The Cattell-Horn-Carroll (CHC) model of cognitive abilities (e.g., Schneider & McGrew, 2012) provides an explanation of how different cognitive abilities relate to each other and how this might impact an individual’s academic performance and workplace learning. Diagnostic testing for specific learning difficulties uses the CHC model to identify whether a learner has a relative weakness in one or more of the main components linked to learning achievement.

Short-term memory

Short-term memory is the ability to hold information and use it within a few seconds. It has two subcomponents.

• Memory span involves processing information such as a phone number or list of words and then immediately recalling the original sequence. Most people are able to accurately recall sequences of between five and nine items, with an average of seven items.
• Working memory is the ability to undertake simple manipulations of information, for example repeating a list of numbers backwards.

Short-term memory weakness has a significant impact not only on memorising information but also on reading, writing and maths. It will also affect an individual’s ability to follow directions or spoken instructions, and impact the accuracy of taking written notes. Supportive adjustments will vary according to individual need, but can include teaching memory strategies such as information chunking and visual imagery; and taking steps to manage the flow of information and instructions.

Processing speed

Processing speed is the ability to perform cognitive tasks quickly especially when needing to maintain attention and concentration. It has a number of subcomponents, in particular:

• Perceptual speed which relates to how quickly visual stimuli can be compared for being similar or different; and
• Number facility – the speed at which basic arithmetic is performed accurately.

Processing speed also has a significant relationship to reading, writing, maths and learning. Being able to quickly process information underpins both learning, knowledge acquisition and performance on timed assessments. Learners can be supported by strategies such as being given extra time, simplifying the structure of information and prepared notes.

Visual processing

Visual processing is the ability to make use of visual information which can involve perceiving and manipulating patterns, object recognition and imagining transformations such as the rotation of objects. It has a number of important subcomponents including:

• Visual memory, which involves being able to recall images over a short period of time; and
• Visualisation to identify patterns and how they might look when transformed.

Visual processing is related to reading fluency and mathematics abilities that involve spatial reasoning and may affect learners ability to understand charts and diagrams. Supportive strategies include simplifying charts and providing clear verbal descriptions.

Reading ability

Reading ability relates to an individual’s language development including the ability to recognise and decode words, identifying words which are real as opposed to fake.

Comprehension-knowledge ability

The Comprehension-knowledge ability relates to a person’s acquired breadth and depth of knowledge including verbal and language knowledge. Important subcomponents include an understanding of language and grammar as well as ‘lexical knowledge’ of words and their definitions, for example identifying whether words are similar or different in meaning. This plays an important role in reading and writing and comprehension of oral and written language. Individuals who do not quickly recognise and retrieve semantic meanings of words will be impacted in their comprehension of text and instructions.

Selecting the right assessment tool

A formal assessment of Specific Learning Difficulties often involves the use of cognitive tests to measure an individual’s performance the various components of the CHC model. These lengthy testing sessions need to be conducted by psychologists or teachers with specialist training.

By comparison, Aptem Assess is designed to provide a rapid measure of key cognitive abilities that underpin learning and achievement. In a short amount of time, it can highlight learners who may have an underlying specific learning difficulty and require further exploration of their learning support needs.

Learn more about Aptem Assess

For an estimated 87% of learners, the Aptem Assess cognitive assessment will take no more than 15 minutes. Learn more in our short explainer video or our brochure. If you would like to integrate Aptem’s cognitive assessment into your delivery, book a demo, or if you are an Aptem customer, please speak to your Customer Success Manager.