‘Similar Words’ is one of the eight tasks which comprise Aptem Assess.  Aptem Assess is designed to rapidly measure key cognitive abilities that underpin learning and achievement.  In a short time, it can indicate which learners may have an underlying specific learning difficulty and require further exploration of their learning support needs.

The Similar Words task involves a learner comparing pairs of words to determine whether each word pair is similar, opposite, or unrelated in semantic meaning. This verbal similarity task mainly measures verbal reasoning but also vocabulary knowledge and semantic processing.

Verbal reasoning is the ability to understand and manipulate verbal information, including recognising patterns and relationships between verbal concepts.

Verbal Reasoning and learning processes

Understanding and processing verbal information underpins most learning and educational activities, regardless of whether the information is presented in spoken or written formats.  It plays a fundamental role in:

• An individual’s ability to analyse and comprehend meaning in text whilst reading.
• The writing of ideas, thoughts, and concepts in a logical format
• Expressing ideas and arguments both verbally and on paper.

Consequently, a learner with verbal reasoning difficulties can be affected in many ways whilst engaging in learning; they may:

• Struggle to process verbal instructions given in workshops or tutorials.
• Be slower in understanding spoken information, which could impact, for example, participation in discussions.
• Have greater difficulty in understanding written text.
• Find it difficult to communicate ideas fluently in writing and speech.
• Struggle to draw logical conclusions from written or spoken language.

Reduced verbal reasoning is seen in individuals with language impairments such as dyslexia.

The science of measuring verbal reasoning

The Cattell-Horn-Carroll (CHC) model (e.g., Schneider & McGrew, 2012) of intelligence is the generally accepted theory describing cognitive abilities. Within the CHC model, verbal reasoning is categorised by the Comprehension-Knowledge  factor (Gc) or acquired knowledge and language comprehension, which includes:

• Lexical knowledge – having knowledge of word meanings and vocabulary use.
• Language development – the ability to understand and express language effectively.
• Listening ability – the ability to understand speech.
• Communication ability – the ability to communicate thoughts and ideas clearly.
• Grammatical sensitivity – having an understanding of formal grammar rules.

Among validated educational tests, verbal reasoning is measured using a number of tasks such as:

• Identifying similarities between the concepts represented by pairs of words.  This may be presented as an open question such as “How are X and Y alike?” whereas Aptem Assess uses a multiple choice format.
• Grouping words based on shared meanings, for example, which of the following “words go together”.
• Using analogies to test relationships between word meanings, for example, “Dog is to the puppy as the cat is to…”
• Presenting the learner with words and asking them to define them.

Verbal reasoning is key to understanding written and spoken information, which occurs in almost all knowledge-based learning situations. It influences how quickly and accurately individuals can comprehend and respond to information in verbal formats. Deficits in verbal reasoning affect how a learner can respond to assessments involving lengthy or complex written answers and respond quickly to spoken questions and answer-based assessments.

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 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.

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