We use multi-process algorithms for intelligence mapping by analyzing several criteria such as:
- Fluid Intelligence which includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures.
- Crystallised Intelligence includes the breadth and depth of a child’s acquired knowledge, the ability to communicate knowledge, the ability to reason using previously learned experiences or procedures.
- Quantitative reasoning is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols. Reading and writing ability includes basic reading and writing skills.
- Conclusive reasoning is the ability to hold information in immediate awareness, and then use it within a few seconds. Long-term reasoning and retrieval is the ability to store information and fluently retrieve it later in the process of thinking.
- Visual processing is the ability to perceive, analyse, synthesise, and think with visual patterns, including the ability to store and recall visual representations.
- Auditory processing is the ability to analyse, synthesise, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions.
We also isolate the child’s Processing speed, i,e the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention. Decision/reaction time/speed reflects the immediacy with which an individual can react to stimuli or a task.
Some test items are visual, while many are language related or numerical. Test items vary from being based on abstract-reasoning problems to concentrating on arithmetic, vocabulary, or general knowledge. Children’s school grades across seemingly unrelated school subjects are positively correlated it is understandable that these correlations reflected the influence of an underlying general mental ability that entered into performance on all kinds of academic tests. This is to ensure that a child that shows extremes of both high functioning or low functioning does not waste time in tests that are above or below their individual capability, as our subject based tests pertaining to school syllabus vary in stages of difficulty from low to high i,e we strive to ensure that every child gains the maximum with minimum effort or time on their part, in order to do this we must first understand what the basic mental process of a child’s learning mechanisms are and then build on them.