Al-Huda totaling 21 people who were divided into two groups, namely the experimental group who received learning with the Problem Posing model and the control group who received conventional learning. The research instrument was an intellectual thinking ability test adapted from the standard of critical and creative thinking skills. Data were analyzed using inferential statistical analysis techniques with inferential t-test. The results showed that there was a significant difference between the intellectual thinking ability scores of students taught with the Problem Posing model compared to students taught with the conventional model. Students in the experimental group showed higher improvement in analysis, synthesis, and evaluation thinking ability. This objective indicates that the Problem Posing learning model is effective in improving students' intellectual thinking skills in science subjects in class VI of MIS Al- Huda, Hinai, Langkat District.

Preparedness of Students for Self-regulated Learning of Mathematics

This work aims to examine the relationship between general self-regulated learning abilities and students' general intellectual abilities, mathematical learning abilities, and academic achievement. A study was conducted with a sample of eighth-grade students (N=325). The research employed a survey and descriptive method, and the instruments used included a test of general intellectual abilities, a test of self-regulated learning abilities, a test to measure mathematical learning abilities, and a standardized math knowledge test. Based on the obtained results, we indicate those factors with high or moderately high correlations. Among the results obtained, there is a high correlation between general intellectual abilities and general self-regulated learning abilities (subtests for interpreting graphs and interpreting geographic maps). The results show a high correlation between the total score on the self-regulated learning abilities test and math achievement. A moderately high correlation was achieved between the test of general intellectual abilities and self-regulated learning abilities (subtests for finding necessary information, exploring new material, and the index of developed abilities and techniques for self-regulated learning). On the math learning ability test, various abilities are differentiated, including formalization of mathematical content, spatial abilities, imagination, flexibility, and critical thinking. Based on the research results, it is considered significant to investigate the effects of different innovative teaching systems and teaching methods on students' self-regulated learning abilities and mathematical learning abilities.

The methodological basis for increasing the internal intellectual potential of physical education and sports students

The intellectual potential of a person is closely related to the concept of intellectual capital as a component of human capital. This study aims to consider intellectual potential based on available psychometric methods and establish correlations between this potential and demographic and other easily observable factors. The study involved 128 students from universities and colleges of physical culture and sports located in Pavlodar (Republic of Kazakhstan). The study revealed a strong correlation between the level of academic achievement of the participants and the results of tests of general and implicit intellectual abilities (CCAT and IO4). Also, no significant correlations were found between the results of these tests and the factors of gender, age, and the year of study. A strong correlation was observed between the results of the two tests, which may indicate a close relationship between constantly used and hidden intellectual abilities. The research results can be used to improve the quality of training physical education teachers. The measurement and methodologically correct development of the intellectual potential of teachers multiplies the subsequent increase in human capital at the expense of their prospective students. Keywords: cognitive abilities; cross-disciplinary learning; intellectual capital; intellectual development; physical education.

Testing the cognitive effects of tadalafil. Neuropsychological secondary outcomes from the PASTIS trial

Cerebral small vessel disease (SVD) is a major cause of cognitive impairment in older people. As secondary endpoints in a phase-2 randomised clinical trial, we tested the effects of single administration of a widely-used PDE5 inhibitor, tadalafil, on cognitive performance in older people with SVD. In a double-blinded, placebo-controlled, cross-over trial, participants received tadalafil (20 mg) and placebo on two visits ≥ 7 days apart (randomised to order of treatment). The Montreal Cognitive Assessment (MOCA) was administered at baseline, alongside a measure to estimate optimal intellectual ability (Test of Premorbid Function). Then, before and after treatment, a battery of neuropsychological tests was administered, assessing aspects of attention, information processing speed, working memory and executive function. Sixty-five participants were recruited and 55 completed the protocol (N = 55, age: 66.8 (8.6) years, range 52–87; 15/40 female/male). Median MOCA score was 26 (IQR: 23, 27], range 15–30). No significant treatment effects were seen in any of the neuropsychological tests. There was a trend towards improved performance on Digit Span Forward (treatment effect 0.37, C.I. 0.01, 0.72; P = 0.0521). We did not identify significant treatment effects of single-administration tadalafil on neuropsychological performance in older people with SVD. The trend observed on Digit Span Forward may help to inform future studies. Clinical trial registrationhttp://www.clinicaltrials.gov. Unique identifier: NCT00123456, https://eudract.ema.europa.eu. Unique identifier: 2015–001,235–20NCT00123456.

Types of Overexcitability in Intellectually Gifted Adolescent Students in Slovakia

The aim of the study was the comparison of intellectually gifted secondary grammar school students with students from the average population of secondary grammar school students, in the level of overexcitability and prediction of intellectual giftedness through the various types of overexcitability. The research sample consisted of 88 secondary grammar school students aged 16-17 years. The target group, who were identified as intellectually gifted students, consisted of 44 students, whereas the control group consisted of 44 students from an average population of secondary grammar school students. We used tests of intellectual ability, Raven's Advanced Progressive Matrices Test, Intelligence Structure Analysis, and Urban's Figural Test of Creative Thinking to identify intellectually gifted secondary grammar school students. Types of overexcitability were assessed by means of the Overexcitability Questionnaire. Statistical analysis showed significant differences in the level of overexcitabilities between intellectually gifted secondary grammar school students and students from the average population of secondary grammar school students. Significant predictive power of intellectual and emotional overexcitability was found in relation to intellectual giftedness.

Assessment of Executive Function in Everyday Life-Psychometric Properties of the Norwegian Adaptation of the Children's Cooking Task.

Background: There are few standardized measures available to assess executive function (EF) in a naturalistic setting for children. The Children’s Cooking Task (CCT) is a complex test that has been specifically developed to assess EF in a standardized open-ended environment (cooking). The aim of the present study was to evaluate the internal consistency, inter-rater reliability, sensitivity and specificity, and also convergent and divergent validity of the Norwegian version of CCT among children with pediatric Acquired Brain Injury (pABI) and healthy controls (HCs).Methods: The present study has a cross-sectional design, based on baseline data derived from a multicenter RCT. Seventy-five children with pABI from two university hospitals with parent-reported executive dysfunction and minimum of 12 months since injury/completed cancer therapy, as well as 59 HCs aged 10–17 years, were assessed with CCT using total errors as the main outcome measure. The pABI group completed tests assessing EF (i.e., inhibition, cognitive flexibility, working memory, and planning) on the impairment level within the ICF framework (performance-based neuropsychological tests and the Behavioral Assessment of the Dysexecutive Syndrome for Children), and on the participation level (questionnaires). In addition, they completed tests of intellectual ability, processing speed, attention, learning, and memory. Finally, overall functional outcome (pediatric Glasgow Outcome Scale-Extended) was evaluated for the children with pABI.Results: Acceptable internal consistency and good inter-rater reliability were found for the CCT. Children with pABI performed significantly worse on the CCT than the HCs. The CCT identified group membership, but the sensitivity and specificity were overall classified as poor. Convergent validity was demonstrated by associations between the CCT and performance-based tests assessing inhibition, cognitive flexibility, and working memory, as well as teacher-reported executive dysfunction (questionnaires). Divergent validity was supported by the lack of association with performance-based measures of learning and memory, attention, and verbal intellectual ability. However, there was a moderate association between the CCT and performance-based tests of processing speed. Lastly, better performance on the CCT was associated with a better functional outcome.Conclusion: Our study with a relatively large sample of children with pABI and HC’s demonstrated good psychometric properties of the CCT. CCT performance was associated with the overall level of disability and function, suggesting that CCT is related to the level of activity in everyday life and participation in society. Hence, our study suggests that the CCT has the potential to advance the assessment of EF by providing a valid analysis of real-world performance. Nevertheless, further research is needed on larger samples, focusing on predictors of task performance, and evaluating the ability of CCT to detect improvement in EF over time. The patterns of error and problem-solving strategies evaluated by the CCT could be used to inform neuropsychological rehabilitation treatmentand represent a more valid outcome measure of rehabilitation interventions.

Spelling abilities of school-aged children with Williams syndrome

AimsWe examined the relation between spelling ability and word-reading ability in children with Williams syndrome (WS). MethodsEighty 9–17-year-olds with genetically-confirmed WS completed standardized tests of spelling, word reading, and intellectual ability; 45 also completed tests of phonological awareness and vocabulary. Reading instruction method was classified as Phonics or Other. ResultsSpelling ability varied widely. Although at the group level, spelling standard scores (SSs) were significantly lower than word-reading SSs, at the individual level, this difference was significant for fewer than half the participants. Spelling and reading SSs were highly correlated, even after controlling for intellectual ability. Students taught to read using systematic phonics instruction had significantly higher spelling SSs than those taught to read using other approaches, even after controlling for intellectual ability. Spelling ability contributed significant unique variance to word-reading ability, beyond the effects of phonological awareness, vocabulary, and reading instruction method. ConclusionsOur findings are consistent with Ehri’s Word Identity Amalgamation Theory. In combination with previous meta-analytic findings for typically developing children (Graham & Santangelo, 2014) our results suggest that children with WS are likely to benefit from the inclusion of systematic spelling instruction as part of a systematic phonics approach to teaching word reading.

Academic Achievement in School-Aged Children with Single Suture Craniosynostosis Over Time.

Introduction: Children with single suture craniosynostosis (SSC) are at risk for neurocognitive problems. The reported magnitude of differences between children with SSC and their normative peers on standardized tests of academic and intellectual ability are small. Evaluation of real-world academic outcomes of these children and its impact on educational resources have not been conducted. Methods: A retrospective cohort study of academic outcomes of children with SSC was conducted using the data from Ontario's Education Quality and Accountability Office (EQAO) standardized provincial reading, writing and mathematics tests. The need for special education was identified by documentation of the child's need for an Identification, Placement, and Review Committee (IPRC). Results: Of 296 eligible children, 42 participated in the study. Half of the children had sagittal synostosis, while the remaining were 10 (24%) unicoronal, 9 (21%) metopic, and 2 (5%) lambdoid synostosis. Thirty-six (86%) underwent operative management. The EQAO scores of operated children with SSC met the provincial academic standards on the Grade 3 and 6 EQAO scores across the 3 academic subjects. Converted grade-matched EQAO scores decreased in reading and writing over time, while math improved. Of the 21 patients with special education data, one child required an IPRC in Grade 3, while an additional four (24%) required an IPRC in Grade 6. Conclusions: Operated children with SSC had average academic performance, however, their needs appeared to change over time. Future studies are needed to evaluate academic difficulties and special education needs as these children progress through grade school.

Cognitive assessment using the Rapid Assessment for Developmental Disabilities, Second Edition (RADD‐2)

Individuals with developmental disabilities (DD) often have severe impairments and maladaptive behaviours that make it difficult to reliably assess their cognitive abilities. Given these challenges, the Rapid Assessment of Developmental Disabilities, Second Edition (RADD-2), was designed to measure general cognitive ability in this population. The purpose of this study is to demonstrate the battery's psychometric properties when used with individuals with DD who have challenging behavioural and psychiatric conditions and for those who have limited verbal skills. The cognitive and adaptive behaviour skills of 193 children and adults with DD and considerable medical, behavioural and/or psychiatric problems were evaluated using the first and second editions of the RADD, Kaufmann Brief Intelligence Test - 2nd Edition, and Scales of Independent Behaviour - Revised Edition. Medication side effects and challenging behaviours were assessed using the Aberrant Behaviour Checklist. There were no floor or ceiling effects on the RADD-2. Both the nonverbal index and total scores had strong concurrent validity with other abbreviated tests of intellectual ability and good discriminant validity from measures of adaptive behaviour and medication side effects. RADD-2 scores also had strong criterion validity as they successfully differentiated between all levels of intellectual functioning. Age and sex did not differentially affect RADD-2 performance, and the co-occurrence of psychiatric conditions did not negatively affect performance. The only medical condition associated with lower RADD-2 performance was epilepsy. The RADD-2 can quantify the differential cognitive abilities of individuals with DD, even for those with minimal communication skills, challenging behaviours or severe medication side effects that can typically complicate assessment. This brief cognitive battery can be used to measure changes due to interventions, on the one hand, and progression of neurological disease, on the other.

Sources of Artifacts in SLODR Detection.

Spearman's law of diminishing returns (SLODR) states that intercorrelations between scores on tests of intellectual abilities were higher when the data set was comprised of subjects with lower intellectual abilities and vice versa. After almost a hundred years of research, this trend has only been detected on average. To determine whether the very different results were obtained due to variations in scaling and the selection of subjects. We used three methods for SLODR detection based on moderated factor analysis (MFCA) to test real data and three sets of simulated data. Of the latter group, the first one simulated a real SLODR effect. The second one simulated the case of a different density of tasks of varying difficulty; it did not have a real SLODR effect. The third one simulated a skewed selection of respondents with different abilities and also did not have a real SLODR effect. We selected the simulation parameters so that the correlation matrix of the simulated data was similar to the matrix created from the real data, and all distributions had similar skewness parameters (about -0.3). The results of MFCA are contradictory and we cannot clearly distinguish by this method the dataset with real SLODR from datasets with similar correlation structure and skewness, but without a real SLODR effect. The results allow us to conclude that when effects like SLODR are very subtle and can be identified only with a large sample, then features of the psychometric scale become very important, because small variations of scale metrics may lead either to masking of real SLODR or to false identification of SLODR.

SEX DIFFERENCES IN INTELLECTUAL ABILITY AMONG PRESCHOOL CHILDREN IN PUTRAJAYA

Past research has shown that children with higher intellectual ability or intelligence quotient (IQ) were found less likely to be held back a grade in their schooling years and were less likely to be rejected by their peers or to have very few friends. The present study was conducted to determine the sex differences in intellectual ability among preschool children in Putrajaya. The research sample of 234 preschool children aged 6 from 16 private preschools in Putrajaya Malaysia was selected by using a cluster sampling technique. Preschool children’s intellectual ability was measured by using The Drawing-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP: IQ; Reynolds & Hickman, 2004). Higher scoring on the DAP: IQ signified higher IQ level which represents the higher intellectual ability of the preschool children. Results showed that there was a significant difference in intellectual ability, where preschool girls were found to have higher intellectual ability scores than boys. The study concluded that preschool boys and girls were different in their biology and social development which may cause differences in their intellectual ability level. The finding implied the need for more attention from the preschool setting to further improve their academic planning in order to enhance both preschool boys' and girl's learning and development.

Psychometric Properties of the Merrill-Palmer-Revised Scales of Development in Preschool Children With Autism Spectrum Disorder.

Psychometrically sound tests of intellectual ability are indispensable for research and assessment of children with autism spectrum disorder (ASD), yet few tests have been validated for use with this population. The Merrill-Palmer-Revised Scales of Development (M-P-R) is a standardized test of intellectual ability that was validated for use with typically developing preschoolers. The current study's aim was to investigate the criterion validity of the M-P-R for assessing cognitive skills in preschoolers with ASD (N = 180). Good concurrent validity was demonstrated, with a large positive correlation between the M-P-R Receptive Language domain and the PLS-4 Auditory Comprehension subscale. The Cognitive domain of the M-P-R showed a medium positive correlation with later WISC-4 scores, showing acceptable predictive validity. Cognitive strengths and weaknesses assessed using the M-P-R mirrored those described for other measures, with most children obtaining higher standard scores on the Cognitive than the Receptive Language domain. An exploratory factor analysis suggested that one factor accounted for the majority of variability in M-P-R domains.

Neurocognitive changes in pituitary adenoma patients after Gamma Knife radiosurgery.

OBJECTIVEPituitary adenomas and the treatment required for the underlying neuropathology have frequently been associated with cognitive dysfunction. However, the mechanisms for these impairments remain the subject of much debate. The authors evaluated cognitive outcomes in patients treated with or without Gamma Knife radiosurgery (GKRS) for an underlying pituitary adenoma.METHODSThis was a retrospective, institutional review board-approved, single-institution study. A total of 51 patients (23 male, 28 female) treated for pituitary adenoma were included in this neurocognitive study. Twenty-one patients underwent GKRS following transsphenoidal surgery, 22 patients were treated with transsphenoidal surgery alone, and eight patients were conservatively managed or were treated with medical management alone. Comparisons using psychometric tests of general intellectual abilities, memory, and executive functions were made between the treatment groups, between male and female patients, and between patients with Cushing's disease and those with nonfunctioning adenoma (NFA).RESULTSThe entire patient sample, the NFA group, and the GKRS group scored significantly below expected on measures of both immediate and delayed memory, particularly for visually presented information (p ≤ 0.05); however, there were no significant differences between the patients with Cushing's disease and those with NFA (t ≤ 0.56, p ≥ 0.52). In those who underwent GKRS, memory scores were not significantly different from those in the patients who did not undergo GKRS (t ≤ 1.32, p ≥ 0.19). Male patients across the sample were more likely to demonstrate impairments in both immediate memory (t = -3.41, p = 0.003) and delayed memory (t = -3.80, p = 0.001) than were female patients (t ≤ 1.09, p ≥ 0.29). There were no impairments on measures of general intellectual functioning or executive functions in any patient group. The potential contributions of tumor size and hormone levels are discussed.CONCLUSIONSOverall, pituitary adenoma patients demonstrated relative impairment in anterograde memory. However, GKRS did not lead to adverse effects for immediate or delayed memory in pituitary adenoma patients. Cognitive assessment of pituitary adenoma patients is important in their longitudinal care.

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012

Cognitive ability in young adulthood predicts risk of early-onset dementia in Finnish men.

To test if the Finnish Defence Forces Basic Intellectual Ability Test scores at 20.1 years predicted risk of organic dementia or Alzheimer disease (AD). Dementia was defined as inpatient or outpatient diagnosis of organic dementia or AD risk derived from Hospital Discharge or Causes of Death Registers in 2,785 men from the Helsinki Birth Cohort Study, divided based on age at first diagnosis into early onset (<65 years) or late onset (≥65 years). The Finnish Defence Forces Basic Intellectual Ability Test comprises verbal, arithmetic, and visuospatial subtests and a total score (scores transformed into a mean of 100 and SD of 15). We used Cox proportional hazard models and adjusted for age at testing, childhood socioeconomic status, mother's age at delivery, parity, participant's birthweight, education, and stroke or coronary heart disease diagnosis. Lower cognitive ability total and verbal ability (hazard ratio [HR] per 1 SD disadvantage >1.69, 95% confidence interval [CI] 1.01-2.63) scores predicted higher early-onset any dementia risk across the statistical models; arithmetic and visuospatial ability scores were similarly associated with early-onset any dementia risk, but these associations weakened after covariate adjustments (HR per 1 SD disadvantage >1.57, 95% CI 0.96-2.57). All associations were rendered nonsignificant when we adjusted for participant's education. Cognitive ability did not predict late-onset dementia risk. These findings reinforce previous suggestions that lower cognitive ability in early life is a risk factor for early-onset dementia.

Assessing the Effects of a Relational Training Intervention on Fluid Intelligence Among a Sample of Socially Disadvantaged Children in Bangladesh

A growing consensus is that performances on standardized intelligence tests can be positively influenced by interventions that focus on improving relational reasoning. One such intervention, known as SMART (Strengthening Mental Abilities with Relational Training), consists of presenting participants with increasingly complex exemplars of relational reasoning tasks involving premises associated along same-as, opposite-of, more-than, and less-than relations. Following multiple training and testing sessions involving these relations, increased fluency in SMART is related to enhanced performances on tests of intellectual ability (Cassidy et al., 2016). The current study expands upon previous investigations on SMART in two ways. First, we explored whether the amount of training undertaken can predict changes in intelligence test performances. Second, we assessed whether SMART training could be effective for a non-English speaking, socioeconomically disadvantaged cohort. Changes in intelligence were assessed via administrations of the standard Raven’s Progressive Matrices before and after SMART training. Our results show that the stage of SMART training completed is positively related to changes in Ravens’ performances and that such training can be effective for non-English cohorts.

What Does the DAP:IQ Measure?: Drawing Comparisons between Drawing Performance and Developmental Assessments

ABSTRACTHuman figure drawing tasks such as the Draw-a-Person test have long been used to assess intelligence (F. Goodenough, 1926). The authors investigate the skills tapped by drawing and the risk factors associated with poor drawing. Self-portraits of 345 preschool children were scored by raters trained in using the Draw-a-Person Intellectual Ability test (DAP:IQ) rubric (C. R. Reynolds & J. A. Hickman, 2004). Analyses of children's fine motor, gross motor, social, cognitive, and language skills revealed that only fine motor skill was an independent predictor of DAP:IQ scores. Being a boy and having a low birth weight were associated with lower DAP:IQ scores. These findings suggest that although the DAP:IQ may not be a valid measure of cognitive ability, it may be a useful screening tool for fine motor disturbances in at-risk children, such as boys who were born at low birth weights. Furthermore, researchers who use human figure drawing tasks to measure intelligence should measure fine motor skill in addition to intelligence.

Multi-modal fitness and cognitive training to enhance fluid intelligence

Improving fluid intelligence is an enduring research aim in the psychological and brain sciences that has motivated public interest and scientific scrutiny. At issue is the efficacy of prominent interventions—including fitness training, computer-based cognitive training, and mindfulness meditation—to improve performance on untrained tests of intellectual ability. To investigate this issue, we conducted a comprehensive 4-month randomized controlled trial in which 424 healthy adults (age 18–43years) were enrolled in one of four conditions: (1) Fitness training; (2) Fitness training and computer-based cognitive training; (3) Fitness, cognitive training, and mindfulness meditation; or (4) Active control. Intervention effects were evaluated within a structural equation modeling framework that included repeated-testing gains, as well as novel tests of fluid intelligence that were administered only at post-intervention. The combination of fitness and cognitive training produced gains in visuospatial reasoning that were greater than in the Active Control, but not in performance on novel tests administered only at post-intervention. Individuals more variably responded to multi-modal training that additionally incorporated mindfulness meditation (and less time spent on cognitive training), and those who demonstrated repeated-testing gains in visuospatial reasoning also performed better on novel tests of fluid intelligence at post-intervention. In contrast to the multi-modal interventions, fitness only training did not produce Active Control-adjusted gains in task performance. Because fluid intelligence test scores predict real-world outcomes across the lifespan, boosting intelligence ability via multi-modal intervention that is effective even in young, healthy adults is a promising avenue to improve reasoning and decision making in daily life.

Association between breastfeeding and better preserved cognitive ability in an elderly cohort of Finnish men.

Being breastfed in infancy has been shown to benefit neurodevelopment. However, whether the benefits persist to old age remains unclear. We examined the associations between breastfeeding and its duration on cognitive ability in young adulthood and old age, and on aging-related cognitive change over five decades. In total, 931 men from the Helsinki Birth Cohort Study born in 1934-1944 in Finland took the Finnish Defence Forces Basic Intellectual Ability Test (total and verbal, arithmetic and visuospatial subtest scores) twice, at ages 20.2 and 67.9 years, and had data on breastfeeding (yes v. no) and its duration ('never breastfed', 'up to 3', '3 to 6' and '6 or more months'). Linear and mixed model regressions tested the associations. At 20.2 years, breastfed men had higher cognitive ability total and visuospatial subtest scores [mean differences (MDs) ranged between 3.0-3.9, p values < 0.013], and its longer duration predicted higher cognitive ability total and arithmetic and visuospatial subtest scores (MDs ranged between 3.0 and 4.8, p values < 0.039). At 67.9 years, breastfed men had higher total cognitive ability and all subtest scores (MDs ranged between 2.6 and 3.4, p values < 0.044) and its longer duration predicted all cognitive ability scores (MDs ranged between 3.1 and 4.7, p values < 0.050). Verbal subtest scores decreased over five decades in men who were never breastfed or were breastfed for 3 months or less, and increased in those breastfed for longer than 3 months. Neurodevelopmental advantages of breastfeeding and its longer duration persist into old age, and longer duration of breastfeeding may benefit aging-related change, particularly in verbal reasoning ability.

Identifying Gifted Children: Congruence among Different IQ Measures.

This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students. The study sample comprised 236 primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of students.