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Research in Psych II > Intelligence > Flashcards

Intelligence Flashcards

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1
Q

What are the 3 different approaches to intelligence testing?

A
  1. The psychometric approach
  2. Information processing approach
  3. Cognitive approach
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2
Q

What is the psychometric approach to intelligence testing?

A
  • It is the oldest approach
  • It is concerned with the structure of a test, its correlates, and underlying dimensions
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3
Q

What is the information processing approach to intelligence testing?

A

It is concerned with the processes that underlie how we learn and solve problems.

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4
Q

What is the cognitive approach towards intelligence testing?

A
  • It is concerned with how we adapt to real-world demands.
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5
Q

What are some common definitions of intelligence?

A
  • The ability to adapt to new situations
  • The ability to learn new things
  • The ability to solve problems
  • The ability for abstraction(the quality of dealing with ideas rather than things) (use of symbols and concepts)
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6
Q

What do we know about defining intelligence?

A
  • There are numerous definitions
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7
Q

What are the historical beginnings of defining intelligence?

A
  • Intelligence testing began in 1904 with Binet.
  • The French government wanted ways to identify “subnormal” or “intellectually-limited children”
  • In order to do this, Binet first had to define intelligence then measure it.
  • So he came up with the tripartite definition.
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8
Q

What is the tripartite definition of intelligence?

A

Intelligence is the capacity to:
1. Find or maintain a definite direction or purpose.
2. Make necessary adaptation to reach that direction or purpose
3. Engage in self-criticism so that necessary strategic adjustments can be made.
- Binet defined intelligence as “the tendency to take and maintain a definite direction; the capacity to adapt to attain a desired end, and the power of auto-criticism”.

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9
Q

What are the key concepts of Binet’s understanding of intelligence?

A
  1. Age differentiation
    - Older children have greater ability than younger children
    - Mental and actual age can be differentiated.
  2. General mental ability
    - This is equal to the total product of different and distinct elements of intelligence
    - Spearman’s g is the theory that general intelligence is the foundation for other mental abilities.
    - Intelligence can be represented by a single score.
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10
Q

What are the basic concepts of Weschler’s ideas on intelligence?

A
  • Intelligence has certain specific functions that are interrelated. And each element contributes to general intelligence.
  • Intelligence is related to separate abilities.
  • Wechsler tried to measure these abilities through sub-tests on overall test.
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11
Q

What is a major difference between Weschler and Binet’s understanding of measuring intelligence?

A
  • Unlike with Binet, Weschler’s subtests tell us something about a person’s intelligence. You can look at subtest scores separately and derive meaning, and you can look at them together and derive meaning.
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12
Q

What is the background to Weschler’s scales?

A
  • He felt that Binet’s scale was not appropriate for adults. The items selected for use with the children were not appropriate for adults.
  • He emphasized the role of non-intellective factors. E.g. social skills, and motivation.
  • He was the first to directly compare verbal and non-verbal intelligence.
  • Weschler thought that Binet did not take into account the decline of performance with aging (usually around the age of 60)
  • He thought that mental age norms do not apply to adults. Therefore he introduced the point scale concept.
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13
Q

What is Weschler’s point-scale concept?

A
  • A specific number of points are assigned to each item.
  • Credit for each item passed
  • Items measuring particular content can be grouped together.
  • He had a finer level of discrimination in scoring than Binet.
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14
Q

How do we define intelligence today?

A
  • The concept of intellectual ability is not conceptualised as multiple intelligences.
  • Fluid intelligence (gf): abilities that allow us to think, reason, problem-solve and acquire new knowledge
  • Crystallized intelligence (gc): the knowledge and understanding already acquired.
  • Verbal vs performance IQ. Where verbal intelligence is the ability to analyse and solve problems using language-based reasoning. And Performance is mental capacity in dealing with non-verbal skills.
  • Emotional, social, etc.
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15
Q

What is the purpose of intelligence assessments for children?

A
  • For school placement in cases of:
  • Intellectual handicap/disability)
  • Below average functioning
  • Learning difficulties
  • Management
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16
Q

What is the purpose of intelligence assessment for adults?

A
  • Neuropsychological assessment
  • Forensic assessment
  • Disability grants
  • Work placement
  • These tests tend to be administered by educational and neuropsychologists.
17
Q

What are the Weschler intelligence tests?

A
  • They are a measure of intelligence as a construct in the form of a Full Scale Intelligence Quotient (FSIQ)
  • FSIQ is assessed through multiple subtest: Verbal IQ (VIQ) and Performance IQ (PIQ)
  • VIQ and PIQ subtests are further grouped to create indices.
  • Verbal: Verbal Comprehension and Working Memory
  • Performance: Perceptual Organization and Processing Speed.
  • Weschler’s Intelligence Tests are the gold standard; FSIQ is compared to a number of 100.
18
Q

What is the best indicator for someone’s full scale IQ

A
  • Vocabulary test. Look at slide 13 for diagram of tests.
19
Q

What do we know about the vocabulary subtest?

A
  • It is one of the most stable measures of intelligence
  • It is often the last to be affected when deterioration occurs so it is useful for estimating premorbid ability.
  • It involves presenting the test-taker with a list of words on stimuli cards. They must then give a description or definition of the the word.
20
Q

What is the similarities subtest?

A
  • It is a list 15 items of supposedly increasing difficulty. They become more abstract as difficulty increases
  • This is a test of abstract thinking.
  • Example question: In what ways are a coat and a suit similar? both items of clothing vs a coat you wear over your clothes and suit you wear under a coat vs. they are not similar.
  • Performance on the similarities subtest declines steadily at age 30 and then rapidly at age 65.
21
Q

What is the arithmetic subtest?

A
  • It assesses: concentration, motivation, and memory
  • It is most sensitive to Intellectual Disability and educationally deprived individuals
  • It has a spatial aspect.
22
Q

What is the digit span subtest?

A
  • Digit forward measures attention
  • Digits backwards measures working memory which is the ability to hold information in mind and manipulate it.
  • Norms: 7 forwards and 5 backwards
23
Q

What is the information subtest?

A
  • Example: Name two people who have been generals in the US army
  • It assesses one’s abilities to comprehend instructions, follow directions and provide a response
  • It is influenced by curiosity and interest in the acquisition of knowledge
24
Q

What is the comprehension subtest?

A
  • It has three types of questions (situational action, logical explanation, and proverb definition)
  • Measures judgement in everyday situations
  • Emotional disturbances influence performance the most.
25
Q

What is the letter-number sequencing?

A
  • It is an additional test. It is not required for calculating VIQ.
  • Reordering numbers and letters. E.g. 1-A-5-C-9-B re ordered to 1-5-9-A-B-C
  • Measures WM and attention
26
Q

How is the VIQ scored?

A
  • Raw score=total number of points
  • Raw scores then converted to scaled scores. With M=10 and SD=3
  • Done by comparing raw score to a table of norms
  • Raw scores are not meaningful because a) different subtests have different max scores and b) same raw scores for people of different ages is not comparable.
  • There are two types of norms:
    1. Age-adjusted (control for age-related differences in performance
    2. Reference groups (compare performance to performance of people in the standardization sample between ages 20-34)
  • Sum of the age-corrected scaled scores are then compared to the standardization table.
27
Q

How are age-adjusted norms created?

A
  • This is done by preparing a cumulative frequency distribution of raw scores for each group. The distribution is then normalised.
  • Appropriate scaled scores are then calculated against M=10 and SD=3
28
Q

What is the picture completion subtest?

A
  • A picture in which an important detail is missing.
  • Missing details become smaller and harder to spot as the test continues.
29
Q

What is the digit symbol coding subtest?

A
  • Numbers 1 to 9 are paired with a symbol
  • The test-taker is given 120 seconds to copy as many symbols to their appropriate numbers (digits) as possible.
  • This test measures new learning, visuo-motor dexterity, degree of persistence, and speed of processing.
30
Q

What is the block design subtest?

A
  • Arrangement of red and white coloured blocks to form a design.
  • The design is displayed in a booklet in order of increasing difficulty
  • This test measures spatial reasoning, ability to analyse spatial relationships, and ability to integrate visual and motor functions.
31
Q

What is the matrix reasoning subtest?

A
  • A person is presented with non-verbal stimuli, i.e. figures/shapes. They must identify some sort of relationship between the figures.
  • This test measures fluid intelligence, information processing, and abstract reasoning.
32
Q

What is the picture arrangement subtest?

A
  • A person is presented with related pictures similar to comic strip pictures. They must then arrange these in the correct sequence to tell a story.
  • This test measures noticing relevant details, planning, ability to notice cause-and-effect relationships
  • Non-verbal reasoning.
33
Q

What are some optional PIQ tests?

A
  1. Object assembly
    - Puzzles that must be put together quickly
    - Measures ability to see relationships between parts and wholes.
  2. Symbol search
    - Shows a symbol and must determine if it appears in a target array.
    - Measures speed of information processing.
34
Q

How is the PIQ scored?

A
  • PIQ is formed by summing scaled scores. M=10; SD=3
  • The FSIQ is simply the VIQ and PIQ scores added together.
35
Q

What are index scores?

A

Index scores on the Wechsler Intelligence Scales are specific composite scores that contribute to the Full Scale IQ (FSIQ), which represents a person’s overall intellectual ability. These index scores group related subtests and reflect different cognitive abilities, each corresponding to a particular aspect of intelligence.

36
Q

What are the different index scores for Weschler IQ test?

A
  1. Verbal comprehension (measures crystallized intelligence- the knowledge and understanding that you have already acquired)
  2. Perceptual organization (measures fluid intelligence- ability to think, reason, problem-solve and acquire new knowledge)
  3. Working memory (The ability to hold info in mind and manipulate it/ perform cognitive transformations of it)
  4. Processing speed (how quickly your mind works)
    - Note which tests make up these indices.
37
Q

VIQ and PIQ comparisons

A
  • VIQ=PIQ. If both are low, this is evidence for intellectual dysfunction
  • VIQ<PIQ. There could be cultural, language, and educational factors. (this could be affected by these factors- this highlights that there are a multitude of things that impact the outcome of a score) This could also indicate possible language deficits (e.g. dyslexia)
  • VIQ>PIQ. This is common for white and african americans.
  • VIQ is susceptible to level of education.

Research in Psych II (9 decks)

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