Diagnostika kognitívnych funkcií: (nenaplnený) potenciál pre inkluzívne vzdelávanie
| Title in English | Cognitive functions assessment: (Unfulfilled) potential for inclusive education |
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| Authors | |
| Year of publication | 2021 |
| Type | Article in Proceedings |
| Conference | Nouze ve vzdělávání |
| MU Faculty or unit | |
| Citation | |
| Keywords | cognitive functions; assessment; dynamic assessment; cognitive hypothesis testing |
| Description | Cognitive functions assessment is a field with broad practical implications. IQ score correlates with school, and job performance, and other variables. However, these correlations are only general, and the predictions based on them are imperfect. Moreover, if our predictions of a child’s failure are fulfilled, it can not be considered a great success. The aspect of valuable recommendations and intervention related to the assessment is not a matter of course. This paper emphasizes that assessment without implications to intervention has not fulfilled its potential. It briefly introduces dynamic assessment and cognitive hypothesis testing that both emphasize this aspect of the diagnostic process. |
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