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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

A

1,5 hrs

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
Q

WISC Discontinuation rules

A

Number of incorrect responses on a test (e.g. 5 in last 8 trials)

26
Q

Looking for geniuses
Lewis Terman

A
  • 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
Q

Terman Criticisms

A
  • 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
Q

Profiling:

A

an examination of the core skills and capacities that underlie performance on the
intelligence test

29
Q

Profiling criticisms

A

Over interpretation of subtest and index scores

o Subtest reliabilities are too low and not sufficiently specific for interpreting individual profiles

30
Q

Counter position of criticisms of profiling

A
  • Interpretation is not done in isolation
  • Can provide valuable insight when considering recommendations and remediation
31
Q

Lumpers

A

If intelligence is seen as a unifying
“g” factor, then profiling may not be
helpful

all lump into one category

32
Q

Splitters

A

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
Q

Should we split the FSIQ score?

A

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
Q

Flat Profile high

A

flat line

All subtest scores are far above
average (14 to 16 range)

Gifted
May profit from specialized
instruction

35
Q

Flat profile low

A

All subtest scores are far below average (2 to 4 range)

Limited
May need specialized instruction

36
Q

Variable profile large

A

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
Q

Variable profile small

A

Variable profile
All subtest scores are across a small
range (8 to 12)

Average ability across all areas
Standard program of instruction

38
Q

Profile analysis
Goal:

A

To generate hypotheses about the child’s abilities

39
Q

Stages of a profile analysis

A
  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
Q

Stage 1 profile analysis

A

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
Q

Stage 2 profile analysis

A

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
Q

Stage 3 profile analysis

A

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
Q

Stage 4 profile analysis

A

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
Q

Challenges w profiling

A

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
Q
  • Variability outside normal limits OF PROFILING may reflect
A

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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