One criterion for diagnosing Aspergers is being "average to above average in intellectual ability". The use of the GIA establishes the relative cognitive ability of the child. If the child shows to be below average, then Aspergers is ruled out. (Although that does not mean that autism is ruled out, as it is "average or above" is not a criterion for classic autism.)
According to Spearman's theory, performance in intellectual tasks is determined by a general mental ability factor called "g" or general intelligence. This factor influences overall cognitive functioning and is thought to underlie performance on diverse intellectual tasks.
No, not general "health". Employers can evaluate each employee's ability to perform job duties the employer calls essential.
evaluate the passage
The cognitive functions that are measured during the MSE include the person's sense of time, place, and personal identity; memory; speech; general intellectual level; mathematical ability; insight or judgment; and reasoning or problem-solving ability.
Both can be used to evaluate writing
The third step when evaluating writing with a general rubric is typically to assess the organization and structure of the writing. This involves looking at how well the introduction and conclusion are crafted, the logical flow of ideas, and the transitions between paragraphs. Assessing organization helps determine the overall coherence and effectiveness of the writing.
a general ability used for problems and skills
GA
analytic, assumed, general, ideological, impractical, intellectual, logical
the way in which a writer follows thw writing process
Intelligence refers to general mental ability. There are specific mental abilities such as the ability to compose music, which are thought to be related to intelligence, but are not exactly what is meant by intelligence. Intelligence is an ability to understand complicated situations and problems, and to make use of large amounts of information to find patterns and solutions. It can be tricky to measure intelligence, because a person's educational background is as much or more of an influence on that person's ability to answer intellectual questions, as is their intelligence.
Read the criteria. Read the passage. Evaluate the passage. Identify the score.