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Assessment and Diagnosis > Chatper 9: Intelligence > Flashcards

Chatper 9: Intelligence Flashcards

1
Q

3 abilities incorporated by most definitions of intelligence

A

Problem solving
Abstract reasoning
Ability to acquire knowledge

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2
Q

Percentage of intelligence that is heritable

A

50%

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3
Q

How environment can influence intelligence

A

Growing up in enriched environment (stimuli and education): maximize genetic range
Growing up in impoverished environment: minimize genetic range

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4
Q

What intelligence is often correlated with

A

Highest degree achieved

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5
Q

Aptitude vs. achievement tests

A

Aptitude tests measure cognitive abilities; skills tested have been accumulated across life experience
Achievement tests measure what has been learned as the result of instruction

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6
Q

What both achievement and aptitude tests measure

A

Developed abilities

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7
Q

What kind of test is an intelligence test?

A

Aptitude test

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8
Q

Correlation between achievement and aptitude

A

0.7

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9
Q

Why professionals have a love/hate relationship with intelligence tests

A

Good: reliable and valid (psychometrically sound, predict academic success, fairly stable over time)
Bad: limited (make complex construct into 1 number), misunderstood and overused

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10
Q

Original determination of IQ (used by Binet)

A

Mental age/chronological age * 100

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11
Q

How IQ is currently determined

A

Raw score compared to age/grade appropriate norm sample

M=100, SD=15

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12
Q

Group administered tests: who administers and who scores?

A

Standardized: anyone can administer (teachers, etc.), but professionals interpret

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13
Q

Group administered tests: what happens to items as test progresses?

A

Items become more difficult

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14
Q

Group administered tests: what is often included?

A

Time limits

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15
Q

Group administered tests: content focuses on which skills most?

A

Verbal skills

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16
Q

Example of group administered test commonly used in school settings

A

Otis-Lennon School Ability Test

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17
Q

Individually administered tests: how standardized?

A

Very standardized
No feedback given during testing regarding performance or test
Additional queries only when specified (only can say “Tell me more about that.”)
Answers are recorded verbatim

18
Q

Individually administered tests: what happens to items as test progresses?

A

Items increase in difficulty

19
Q

Individually administered tests: starting point

A

Starting point determined by age/grade

Reversals sometimes needed (person gets 1st question wrong: must back down in level)

20
Q

Individually administered tests: ending point

A

Testing ends when person answers 5 questions wrong in a row

21
Q

Individually administered tests: skills tested

A

Verbal and performance

22
Q

3 individually administered IQ tests for adults

A

Wechsler Adult Intelligence Scale (WAIS; most commonly used)
Stanford-Binet
Woodcock-Johnson Tests of Cognitive Abilities

23
Q

IQ tests for children

A

Test used depends on age (tests exist for babies all the way up to teenagers)
Child versions of 3 main IQ tests for adults exist (exception: WAIS is called WISC, Wechsler Intelligence Scale for Children)

24
Q

WAIS: who administers?

A

Psychologists or psychometrists

25
Q

WAIS: how long does it take to administer and score?

A

2-3 hours

26
Q

WAIS: norm set

A

Adults aged 16-92

27
Q

WAIS: subtests and index scores

A

15 subtests combine to make 4 index scores: Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), Processing Speed Index (PSI)
4 index scores combined to make Full Scale IQ score

28
Q

WISC: basics

A

2-3 hours to administer and score
Administered by professionals
Normed for children aged 6-16

29
Q

Stanford-Binet: norm set

A

People aged 2-85 years

30
Q

Stanford-Binet: indexes and IQ scores

A

5 factor indexes: Fluid Reasoning (ability to use logic), Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory
Verbal and performance for each of 5 indexes is measured
3 composite IQ scores: verbal IQ, nonverbal IQ, full scale IQ

31
Q

Score range difference between WAIS/WISC and Stanford-Binet

A

Stanford-Binet: possible to score higher than 160 (not possible for WAIS or WISC)

32
Q

Woodcock-Johnson: norm set

A

People aged 2-90

33
Q

What Woodcock-Johnson is based on

A

Cattell-Horn-Carroll theory of 10 types of intelligence

34
Q

Woodcock-Johnson: subtests and scores

A

20 subtests
7 composite scores
Full scale IQ

35
Q

What kind of a construct is IQ?

A

Unitary construct

36
Q

For an IQ test, what do you do if factor scores are vastly different?

A

Present factor scores rather than overall score

37
Q

Full scale IQ refers to…

A

Overall, composite IQ (# reported)

38
Q

What is critical to scoring and interpreting the IQ test?

A

Behavioral observations: must determine if factors in examinee’s behavior (e.g. motivation, mood, illness, etc.) influence performance

39
Q

2 disorders that include intelligence in the criteria

A 
Intellectual disability (IQ less than 70, impairments across multiple domains- occupational, educational, social function, activities of daily living)
Learning disorders (discrepancy between intelligence and achievement; math, reading, written expression)
Neither is based on intelligence alone
40
Q

Response to intervention

A

Method of preventing struggling students from being placed in special ed
Students are provided regular instruction: progress is monitored
If they don’t progress, they get additional instruction: progress is monitored
Those who still don’t respond receive special education or special education evaluation

41
Q

Factors that influence choice of aptitude/intelligence test

A

Referral question (information necessary about person’s level of intellectual function)
Person who is being tested (age/grade level, matching appropriate norm set for test, physical/sensory limitations)
Psychometric properties of test (reliable and valid)
Intelligence vs. achievement comparisons (best to choose test that is co-normed with achievement)

Assessment and Diagnosis (14 decks)

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