Chapter 9-10 Flashcards by . .

a multifaceted capacity that manifests itself in difference ways across the life span

intelligence

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first person to published on the heritability of intelligence, thus framing the contemporary nature-nurture debate

Francis Galton

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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

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-intelligence is evolving biological adaptations to the outside world
-focused on the development of cognition in children

Jean Piaget

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an organized action or mental structure that when applied to the world, leads to knowing and understanding

Schema

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actively organizing new information so that it fits in with what already is perceived and thought

assimilation

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changing what is already perceived or thought so that it fits with the new information

accomodation

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causes the individual to discover new information perceptions and communication skills

disequilibrium

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proponent of Theory of General Intelligence / Two-Factor Theory of Intelligence

Charles SPearman

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The greater the magnitude of ______ in a test of intelligence, the better the test was thought to predict overall intelligence

general intellectual ability (g)

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complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence

interactionism

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focus is squarely on identifying the ability(ies) deemed to constitute intelligence

factor-analytic theory

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focus is on identifying the specific mental processes that constitute intelligence.

information-processing theory

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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

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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

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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

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two major types of cognitive abilities

RAYMOND CATTELL

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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

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nonverbal, relatively culture-free, and independent of specific instruction. (eg. short term memory)

Fluid Intelligence

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Addition of seven factors to his mentor’s, Raymond Cattel, work

John Horn

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decline with age and tend to return preinjury levels following brain damage

Vulnerable abilities

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tend not to decline with age and may return to preinjury levels following brain damage.

Maintained abilities

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proponent of Three Stratum Model of Human Cognitive Abilities

John Carroll

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proponent of Information-Processing Approach -focuses on the mechanisms by which information is processed -

ALEKSANDR LURIA

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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