ABSTRACT
In this chapter, the authors explore individual children’s profiles among their faculties. They discuss the extant literatures on proficiency and deficiency, and then they turn to reanalysis of individual children in their study to determine their performance profiles. To describe differences in intelligence, individuals are consensually rank ordered on the basis of their intelligence quotient. Describing the constellation of an individual’s intellectual abilities is challenging. Exploring group differences on intelligences is important but ignores equally important across-individual differences in performance. The individual-difference patterns in g and Fs tend to support a modified modularity perspective on the child’s mind. The variability observed within children’s scores indicates that individual children exhibit a range of competencies across domains and not solely a uniform ability. Specifically, when individuals are described in terms of a single numerical score or a global category, meaningful variations in the individual’s repertoire of abilities is obscured.
