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Psychometrics > Intelligence testing > Flashcards

Intelligence testing Flashcards

1
Q

3 different approaches to intelligence testing

A
  1. psychometric approach
  2. information and processing approach
  3. cognitive approach
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2
Q

The psychometric approach

A
  • oldest approach

- concerned with the structure of the test and its correlations and underlying dimensions

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3
Q

Information processing approach

A

Concerned with the processes that underlie how we learn and solve problems

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4
Q

Cognitive approach

A

How we adapt to real-world demands

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5
Q

Common definitions of intelligence

A
  • ability to adapt to new situations
  • ability to learn new things
  • ability to problem solve
  • ability for abstraction (use of symbols and concepts)
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6
Q

historical beginnings of intelligence

A

1904 Binet
French government wanted ways to identify “subnormal” or “intellectually-limited children”
First had to define intelligence, then measure
Tripartite definition – 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

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7
Q

Binet’s contribution

A
  1. Age differentiation: older children have greater ability than younger, mental and actual age can be differentiated.
  2. general mental ability = total product of different & distinct elements of intelligence
    - Intelligence can be represented by a single score
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8
Q

Intelligence according to Weschler

A
  • intelligence has certain specific functions that are inter-related and each element contributes to general intelligence
  • intelligence is related to separate abilities
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9
Q

Background to Weschler scales

A

Felt Binet scale was not appropriate for adults as Items selected for use with children not appropriate for adults

Emphasized role of non-intellective factors

  • Reflected in the PIQ scale
  • 1st to directly compare verbal and non-verbal intelligence

Thought mental age norms not apply to adults

Thought Binet did not take into account decline of performance with aging

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10
Q

Defining intelligence

A

Fluid intelligence
Crystalized intelligence
Verbal vs. performance IQ
Emotional, social, etc

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11
Q

Fluid intelligence

A

abilities that allow us to think, reason, problem solve and acquire new knowledge

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12
Q

Crystalised intelligence

A

the knowledge and understanding already acquired

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13
Q

Purpose of intelligence assessment for children

A

-school placements in cases of:
below average functioning
learning difficulties
management

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14
Q

Purpose of intelligence assessment for adults

A
  • neuropsychological assessment
  • forensic assessment
  • disability grant
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15
Q

Vocabulary to test intelligence

A
  • one of the most stable measures of intelligence
  • often the last to be affected when deterioration occurs so useful for estimating premorbid ability
  • list of words on stimuli card- give description and definition
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16
Q

using similarities to test intelligence

A

15 items of (supposedly) increasing difficulty
Become more & more abstract

In what way are a coat & a suit similar?
Both items of clothing
Vs. A coat you wear over your clothes and a suit you wear under your coat
Vs. They are not similar

17
Q

arithmetic to test intelligence

A

Assesses:

  1. Concentration
  2. Motivation
  3. Memory

Most sensitive to MH/IH and educationally deprived individuals

Spatial aspect

18
Q

Digit span to test intelligence

A
  • digits forwards measures attention
  • digits backwards measures working memory
  • norms= 7 forwards, 5 backwards
19
Q

information to test intelligence

A

E.g., Name two people who have been generals in the US army.

Abilities to comprehend instructions, follow directions and provide a response

Influenced by curiosity and interest in the acquisition of knowledge

20
Q

comprehension to test intelligence

A
  • 3 types of questions:
    1. situational action (what to do in a given situation)
    2. logical explanation
    3. proverb definition

measures judgement in everyday situation

emotional disturbances influence performance the most

21
Q

Letter-number sequencing to test intelligence

A

Additional test
Not required for calculating VIQ

Re-ordering numbers and letters
E.g., 1-A-5-C-9-B re-ordered to -5-9-A-B-C

Measures WM and attention

22
Q

VIQ scoring

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 not meaningful because:
Different subtests have different max scores
Same raw scores for people of different ages not comparable

23
Q

2 types of norms in VIQ scoring

A
  1. age adjusted

2. reference groups (compare performance to performance of people in the standardized sample between ages 20-34)

24
Q

Creating age-adjusted norms

A

Done by preparing a cumulative frequency distribution of raw scores for each group
Distribution then normalized

Appropriate scaled scores calculated against M = 10 and SD = 3

25
Q

Performance IQ tests

A
  1. Picture completion
  2. Digit symbol coding
  3. Block design
  4. Matrix reasoning
  5. Picture arrangement
26
Q

Picture completion

A

A picture in which an important detail is missing

Missing details become smaller and harder to spot

27
Q

Digit symbol coding

A

Numbers 1 to 9 are paired with a symbol

120 seconds to copy as many symbols to their appropriate numbers (digits)

Measures:
New learning
Visuo-motor dexterity
Degree of persistence
Speed of performance
28
Q

block design

A

Arrangement of red and white coloured blocks to form a design
Design displayed in a booklet
Increase in difficulty

Measures:
Spatial reasoning
Ability to analyze spatial relationships
Ability to integrate visual and motor functions

29
Q

Matrix reasoning

A

-person is presented with a non-verbal stimuli (shapes) and must identify some sort of relationship between the figures

measures:

  • fluid intelligence
  • information processing
  • abstract reasoning
30
Q

Picture arrangement

A

Person presented with related pictures similar to comic strip pics
Arrange in correct sequence to tell a story

Measures:
Noticing of relevant details
Planning
Ability to notice cause-and-effect relationships
Non-verbal reasoning
31
Q

Optional piq tests

A
  1. object assembly:
    - puzzles must be put together quickly.
    - measures ability to see relationships between parts and wholes
  2. Symbol search
    - show a symbol and must determine if it appears in a target array
    - measure speed of info processing
32
Q

Full scale iq and piq

A

PIQ formed by summing scaled scores
M = 10; SD = 3

FSIQ (full scale iq)
Simply the VIQ and PIQ scores added together

33
Q

Index scores

A
  1. Verbal comprehension
    Crystallized intelligence
  2. Perceptual organization
    Fluid intelligence
  3. Working memory
    The ability to hold info in mid and manipulate it/perform cognitive transformations of it
  4. Processing speed
    How quickly your mind works
34
Q

Viq – piq comparisons

A
  • VIQ=PIQ (if both are low, can provide evidence for intellectual dysfunction)
  • PIQ>VIQ (cultural, language, education factors or possible language deficits)
  • VIQ>PIQ (common for whites and African-Americans)

Psychometrics (6 decks)

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