Chapter 9-10 Flashcards
a multifaceted capacity that manifests itself in difference ways across the life span
intelligence
first person to published on the heritability of intelligence, thus framing the contemporary nature-nurture debate
Francis Galton
intelligence as “aggressive” or “global” capacity
-considered other factors (traits and personality) in assessing intelligence
-at first, he proposed two qualitatively abilities: Verbal
and Performance
-then, he added other factors: Verbal Comprehension, Working Memory, Perceptual Organization, Processing
Speed
DAVID WECHSLER
-intelligence is evolving biological adaptations to the outside world
-focused on the development of cognition in children
Jean Piaget
an organized action or mental structure that when applied to the world, leads to knowing and understanding
Schema
actively organizing new information so that it fits in with what already is perceived and thought
assimilation
changing what is already perceived or thought so that it fits with the new information
accomodation
causes the individual to discover new information perceptions and communication skills
disequilibrium
proponent of Theory of General Intelligence / Two-Factor Theory of Intelligence
Charles SPearman
The greater the magnitude of ______ in a test of intelligence, the better the test was thought to predict overall intelligence
general intellectual ability (g)
complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence
interactionism
focus is squarely on identifying the ability(ies) deemed to constitute intelligence
factor-analytic theory
focus is on identifying the specific mental processes that constitute intelligence.
information-processing theory
Intelligence is considered
as mental trait. It is the capacity for abstraction, which is inhibitory process. conceived intelligence as being composed of 7 primary abilities
Louis Leon Thurstone
Intelligence is a systematic
collection of abilities or functions for the processing of information of different kinds in various ways, De-emphasized (g)
JOY PAUL GUILFORD
Intelligence is the ability to
solve problems or to create products, that are valued within one or more cultural settings. He developed the theory of multiple intellgences.
Howard Gardner
two major types of cognitive abilities
RAYMOND CATTELL
acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal evaluation. Retrieval of information and
application of general knowledge. (eg. vocabulary)
Crystallized intelligence
nonverbal, relatively culture-free, and independent of specific instruction. (eg. short term memory)
Fluid Intelligence
Addition of seven factors to his mentor’s, Raymond Cattel, work
John Horn
decline with age and tend to return preinjury levels following brain damage
Vulnerable abilities
tend not to decline with age and may return to preinjury levels following brain damage.
Maintained abilities
proponent of Three Stratum Model of Human Cognitive Abilities
John Carroll
proponent of Information-Processing Approach -focuses on the mechanisms by which information is processed -
ALEKSANDR LURIA
information processing that is integrated all at once
Simultaneous/parallel processing
information processing that is each bit individually
processed. Kaufman Assessment Battery for Children 2nd Edition rely heavily on this concept
Successive/sequential processing
index that refers to chronological age equivalent to one’s test performance
mental age
proponent of triarchic Theory of Intelligence
ROBERT STERNBERG
wrote extensively on what
intelligence is, and he usually emphasized that it is
multifaceted and consists not only of cognitive abilities
but also of factors related to personality.
David Wechsler
intelligence can be conceived in terms of three clusters of ability: social intelligence (dealing with people), concrete intelligence (dealing with objects), and abstract intelligence (dealing with verbal and mathematical symbols)
Louis Leon Thurstone
: IQ scores seem to rise every year, but not coupled with rise in “true intelligence”
Flynn effect
the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge and feelings associated with a particular culture
Culture loading
test/assessment process
designed to minimize the influence of culture with regard to various aspects of evaluation procedure
Culture-fair intelligence test`
- First to have detailed administration and scoring instructions
- First American test to test IQ
- First to use alternate items (an item that can be used in place of another)
- Lacked minority group representation
Stanford-Binet Intelligence Scales
performance of one individual compared to the performance of others of the same age. Has mean of 100 and standard deviation of 1
Deviation Ratio/test composite
=(mental age/chronological age)x100
Ration IQ
testing individually tailored to testtakers to ensure that items are neither too difficult (frustrating) or too easy (false hope)
adaptive testing
The first published intelligence test to provide
organized and detailed administration and scoring
instructions. The first American test to employ the concept of IQ. And it was the first test to introduce the concept of an alternate item, an item to be substituted for a regular item under specified conditions
-Criticism: lack of representativeness of the
standardization sample
Stanford-Binet Intelligence Scales: 1st Edition
-Included the development of two equivalent forms, labeled L (for Lewis) and M (for Maud). New types of tasks for use with preschool-level and adult-level test takers. Adequate standardization sample
-Criticism: lack of representation of minority groups during the test’s development
Stanford-Binet Intelligence Scales: 1937
consisted of only a single form (labeled L-M) and
included the items considered to be the best from the two forms of the 1937 test, with no new items added to the test
-the use of the deviation IQ tables in place of the ratio
IQ tables
Stanford-Binet Intelligence Scales: 1960
The quality of the standardization sample was
criticized. Norms may also have overrepresented the West, as well as large urban communities
Stanford-Binet Intelligence Scales: 1972
previous versions used age scale, but this edition uses Point scale
4th Edition - Stanford-Binet: Fourth Edition (1986)
a test score or index derived from the combination of, and/or a mathematical transformation of, one or more subtest scores
Text composite
- designed for administration to assesses as young as 2 and as old as 85 (or older)
-yields a number of composite scores, including a Full-Scale IQ derived from the administration of ten subtests
-subtest scores (mean = 10; sd = 3)
-composite scores (mean = 100, sd = 15)
-In addition, the test yields five Factor Index scores
corresponding to each of the five factors that the test is
presumed to measure
-it was based on CATTELL-HORN-CARROLL Theory of
intellectual abilities
5th Edition - SB5 (2003)
-A stage in a test achieved by a test taker by meeting some preset criterion to continue to be tested for example, responding correctly to two consecutive items on an ability test that contains increasingly difficult items may establish a “base” from which to continue testing
Basal Level
A stage in a test achieved by a testtaker as a result of meeting some preset criterion to discontinue testing for example, responding incorrectly to two consecutive items on an ability test that contains
increasingly difficult items may establish a presumed
“ceiling” on the test taker’s ability
Ceiling Level
A procedure that involves
administering test items beyond the level at which the test manual dictates discontinuance
Testing the Limit
Observations made by an
examiner regarding what the examinee does and how
the examinee reacts during the course of testing
Extra Test behavior
-Point Scale
-Items were classified by subtest
-Organized into six verbal subtests and five performance subtests and five performances subtests, and all the items in each test were arranged in order of increasing difficulty
Wechsler-Bellevue (W-B1) or Wechsler-Bellevue (W-B)
1939
Criticisms: The standardization sample was rather restricted. Some subtests lacked sufficient inter-item reliability. Some of the subtests were made up of items that were too easy. The scoring criteria for certain items were too ambiguous
Wechsler-Bellevue 2 (W-B 2) - 1942
-organized into Verbal and Performance scales
-Scoring yielded a Verbal IQ, a performance IQ, and a Full Scale IQ
Wechsler Adult Intelligence Scale (WAIS) - 1955
-new norms and materials
-alternate administration of verbal and performance
tests
-WAIS-R (1981)
-contained updated and more user-friendly materials
-test materials were made physically larger to facilitate
viewing by older adults
-some items were added to each of the subtests that
extended the test’s floor in order to make the test more useful for evaluating people with extreme intellectual deficits
-extensive research was designed to detect and
eliminate items that may have contained cultural bias
-norms were expanded to include test takers in the age
range 74-89
-yielded a full 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
-WAIS-III (1997)
It is made up of subtests that are designated either as
core or supplemental.
-Intended for use with individuals ages 16 to 90 years and 11 months
-contains ten core subtests (Block Design, Similarities,
Digit Span, Matrix Reasoning, Vocabulary, Arithmetic, Symbol Search, Visual Puzzles, Information and Coding)
-and five supplemental subtests (Letter-Number Sequencing, Figure Weights, Comprehension, Cancellation and Picture Completion)
-more explicit administration instructions as well as the
expanded use of demonstration and sample items - this in an effort to provide assesses with practice in doing what is required, in addition to feedback on their performance
-all of the test items were thoroughly reviewed to root
out any possible cultural bias
-Floor = 40, Ceiling = 160
WAIS-IV (2008)
one that is administered to obtain a composite scor
Core subtest
is used for purposes such as
providing additional clinical information or extending
the number of abilities or processes sampled
Supplemental subtest
-1st edition 1949
-currently in its 5th edition
Wechsler Intelligence Scale for Children (WISC)
- ages 6 years old to 16 years and 11 months
-FSIQ, Primary Index Scores and Ancillary Index Scores
-21 subtests; 15 composite scores
-completion time: 60 minutes
WISC-V (2014)
-1st edition 1967
-currently in its 4th edition
Wechsler Pre-School and Primary Scale of Intelligence
(WPPSI)
-ages 2 years and 6 months up to 7 years and 7 months
-completion time:
-ages 2:6 to 3:11 = 30-45 minutes
-ages 4:0 to 7:7 = 45-60 minutes
WPPSI (2012)
refers to a
test that has been abbreviated in length, typically to reduce the time needed for test administration, scoring
and interpretation
Short Forms of Intelligence Test
administered to Army recruits who could read. It contained tasks such as general information questions, analogies, and scrambled sentences to reassembl
Army Alpha Test
designed for administration to foreign-born recruits with poor knowledge of English or to illiterate recruits. It contained tasks such as mazes, coding and picture completion
Army Beta Test
administered to more than 12 million recruit in World War 2
Army General Classification Test (AGCT)
an instrument or procedure used to identify a particular trait or constellation of traits at a gross or imprecise leve
Screening Tool
a psychological dimension that characterizes the
consistency with which one acquires and processes
information
Cognitive Style
the ability to produce something that is innovative or nonobvious
Originality
the ease with which responses are reproduced and is usually measured by the total number of responses produced
Fluency
the variety of ideas presented and the ability to shift from one approach to anothe
Flexibility
-the richness of detail in a verbal explanation or pictorial display
Elaboration
-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
Convergent Thinking
-a reasoning process in which thought is free to move in many different directions, making several solutions possible
Divergent thinking
-a test used to measure creative convergent thinking
-a possible weakness of this test is its focus on verbal
associative habits - meaning it might be more difficult for non-native speakers of English. Also, it may not
favor those who are more comfortable with visual thinking
Remote Associates Test (RAT)
who developed Remote Associates Test (RAT)
Sarnoff Mednick
- consist of word-based, picture-based and sound-based test materials
-each subtest is designed to measure various characteristics deemed important in the process of creative thought
-It is interesting that many tests of creativity do not fare well when evaluated by traditional psychometric procedures
Torrance Test of Creative Thinking (TTCT)
who developed Torrance Test of Creative Thinking (TTCT)
E. Paul Torrance
- Process score: index designed to help understand how testtakers process various kinds of information
- WISC-IV compared to the SB5
The Wechsler Intelligence Scale for Children –Fourth Edition (WISC-IV)
New school for children under 6
- First major intelligence test which adequately sampled total population of the United States
- Subtests labeled core, supplemental, or optional
Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III)
summarizing data when
we are not sure how many factors are present in our
data
Exploratory factor analysis
used to test highly specific factor analysis
Confirmatory factor analysis
