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PNB 4A03 > Intelligence Testing > Flashcards

Intelligence Testing Flashcards

1
Q

Defining “intelligence”

A

Even with varying definitions of intelligence, there is some level of agreement:

  1. Adaptation to the environment
  2. Basic mental processes
  3. Higher-order thinking (e.g. reasoning, problem solving, decision making)

This could include:
* Abstract thinking or reasoning
* Problem solving
* Capacity to acquire knowledge
* Memory
* Cognitive flexibility
* Mental speed
* Linguistic competence

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2
Q

Factor analysis

A

a method of reducing the number of variables into principal components or “factors”

Simplify the concept - large number of variables into a small number of factors
Dimensionality reduction technique
Ex. personality traits OCEAN

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3
Q

Spearman’s two-factor theory (1927)

A

Intelligence = general factor (g) + specific factors (s)

  • Found a high correlation between several cognitive abilities
  • Theorized that a “g” factor might be the overarching
    factor connecting them all

S = specific abilities - performance on specific tasks

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4
Q

Thurstone’s Multidimensional Theory (1938)

A

Intelligence à a composition of many interconnected
but distinct abilities

Identified 7 primary mental abilities:
verbal comprehension,
number skills,
word fluency,
memory,
perceptual speed,
inductive reasoning,
spatial visualization

VNW MPIS

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5
Q

Which theory of intelligence is correct?/ sources of variability

A

Both are possible - limitations of factor analysis

Difficulty with factor analysis - **Source of variability **

-Researcher’s a priori hypothesis about what intelligence should be

-Labels applied to factors
Researchers must assign meaning to the labels
Nearly descriptive categories of an underlying relationship between multiple variables - what elements load onto the main factor

-Number of factors included in the model
Researchers can make an educated decision about how many factors they want to include
Most current theories of intelligence are more so hierarchical in nature

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6
Q

Hierarchial theories

A

A combination of theories

  • ”g” factor at the top of the hierarchy
  • Several broad classes of abilities in the middle= Memory processing speed, fluid intelligence, crystalized intelligence, —Primary factors / specialized skills at the bottom
    Specific factors

Labels of where things are can vary depending on the model

IQ is one way of measuring your general mental ability - g

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7
Q

What can intelligence testing tell us?

A

IQ score = intelligence quotient score

  • A measure of the person’s current level of functioning
  • Long-term prediction is less accurate
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8
Q

Intelligence Testing
Utility?

A
  • Predicting future behaviour (within a certain range of years)
  • Predictive of academic achievement
  • Sensitive to the presence of neuropsychological deficits - some dont necessarily target neuropsychological characteristics - does tap into attention, processing speed
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9
Q

Intelligence Testing
Criticisms

A

*Biased toward convergent, analytical, and scientific modes of thought

  • Lack of emphasis on divergent, artistic, and imaginative modes
    Being more broad not as linear
  • Lacks testing of social acumen & social fluency / getting along with the world
    Ability to deal with the daily world and social fluency, theory of mind
  • Detached from underlying processes
  • IQs are deeply personal

Need to understand WHY a child might be getting that score or performing in the way that they do
Not done to a child, you want to benefit the child

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10
Q

WISC - Wechsler Intelligence Scale for Children

A

1930’s: Wechsler systemized subtests into a standard point scale
o WBIS> WISC, WAIS, WPPSI

Improved norms, changes in society and culture, more representative of the target population you’ve studied.

  • Selection of subtests guided by a
    conceptualization of intelligence that emphasizes “g
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11
Q

WISC Utility

A

Provides valuable information about the strengths and weaknesses of the individual

Standardized procedures allow for the comparison of a child’s performance to be compared to that of age-related peers - baseline measure of a child and also determine how they are progressing over time
—Standardizing = meaning from the score - comparing to peers, cant compare raw scores - compare to the norm
—Identify strengths and needs, compare performance across time

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12
Q

WISC -IV Subtests /SCALE

A

15 subtests
o 10 core
o 5 supplementary

Full scale comprised of 4 composite scores
* Verbal comprehension (VC)
* Working memory (WM)
* Perceptual reasoning (PR)
* Processing speed (PS)

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13
Q

WISC Scoring

A
  1. Obtain raw scores for each test
  2. Sum the raw scores
  3. Summed scores are converted into scaled scores by consulting a table specific to the age of the child
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14
Q

why are standardization studies important

A

Allows inferences to be made about the child’s performance

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15
Q

WISC verbal comprehension

A

CORE
similarities
vocabulary
comprehension

SUPP
information
word reasoning

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16
Q

WISC working memory

A

CORE
digit span
letter-number sequencing

SUPP
arithmetic

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17
Q

WISC perceptual reasoning

A

CORE
block design
picture concepts
matrix reasoning

SUPP
picture completion

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18
Q

WISC processing speed

A

CODE
coding
symbol search

SUPP
cancellation

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19
Q

WISC administration time

20
Q

WISC Subtest Sequence

A

Established as part of test

  • Aimed at maintaining child’s interest and minimizing
    fatigue
  1. Block Design 9. Comprehension
  2. Similarities 10. Symbol Search
  3. Digit Span 11. Picture Completion
  4. Picture Concepts 12. Cancellation
  5. Coding 13. Information
  6. Vocabulary 14. Arithmetic
  7. Letter-Number Sequencing 15. Word Reasoning
  8. Matrix Reasoning
21
Q

WISC Querying

A

Each subtest will have rules about querying for additional information

22
Q

WISC repeated instructions

A

-Most subtests have an introductory statement which can be repeated if the child asks or if you think they have not understood

  • Other subtests have sample items
23
Q

WISC starting points

A

Depends on the child’s age

24
Q

WISC reverse sequence

A

Child does not obtain a perfect score on the first several items – must then administer some items in
reverse order until the child has been correct X number of times

25
WISC Discontinuation rules
Number of incorrect responses on a test (e.g. 5 in last 8 trials)
26
Looking for geniuses Lewis Terman
* a psychologist in the late 1800s to mid-1950s Revised the simon binet intelligence test - developed because of mandate from french gov to identify children who are having difficulties Standardized simon binet in american sample - mental age chronological age/100 to determine IQ- used in soldier recruits in WW1 Genetic Studies of Genius * Intelligence in inherited and maintained * Intelligence is a strong predictor of life outcomes o e.g. academics, careers, Nobel prize winnings Stanford University, 1921 * Tested IQ in a high volume of children o Narrowed his sample to 1528 children o Only high-IQ children (IQ = 135 or above) o Tracked their life achievements § Academics § Types of jobs § Earnings § Important awards (Nobel Prize) Results Two-year follow-up: * Children maintained their high IQ scores * Pioneered research into “giftedness” in children Does a genius-level IQ as a child = higher likelihood of extreme life success? * Terman found no evidence * His sample did not produce more Nobel prize winners than average * Several children did not have “high-paying” careers
27
Terman Criticisms
- Emphasis on IQ scores * Several aspects influencing life success * Sample not representative * Perpetuated stereotypes about intelligence Several studies on-going on his sample today
28
Profiling:
an examination of the core skills and capacities that underlie performance on the intelligence test
29
Profiling criticisms
Over interpretation of subtest and index scores o Subtest reliabilities are too low and not sufficiently specific for interpreting individual profiles
30
Counter position of criticisms of profiling
* Interpretation is not done in isolation * Can provide valuable insight when considering recommendations and remediation
31
Lumpers
If intelligence is seen as a unifying “g” factor, then profiling may not be helpful all lump into one category
32
Splitters
If intelligence is based on a number of equally weighted factors, then profiling may be helpful multiple circles and connecting lines Profiling best falls under splitters perspective
33
Should we split the FSIQ score?
FSIQ is a good measure of general intelligence, but tells us little about the child’s specific abilities * Profile analysis à the child’s unique abilities * Provides information beyond one general IQ score Cant see range of the score if we only look at the full-scale scores
34
Flat Profile high
flat line All subtest scores are far above average (14 to 16 range) Gifted May profit from specialized instruction
35
Flat profile low
All subtest scores are far below average (2 to 4 range) Limited May need specialized instruction
36
Variable profile large
Rollercoaster style All subtest scores are across a large range (3 to 16) Specialized instruction designed to capitalize on the strengths and remediate the weaknesses
37
Variable profile small
Variable profile All subtest scores are across a small range (8 to 12) Average ability across all areas Standard program of instruction
38
Profile analysis Goal:
To generate hypotheses about the child’s abilities
39
Stages of a profile analysis
1. Implications of the FSIQ (inter-individual comparison) 2. Compare index scores with each each other & to the norm * VCI, PRI, WMI, PSI 3. Compare subtest scaled scores within each composite with the mean score of the composite 4. Compare one subtest relative to another
40
Stage 1 profile analysis
Implications of the FSIQ (inter-individual comparison) FSIQ compared to the normative sample evaluating the full scale score relative to the norm group - mean 100 sd 15 Relative to other children his age, Joe’s overall ability fell in the above average range” Use extremely low, borderline, below average, average, high or adobe, gifed
41
Stage 2 profile analysis
Compare index scores with each each other & to the norm VCI, PRI, WMI, PSI Inter individual - relevant to age matched peers Index scores compared to normative sample Evaluating index scores relative to the norm group - same as FSIQ Verbal Comprehension Index Perceptual Reasoning Index Working Memory Index Processing Speed Index Intra- comparisons within the individual Compare composite index scores Determine the critical difference necessary for statistical significance Difference of 16 between two subscale - look at manual to determine whether this is statistically significant - will give a critical value the difference needs to be larger than 1. Critical values depend on your age group 2. If you see a spread in the index scores - EXAMPLE - verbal comprehension > perceptual reasoning ---May suggest that: * verbal comprehension skills are better developed than perceptual reasoning skills ----verbal processing is better developed than visual spatial processing ----auditory vocal processing is better developed than visual discrimination processing -----knowledge acquired through accumulated experiences is better developed than the knowledge needed to solve nonverbal problems Sattler Tables We can look at synthesized material generated by Sattler (and other psychologists) Major abilities and background factors that are associated with each composite Shows which abilities are covered by each index - compare and make statements based on each indicies
42
Stage 3 profile analysis
Inter individual Refer to graph Intra Interested in the subtest scaled scores that reflect strengths, average ability, and weaknesses relative to the child’s average ability For example. relative to the norm 13 represents a strength BUT for this child, this particular ability is less well developed relative to the child’s abilities in other areas To compare a subtest to a composite score… 1. Determine the index > PRI - percetupal reasoning index 2. Sum the scaled scores 3. Determine the mean and difference from the mean ------subtest scaled score – index mean = determine if difference is significantly significant - Are the differences large enough to determine if there are strengths or weaknesses in performance? - absolute value compared to critical value Consult table in the manual to find critical values Example phrases that might be used in that intra-individual comparison: “relative to Joe's overall level of ability” “within Joe's average level of functioning” relatively less developed” “relative weakness”
43
Stage 4 profile analysis
Compare one subtest relative to another Similarities > Information conceptual thinking, lexical knowledge, and language development are better developed than... fund of information and intellectual curiosity This process also matches how clinicians write up results
44
Challenges w profiling
Any subtest will involve a variety of different abilities * Which function is responsible for the strength or weakness? Weakness on coding: * rapid processing of the digit symbols * planning * sequencing * learning the digit symbol pairs * making the actual response * high level of motivation Problem with sequencing? Problem with speeded tests? Short-term memory? Motivation? Visual acuity (behavioural)?
45
* Variability outside normal limits OF PROFILING may reflect
o Disability o Exceptionality o Psychopathology OR simply a reflection of the child’s cognitive strengths and weaknesses

PNB 4A03 (17 decks)

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