Chapter 10: Tests of Intelligence

Question 1

Tests of Intelligence (3)

Answer 1

1) The Stanford-Binet Intelligence Scales
2) The Wechsler Tests
3) Other Measures of Intelligence
a) Tests Designed for Individual Administration
b) Tests Designed for Group Administration
c) Measures of Specific Intellectual Abilities

Question 2

1. Lack of representativeness of the standardization sample
2. First published intelligence test to provide organized and detailed administration and scoring instructions
3. It was also the first American test to employ the concept of IQ
4. First test to introduce the concept of an alternate item

Answer 2

The Stanford-Binet Intelligence Scales

Question 3

In _____, Lewis Terman began a collaboration with a Stanford colleague, Maude Merrill, in a project to revise the test. The project would take 11 years to complete.

Answer 3

1926

Question 4

Innovations in the _____ scale included the development of two equivalent forms, labeled L (for Lewis) and M (for Maude, according to Becker, 2003), as well as new types of tasks for use with preschool-level and adult-level testtakers.

Answer 4

1937

Question 5

A major innovation, however, was the use of the _____ tables in place of the ratio IQ tables. Earlier versions of the Stanford-Binet had employed the ratio IQ, which was based on the concept of mental age (the age level at which an individual appears to be functioning intellectually).

Answer 5

deviation IQ

Question 6

The _____ is the ratio of the testtaker’s mental age divided by his or her chronological age, multiplied by 100 to eliminate decimals. As illustrated by the formula for its computation, those were the days, now long gone, when an IQ (for intelligence quotient ) really was a quotient:

Answer 6

ratio IQ

Question 7

1. was designed for administration to assessees as young as 2 and as old as 85 (or older)
2. The test yields a number of composite scores, including a Full Scale IQ derived from the administration of ten subtests
3. Other composite scores are an Abbreviated Battery IQ score, a Verbal IQ score, and a Nonverbal IQ score. All composite scores have a mean set at 100 and a standard deviation of 15.
4. The _____was based on the Cattell-Horn-Carroll (CHC) theory of intellectual abilities.

Answer 7

The Stanford-Binet Intelligence Scales: Fifth Edition

Question 8

A _____ may be defined as a task used to direct or route the examinee to a particular level of questions.

The routing tests, as well as many of the other subtests, contain teaching items, which are designed to illustrate the task required and assure the examiner that the examinee understands.

Answer 8

routing test

Question 9

On the Binet, another useful term is _____ level, which is used to describe a subtest with reference to a specific testtaker’s performance . Many Binet subtests have rules for establishing a basal level, or a base-level criterion that must be met for testing on

Answer 9

basal

Question 10

_____ the limits is a procedure that involves administering test items beyond the level at which the test manual dictates discontinuance.

Answer 10

Testing

Question 11

The assessor is alert to the assessee’s _____ behavior. The way the examinee copes with frustration; how the examinee reacts to items considered very easy; the amount of support the examinee seems to require; the general approach to the task; how anxious, fatigued, cooperative, distractable, or compulsive the examinee appears to be—these are the types of behavioral observations that will supplement formal scores.

Answer 11

extratest

Question 12

1. David _____ designed a series of individually administered intelligence tests to assess the intellectual abilities of people from preschool through adulthood.
2. all ______ scales yielded, among other possible composite scores, a Full Scale IQ (a measure of general intelligence), a Verbal IQ (calculated on the basis of scores on subtests categorized as verbal), and a Performance IQ (calculated on the basis of scores on subtests categorized as nonverbal).

Answer 12

The Wechsler Tests

Question 13

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

In the early _____, Wechsler’s employer, Bellevue Hospital in Manhattan, needed an instrument for evaluating the intellectual capacity of its multilingual, multinational, and multicultural clients. Dissatisfied with existing intelligence tests, Wechsler began to experiment.

Answer 13

1930s

Question 14

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

The eventual result was a test of his own, the W-B I, published in _____. This new test borrowed from existing tests in format though not in content.

Answer 14

1939

Question 15

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

Unlike the most popular individually administered intelligence test of the time, the Stanford-Binet, the W-B I was a _____ scale, not an age scale. The items were classified by subtests rather than by age.

Answer 15

point

Question 16

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

1. W-B I was a point scale, not an age scale. The items were classified by subtests rather than by age.
2. The WAIS-III contained updated and more user-friendly materials.
3. The WAIS-III yielded a _____ Scale (composite) IQ as well as four Index Scores—Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed—used for more in-depth interpretation of findings.

Answer 16

Full

Question 17

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

The WAIS-IV is the most recent edition to the family of Wechsler adult scales.

Made up of subtests that are designated either as core or supplemental.

A core subtest is one that is administered to obtain a composite score.

Under usual circumstances, a supplemental subtest (also sometimes referred to as an optional subtest) is used for purposes such as providing additional clinical information or extending the number of abilities or processes sampled.

Answer 17

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

Question 18

The Wechsler Intelligence Scale for Children-Fourth Edition

The Wechsler Intelligence Scale for Children (WISC) was first published in _____. The standardization sample contained only White children, and some of the test items were viewed as perpetuating gender and cultural stereotypes

Answer 18

1949

Question 19

The Wechsler Intelligence Scale for Children-Fourth Edition

The _____ included non-Whites in the standardization sample, and test material pictures were more balanced culturally. The test’s language was modernized and “child-ized”; for example, the word cigars in an arithmetic item was replaced with candy bars

Answer 19

WISC-R

Question 20

The Wechsler Intelligence Scale for Children-Fourth Edition

The revision of the WISC-R yielded the Wechsler Intelligence Scale for Children III, published in _____. This revision was undertaken to update and improve test items as well as the norms. For example, easier items were added to the Arithmetic scale to assess counting ability.

Answer 20

1991

Question 21

The WISC-IV compared to the SB5

Both tests were published in _____. Both tests are individually administered instruments that take about an hour or so of test administration time to yield a Full Scale IQ composite score based on the administration of 10 subtests.

Answer 21

2003

Question 22

The WISC-IV compared to the SB5

The WISC-IV also contains five _____ tests (add about 30 minutes for the administration of the “extended battery”); the SB5 contains none.

Answer 22

supplemental

Question 23

The WISC-IV compared to the SB5

With the SB5, an Abbreviated _____ IQ can be obtained from the administration of two subtests. The WISC-IV contains no such short forms.

Answer 23

Battery

Question 24

The WISC-IV compared to the SB5

Both tests contain _____ materials, and both tests have optional available software for scoring and report writing

Answer 24

child-friendly

Question 25

The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III)

The new test was the WPPSI (the Wechsler Preschool and Primary Scale of Intelligence), usually pronounced _____. Its publication in 1967 extended the age range of the Wechsler series of intelligence tests downward to age 4.

Answer 25

“whipsy”

Question 26

The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III)

A revision of the WPPSI, the WPPSI-R, was published in _____. It was designed to assess the intelligence of children from ages 3 years through 7 years 3 months. New items were developed to extend the range of the test both upward and downward.

Answer 26

1989

Question 27

The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III)

Published in _____, the WPPSI-III extended the age range of children who could be tested with this instrument downward to 2 years 6 months.

Answer 27

2002

Question 28

Wechsler, Binet, and the Short Form

The term _____ refers to a test that has been abbreviated in length, typically to reduce the time needed for test administration, scoring, and interpretation.

Answer 28

short form

Question 29

Other Measures of Intelligence: Tests Designed for Individual Administration

Some of these tests were developed by _____ Kaufman. This husband-wife team developed the Kaufman Adolescent and Adult Intelligence Test (KAIT) and the Kaufman Brief Intelligence Test (K-BIT).

Answer 29

Alan and Nadeen

Question 30

Other Measures of Intelligence: Tests Designed for Individual Administration

Their first flagship test was the _____.

The _____ departed conceptually from previously published intelligence tests with its focus on information processing and, more specifically, with its distinction between sequential and simultaneous processing.

Answer 30

Kaufman Assessment Battery for Children.

Question 31

Other Measures of Intelligence: Tests Designed for Group Administration “Group tests in the military”

On April 6, _____, the United States entered World War I. On April 7th, the president of the American Psychological Association, Robert M. Yerkes, began efforts to mobilize psychologists to help in the war effort.

Answer 31

1917

Question 32

Other Measures of Intelligence: Tests Designed for Group Administration “Group tests in the military”

One test became known as the _____ test. This test would be administered to Army recruits who could read. It contained tasks such as general information questions, analogies, and scrambled sentences to reassemble.

Answer 32

Army Alpha

Question 33

Other Measures of Intelligence: Tests Designed for Group Administration “Group tests in the military”

The other test was the _____ test, designed for administration to foreign-born recruits with poor knowledge of English or to illiterate recruits (defined as “someone who could not read a newspaper or write a letter home”). It contained tasks such as mazes, coding, and picture completion (wherein the examinee’s task was to draw in the missing element of the picture).

Answer 33

Army Beta

Question 34

Other Measures of Intelligence: Tests Designed for Group Administration “Group tests in the military”

The military’s interest in psychological testing during the 1920s and 1930s was minimal. It was only when the threat of a second world war loomed that interest in group intelligence testing reemerged; this led to the development of the _____.

more than 12 million recruits.

Answer 34

Army General Classification Test (AGCT)

Question 35

Other Measures of Intelligence: Tests Designed for Group Administration “Group tests in the schools”

The first group intelligence test to be used in U.S. schools was the _____, formerly the Otis Mental Ability Test.

Designed to measure abstract thinking and reasoning ability and to assist in school evaluation and placement decision-making

Answer 35

Otis-Lennon School Ability Test

Question 36

Measures of Specific Intellectual Abilities

Four terms common to many measures of creativity are:

Answer 36

1) Originality—ability to produce something that is innovative or non-obvious.

2) Fluency—responses are reproduced, measured by the
total number of responses produced. Name words starts with w in 30 seconds.

3) Flexibility—variety of ideas presented and the ability to shift from one approach to another.
4) Elaboration refers to the richness of detail in a verbal explanation or pictorial display

Question 37

Measures of Specific Intellectual Abilities

On most achievement tests the thought process typically required is _____ thinking. _____ thinking is a deductive reasoning process that entails recall and consideration of facts as well as a series of logical judgments to narrow down solutions and eventually arrive at one solution

Answer 37

Convergent

Question 38

Measures of Specific Intellectual Abilities

_____ thinking is a reasoning process in which thought is free to move in many different directions, making several solutions possible. _____ thinking requires flexibility of thought, originality, and imagination. There is much less emphasis on recall of facts than in convergent thinking

Answer 38

Divergent

Question 39

_____ described several tasks designed to measure creativity, such as Consequences (“Imagine what would happen if . . .”) and Unusual Uses (for example, “Name as many uses as you can think of for a rubber band”). Included in Guilford et al.’s test battery, the Structure-of-Intellect Abilities, are verbally oriented tasks (such as Word Fluency) and nonverbally oriented tasks (such as Sketches).

Answer 39

Guilford