13 - Intellectual Assessment

Question 1

g

Answer 1

• Intelligence, underlying and drove performance on all tests but couldn’t explain variance in tests
• Charles Spearman
• REFLECTIVE CONCEPT: construct is the cause of the measures/outcome

Question 2

Two-Factor Theory

Answer 2

• Spearman
• Because g couldn’t explain all variance in test
• Variation between people on all cognitive tasks is a function of two factors; g (general intelligence) and s (test-specific variance)

Question 3

Louis Thurstone

Answer 3

• Samples were more restricted, so he observed lower correlations among skills compared to Spearman
• Hypothesized that tests get at multiple different facets rather than a general factor
• Includes independent, lower-order processes like memory, verbal skills, spatial skills, etc.

Question 4

Fluid vs Crystallized Intelligence

Answer 4

• Raymond Cattell
• Fluid: responding adaptively, increases with age
  
  • Neural integrity, connectedness; inborn
  • Cognitive processing capability
  • More affected by effort and attention than crystal.
  • More likely to be impaired following brain injury
• Crystallized: preserved with age
  
  • Based on life experiences, learned skills, vocab
  • Historical = what you had prior to training
  • Current = domains of expert knowledge and skills

Question 5

Cattell-Horn-Carroll Model

Answer 5

NARROW ABILITIES are influenced by BROADER ABILITIES which are influenced by something general and common to all of those (G)

Question 6

Bifactor Model

Answer 6

• Variance left after g is extracted from a performance can be attributed to common variance among tests AND additional primary factors
  
  • Primary factors are orthogonal (independent) of variance due to “g”
• Bifactor: g and primary factors

Question 7

Purpose of Intelligence Tests

Answer 7

1. Predict future academic achievement
2. Characterize functional impairment
3. Can influence approaches to clinical assessment (constraints)
4. Can influence approaches to treatment

Question 8

Intelligence vs Achievement vs Aptitude

Answer 8

Intelligence = what you have

Achievement = what you do with it

Aptitude = what you’re capable of with maximum training and opportunity

Question 9

“Intelligence is what intelligence tests measure”

Answer 9

Interpretation of intelligence tests is influenced by theory/construct

Question 10

Concerns with Intelligence Tests

Answer 10

1. Construct validity: do they assess all aspects of the construct (of intelligence)? They don’t assess creativity, emotional intelligence, etc…
2. Participants are encouraged to put forth max effort, but that may not be representative.
3. Scores can be influenced by other factors
4. Do they have predictive utility

Question 11

Signs vs Samples

Answer 11

Signs = behavior is viewed as a sign of some underlying characteristic

Samples = focus on operations/behaviors with no underlying causes inferred

Question 12

McClelland’s Goal

Answer 12

• Argued that intelligence doesn’t predict outcomes
• Thought we should focus on traits and competencies, and that tests are biased
• Goal was to use criterion sample to reduce bias, but it actually increases it (firefighters without training)

Question 13

IQ Formula

Answer 13

(mental age) / (chronic age) X 100

• Is a ratio (true, absolute zero)
• Deviation IQ is standard score (mean = 100, SD = 15)

Question 14

Score Types & Functions

Answer 14

Raw Score: pure assessment, but can’t compare across measures easily

Norm-referenced: compare person’s score to norms

Percentile Rank

Transforms/Standardizes scores

Question 15

Interval vs Ratio Data

Answer 15

Interval: equal spacing between, can be summed but NOT MULTIPLIED

Ratio: ordered with meaningful distances, with a true zero. Can be multiplied.