 |
|
|
This test is a non-verbal assessment of the general intelligence based on eductive thinking, and is thus mainly independent of cultural and social backgrounds.
|
|
|
| |
 |
|
|
In some professions and trainings it is an essential ability to keep to certain restrictions when competing a task. Calculating with Symbols makes possible a fair and reliable assessment of this subfactor of reasoning.
|
|
|
| |
 |
|
|
Assesses the non-verbal ability to perceive and transform spatial elements - spatial perception - for both adolescents aged 13 years and over and adults.
|
|
|
| |
 |
|
|
Assessment of navigational abilities by the measurement of spatial perception and orientation abilities; items are Rasch-homogenous.
|
|
|
| |
 |
|
|
The perception and recall of visual information (memorizing and recalling the positions of symbols on a map) is used to determine the capacity of the visual memory.
|
|
|
| |
 |
|
|
Non-verbal test which assesses nonverbal logical thinking on the basis of the recognition of rules and completing form sequences; applicable for people 15 years of age and over.
|
|
|
| |
 |
|
|
Measures the ability to apply the basic arithmetical operations - addition, subtraction, multiplication and division - quickly and correctly in daily living situations.
|
|
|
| |
 |
|
|
Represents a reliable realization of Thurstone's N-factor. It enables the measurement of the ability to handle a system of symbols in an automatic way.
|
|
|
| |
 |
|
|
Non-verbal test which assesses mental imagination and transformation of spatial arrangements in two-dimensional space; applicable at the age of 15 years and over.
|
|
|
| |
 |
|
|
Non-verbal test which assesses mental imagination and transformation of spatial arrangements in three-dimensional space; applicable at the age of 15 years and over.
|
|
|
| |
 |
|
|
This test distinguishes itself by using three-dimensional, multi-media test material for the recording of the spatial perception skill as well as by its scaling fairness due to the validity of the Rasch model.
|
|
|
| |
 |
|
|
Assesses flexibility in the area of mathematical problem solving. This is one of the important sub-dimensions of the secondary factor quantitative thinking which forms part of the modified Gf-Gc theory.
|
|
|
| |
|
|
|
This test is a non-verbal assessment of the general intelligence based on eductive thinking, and is thus mainly independent of cultural and social backgrounds.
|
|
|
| |
|
|
|
In some professions and trainings it is an essential ability to keep to certain restrictions when competing a task. Calculating with Symbols makes possible a fair and reliable assessment of this subfactor of reasoning.
|
|
|
| |
|
|
|
Assesses the non-verbal ability to perceive and transform spatial elements - spatial perception - for both adolescents aged 13 years and over and adults.
|
|
|
| |
|
|
|
Assessment of navigational abilities by the measurement of spatial perception and orientation abilities; items are Rasch-homogenous.
|
|
|
| |
|
|
|
The perception and recall of visual information (memorizing and recalling the positions of symbols on a map) is used to determine the capacity of the visual memory.
|
|
|
| |
|
|
|
Non-verbal test which assesses nonverbal logical thinking on the basis of the recognition of rules and completing form sequences; applicable for people 15 years of age and over.
|
|
|
| |
|
|
|
Measures the ability to apply the basic arithmetical operations - addition, subtraction, multiplication and division - quickly and correctly in daily living situations.
|
|
|
| |
 |
|
|
Represents a reliable realization of Thurstone's N-factor. It enables the measurement of the ability to handle a system of symbols in an automatic way.
|
|
|
| |
|
|
|
Non-verbal test which assesses mental imagination and transformation of spatial arrangements in two-dimensional space; applicable at the age of 15 years and over.
|
|
|
| |
|
|
|
Non-verbal test which assesses mental imagination and transformation of spatial arrangements in three-dimensional space; applicable at the age of 15 years and over.
|
|
|
| |
|
|
|
This test distinguishes itself by using three-dimensional, multi-media test material for the recording of the spatial perception skill as well as by its scaling fairness due to the validity of the Rasch model.
|
|
|
| |
|
|
|
Assesses flexibility in the area of mathematical problem solving. This is one of the important sub-dimensions of the secondary factor quantitative thinking which forms part of the modified Gf-Gc theory.
|
|
|
| |
