M6 Intelligence Tests and Applications Flashcards by Sarah Hardgrove

What was the motivation behind the development of Alfred Binet’s first formal test of intelligence.

Driving force –> French legislation requiring children attend school
Schools needed to then screen for developmental disabilities to enable provision of supports for children

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What was the importance of change in French legislation that required children to attend school with regard to intelligence testing?

It meant schools needed to screen children for developmental difficulties and to provide support provisions, thus motivating the development of Alfred Binet’s first formal test of intelligence

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What were the implications of utilising point-scales, which were adopted in a subsequent revision of the Stanford Binet Intelligence Scale?

Items could be grouped according to content
Participants could receive a set or number of point or credits for each item passed

Result – a test could be made of different content areas or subtests with both an overall score and a score for each content areas

o Allowed the use of deviation IQ scores
o Allowed for analyses of individual abilities across several different areas rather than just one overall score
o Now used by all modern intelligence tests including the current Standford-Binet V

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What significant change occurred in the Standford-Binet revision that enabled testing to produce not just an overall score but also a score for each individual area?

utilising point-scales rather than mental age norms

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What is the difference between ratio IQ and deviation IQ?

Ratio IQ
• ratio IQ scores - the ratio of the test-takers mental age divided by their chronological age and multiplied by 100.
• i.e. if mental and chronological age the same - Ratio IQ would be 100

Deviation IQ
• 1960 Revision allowed the use of point scales which enabled the use of deviation IQ
• Deviation IQ scores assume intelligence is normally distributed
• Deviation IQ scores allows comparison against others of the same age using an age-matched standardised sample

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What is the relevance of ratio IQ and deviation IQ to modern day intelligence testing?

Ratio IQ was not sustainable as IQ not distributed similarly across age groups.

The 1960s revision of the Stanford Binet enabled the use of deviation IQ which assumed intelligence is normally distributed. Comparisons can therefore be made against others of the sage age,

Point scales and for the most part deviation IQ, now utilised by all modern day intelligence tests

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Outline the structure of the Stanford-Binet 5th edition

Structure
o Based on CHC model - the original Stanford Binet was base on Spearman model - this is much more elaborate
o Derives FSIQ that presumably reflect g
o Plus 5 main factors (M = 100 SD = 15)
Fluid reasoning - novel problem solving – understanding that is not culturally bound
Knowledge – acquired skills/knowledge via education
Quantitative reasoning – mathematical thinking, number concepts, estimation, problem solving and measurement
Visual spatial processing – ability to see patterns and relationships, spatial orientation, gestalt understanding of diverse stimuli
Working memory – cognitive process of temporary storing, transforming, sorting information in memory

o	10 individual subtests
	5 verbal/ 5 non verbal
	M = 10 SD = 3
o	Composite non-verbal and vernal score can be calculated by summing together scores on relevant individual subtests
	M = 100 SD = 15

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Which test is this?

Based of CHC model
derives FSIQ
plus five main factors (fluid reasoning, knowledge, quantitative reasoning, visual spatial processing and working memory)

Stanford-Binet 5th edition

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What is the validity and reliability of the Stanford-Binet 5th edition?

Reliability
o Good – coefficients for FSIQ are either .97 or .98 for each of the 23 age ranges

Validity
o Well established. FSIQs correlate in the low .8s with other measures including Wechsler Scales

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Outline the norming features of the Stanford-Binet 5th Edition

Norming
o Based on a representative sample
o 4800 individuals from age 2-85
o Stratified by gender, ethnicity, region and education

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What test has good reliability (either 0.97 or 0.98 for each age range) and well established validity with FSIQ correlates in the low 0.8s even with the Weschler scales?

Stanford-Binet 5th edition

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What intelligence test is based on a representative sample of 4800 individual aged between 2-85 stratified by gender, ethnicity, region and education?

Stanford-Binet 5th edition

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List 3 practical advantages of the Stanford-Binet

Wide age range 2-85 yr so same test can be utilised for both children and adults
Inclusion of low end items for measures of low functioning (particularly useful for testing specific clinical groups that might perform below the lowest level of other tests eg WAIS)
Extensive high-items for measurement of gifted performance

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Outline the scoring system of the Stanford-Binet 5th edition

eg what are the means and SDs of the various hierarchies, factors, subtests and composite scores?

Types of scores
o Yields one global score FSIQ
o 5 main factors have M = 100 SD = 15
o 10 individual subtests have M = 10 SD = 3
o The 5 nonverbal and verbal components of the 10 subtests can be used to create verbal and non-vernal composite scores with M = 100, SD = 15

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What test has the following features for scoring?
Types of scores
o Yields one global score FSIQ
o 5 main factors have M = 100 SD = 15
o 10 individual subtests have M = 10 SD = 3
o The 5 nonverbal and verbal components of the 10 subtests can be used to create verbal and non-vernal composite scores with M = 100, SD = 15

Stanford-Binet 5th edition

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Outline some common reasons for administering standardised intelligence tests in clinical practice.

•	To make comparison with others at the same age level to determine:
o	Intellectual disabilities
o	Giftedness
o	Genetic conditions
o	Suspected memory problems
o	Psychoeducation ability
o	Academic achievement
•	To make it easier to compare across subtests on the WAIS

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What is the age range for the:
WAIS-IV
WISC-V
WIPPSI-IV

WAIS-IV - 16:0 - 90:11
WISC-V - 6:0 - 16:11
WIPPSI-IV - 2:6 - 3:11 and 4:0 - 7:3

Which test should you choose if a child sits within the age range of more than one test?

eg: if aged 16:3 - intellectually gifted –> choose the WAIS-IV
if aged 6:3 and suspected intellectual disability –> choose the WIPPSI-IV

What is the structure of the WAIS-IV?

Structure
• Top level – FSIQ
• Next Level – General ability index and cognitive proficiency index (optional level rarely interpreted by clinicians
• Next level – Four Primary Factors - VCI, WMI, PRI, PSI
o Verbal tasks
 VCI – vocabulary, similarities, information
 WMI – Arithmetic, Digit Span
o Non-verbal Tasks
 PRI – Block design, matrix reasoning, visual puzzles
 PSI – coding, symbol search

Outlines the three types of standardised scores for the WAIS-IV

FSIQ - 40-160
4 Primary Index scores - 50-150
Both are M = 100 SD = 15

10 core substests (M = 10 SD = 3)

How was the WAIS-IV normed?

•	Normed on 2220 adults between 16:0-19:11
•	Matched to 2005 US census data: stratified by age, gender, education, race and geographic region
•	Equivalent males/females to 65
•	More females over 65
•	Five education levels
•	13 age groups
o	9 groups within 16-69 (n = 200)
o	4 groups within 70-90 (n = 100)

Which test was normed on 2005 US census data using 2220 participant sample with the following features?
•	Equivalent males/females to 65
•	More females over 65
•	Five education levels
•	13 age groups
o	9 groups within 16-69 (n = 200)
o	4 groups within 70-90 (n = 100)

The WAIS-IV

What is the reliability of the WAIS-IV

FSIQ is the most reliable score – 0.98 split half and .96 test-retest
4 primary scores .90-.96 split half; .87-.96 test-retest
Subtests decrease in reliability

What is the validity of the WAIS-IV

Impressive support in the manual for psychometric properties
Can discriminate between those with and without neurological and developmental disorders (divergent/discriminant validity?)
EFA and CFA support the 4 index model (construct validity)
Correlate highly with other intelligence tests e.g. WAIS III (convergent validity)

Define the primary index scores of the WAIS -IV

Verbal skills VCI – verbal comprehension – THE LIBRARIAN WIM – Working Memory – GENERAL MANAGER Non-verbal Skills PRI – Perceptual reasoning – THE ARCHITECT PSI - Processing speed – THE CLERK

What constructs of the verbal skills that the WAIS IV are attempting to measure

Verbal skills VCI – verbal comprehension – THE LIBRARIAN Verbal skills and processing, comprehension, communicate thoughts in words crystallised knowledge, cognitive flexibility, abstract reasoning, associative and categorical thinking. WIM – Working Memory – GENERAL MANAGER Short term memory, attention, concentration, numerical and encoding ability, auditory processing, cognitive flexibility, mental manipulation and sequencing and executive function

What are the subtests for the WMI index of the WAIS IV?

WMI – Working Memory – GENERAL MANAGER • Arithmetic • Digit span • (letter-number sequencing)

What constructs of the non-verbal skills that the WAIS IV are attempting to measure

Non-verbal Skills PRI – Perceptual reasoning – THE ARCHITECT Ability to think in images, cognitive flexibility, interpreting and organising visual stimuli, mental manipulating of visual images, motor coordination – fluid reasoning skills PSI - Processing speed – THE CLERK Psychomotor speed, concentration, visual-motor coordination, speed of mental processing, sequencing ability, speed of visual search

What are the subtests for the PRI index of the WAIS IV?

``` PRI – Perceptual reasoning – THE ARCHITECT • Block design • Matrix reasoning • Visual puzzles • (picture completion, figure weights) ```

What are the subtests for the PSI index of the WAIS IV?

PSI - Processing speed – THE CLERK • Coding • Symbol search • (cancellation)

What are the subtests for the VCI index of the WAIS IV?

``` VCI – verbal comprehension – THE LIBRARIAN • Vocabulary • Similarities • Information • (comprehension) ```

``` Which WAIS IV index has these subtests? • Vocabulary • Similarities • Information • (comprehension) ```

VCI verbal comprehension LIBRARIAN

Which WAIS IV index has these subtests? • Coding • Symbol search • (cancellation)

PSI processing speed CLERK

``` Which WAIS IV index has these subtests? • Block design • Matrix reasoning • Visual puzzles • (picture completion, figure weights) ```

PRI perceptual reasoning ARCHITECT

Which WAIS IV index has these subtests? • Arithmetic • Digit span • (letter-number sequencing)

WMI Working Memory GENERAL MANAGEr

What is the difference between normative and ipsative comparison of an individual's WAIS-IV performance?

Normative Comparing the individual to other people of similar age Norms are created and potentially stratified by certain factors The individual’s score is then interpreted relative to other people in the same normative group Ipsative Comparing an individual’s performance in one domain to their performance in other domains E.g. strengths and weaknesses

What is the concept of a unitary index score?

Are the factors beneath the level you are considering consistent with each other? PMI - 9 points difference is not unitary Subtests - 5 points difference is non unitary

how do you determine whether an index score in non-unitary and what are the implications?

If the confidence intervals overlap then that is consistent to say it is unitary FSIQ - > 22 points difference in primary factor lowest and highest is non-unitary PMI - > 9 points difference between primary factors is not unitary Subtests - > 5 points difference is non unitary describe analyses from a lower level of the hierarchy that is not unitary eg if FSIQ is not unitary then interpret at the Primary Index Factor level

What is the WAIS-IV hierarchical interpretive strategy? What are the key consideration for each of the six levels of analysis.

• Analysis an interpretation proceeds from the most reliable to the least reliable • Start at FSIQ and process down 1. FSIQ - overlapping Primary Factors with FSIQ CIs 2. Primary Factors – VCI, PRI, WMI, PSI - overlapping CI of Primary Factors. 9 points or more non-unitary 3. Subtest deviations within the composite scores. > 5 is non unitary 4. Inter-subtest score comparisons. - compare and group to get meaningful conclusion - what do specific subtest have in common or not in common 5. Intra-subtest score comparisons - with subtest comparison eg digit span forward/backward 6. Qualitative analysis - Consider the way a client approached specific tasks (methodical, impulsive, slow to move) - scores at lower levels may not provide any more meaningful information - is a score representative of all areas at that level? If not proceed down to the next one

What are the age ranges of the below tests? Stanford Binet-5 WAIS-IV

Stanford Binet-5 - 2-85 years | WAIS-IV - 16:0 - 90:11

What are the age ranges of the WISC-V and WIPPSI-IV?

WISC-V - 6:0 - 16:11 | WIPPSI-IV - 2:6 - 3:11 and 4:0 - 7:3