Chapter 7: Assessment - intellectual and cognitive measures Flashcards
Crystallized intelligence
what we have learned in life
both from formal education and general life experiences
episodic memory
memory of a person’s direct experiences
fluid intelligence
the ability to solve novel problems; innate intellectual potential
Flynn effect
the observed trend that IQ scores in developed countries have increased over the past few decades
full score IQ
the total score for an intelligence scale obtained by summing scores on verbal and non-verbal scales
usually referred to simply as the IQ
g
the general factor shared by all intellectual activities
premorbid IQ
intellectual functioning prior to an accident or the onset of a neurological decline
- using demographic variables and scores for subtests of intelligence scales
representativeness
extent to which a sample reflects the characteristics of the population from which it is drawn
semantic memory
memory of general knowledge of words, concepts, and events
Raymond Cattell
beloved that existing intelligence tests focused too much on verbal;, school based tasks
developed test that focused on perceptual aspects of intelligence
hierarchical model theorist
proposed two general factors in intelligence
- fluid and crystallized intelligence
Cattell-Horn-Carroll theory of intelligence
James Flynn
flynn effect annual increase in western society of 0.33 iq points visuospatial abilities (fluid intelligence) increased more than crystallized intelligence
Charles Spearman
developed the most influential factor model of intelligence
- all intellectual activities share a common core, g.
- there are also specific factors, s
= two factor model
David Wechsler
devoted his career to the development of scales to assess a range of problem solving skills
caveat emptor
buyer beware
which tests are among the psychometrically strongest tests?
tests of intelligence and related cognitive abilities
Wechsler’s def of intelligence
a person’s global capacity to act purposefully, to think rationally, and to deal effectively with his or her environment
3 domains of theories of intelligence
FACTOR models
hierarchical models
info processing models
two influential info processing models of intelligence
Sternberg’s Triarchic theory
Gardner’s theory of multiple intelligences
Sternberg’s Triarchic theory
three interrelated elements
- componential
- experiential
- contextual
underscores the need to incorporate learning history and environment in understanding intelligent behaviour
Gardner’s theory of multiple intelligences
less importance of g
led to the development of school curricula that is designed to maximize every student’s potential to learn
- “how are you intelligent?”
most commonly used measures of intelligence are only
partially based on current models of intelligence
and they tend to focus on abilities related to academic performance (and not designed to measure other domains)
In canada, to diagnose a learning disability there must be
a substantial discrepancy bw scores on a standardized achievement test and a person’s age and level of intelligence
3 main Wechsler Intelligence scales
WAIS-4 - 16-90 years old
WISC-4 - 6-16 years
WPPSI-4 - 2 years to 7 years
Wechsler Bellevue intellience scale
first individually administered intelligence test for use in a general child and adult population
equal weight accorded to verbal intelligence subtests and performance intelligence subtests
use of deviation scores to measure intelligence
mean of 100, standard deviation of 15
limited set of norms
both hereditary and environment interact in complex ways to…
influence intelligence
WAIS-4
WAIS-4 - 16-90 years old 4 indexes - verbal comprehension - perceptual reasoning - working memory - processing speed hierarchical model FSIQ as a measure of g
Stanford Binet intelligence scale
2-85 years old
limited value outside of US
Wechsler memory scale WMS-4
assesses the episodic form of declarative memory
can detect memory diffs and can differentiate between clinical groups
main measure used by clinical psychs to assess memory impairments
Wechsler individual achievement test (WIAT-III)
evaluate a person’s academic and problem solving skills
4-51
identifies discrepancies bw intellectual functioning and academic achievement
used to diagnose learning disabilities
subtests are organized into 4 composite scores: reading, written expression, math, oral expression
