Measuring Intelligence Flashcards

1
Q

How did Boring define intelligence?

A

“Intelligence is what intelligence tests measure”

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2
Q

How did Wechsler define intelligence?

A

“…Aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment”

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3
Q

What was Neisser’s definition of intelligence?

A

“To understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles by taking thought”

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4
Q

According to Cohen and Swerdlik, how one measures intelligence has largely to do with what?

A

With what one conceives intelligence to be

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5
Q

How did Spearman attempt to conceptualise intelligence?

A

He developed the unifactor theory of intelligence, called the “g” factor (general intelligence); he found cognitive ability tests to all be intercorrelated to some degree (focused on the variability that different cognitive tasks have in common)

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6
Q

How did Thurstone’s attempts to conceptualise intelligence differ from Spearman’s?

A

He also used factor analysis but focused on the variability that these tasks don’t have in common; he proposed a multiple factor theory of intelligence made up of different primary mental abilities; but conceded the factors are not independent of one another

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7
Q

What primary mental abilities made up Thurstone’s multiple factor theory of intelligence?

A

Spatial, perceptual, numerical, verbal, memory, induction, reasoning, deduction

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8
Q

What influential innovation in intelligence theory was included in the Cattell-Horn model?

A

That there are 2 major types of cognitive ability: crystallised intelligence (Gc) – vocabulary, general knowledge (maintained through life span); and fluid intelligence (Gf) – non-verbal skills like memory for digits (decline in old age)

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9
Q

What influential innovation in intelligence theory was included in Carroll’s model?

A

He proposed a hierarchical three-stratum theory of cognitive abilities; incorporating “g” and more specific intelligence factors (top level: Spearman’s g; middle: crystallised and fluid, etc; bottom: middle factors subdivided into specific abilities (e.g. fluid – induction, quantitative reasoning, etc)

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10
Q

What are factor analytic theories of intelligence?

A

They use factor analysis to examine intercorrelations of different dimensions of intelligence; different factors covary with one another

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11
Q

How do information processing theories of intelligence differ from factor analytic theories?

A

They focus on intelligence as a computational process rather than a structure of different abilities; they include “planning” as a key element they consider to be overlooked in factor analytical models

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12
Q

What was Gould’s criticism of the factor analytic approach to intelligence?

A

He argued that the factors are just a descriptive summary of data and not necessarily underlying traits

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13
Q

What was Jensen’s response to Gould’s criticisms of the factor analytic approach?

A

Just because you can’t measure it directly, doesn’t mean it’s not real; correlations between all tests is always positive so there’s something they have in common; intelligence is a theoretical construct – but so is gravity

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14
Q

What was Howe’s criticism of the factor analytic approach?

A

Correlation doesn’t equal causality; intelligence is merely a description of someone’s output - just because things are linked, doesn’t make it an explanation

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15
Q

Describe Sternberg’s triarchal model of intelligence

A

It includes: Metacomponents (planning, monitoring, evaluating); Performance components (administer instructions from metacomponents); and Knowledge acquisition components (learning how to do something in the first place)

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16
Q

Describe the key idea behind Luria’s theory of intelligence

A

Information processing can be either simultaneous (parallel) or successive (serial)

17
Q

Describe some key points about intelligence theories

A

They’re not mutually exclusive, many just have different focuses; can provide structure to guide the item design; different theories are no more than alternative definitions of intelligence but you need some sort of definition before you can measure it (doesn’t mean the same test can’t be interpreted in terms of different theories)

18
Q

What’s the Stanford-Binet Intelligence Scale based on?

A

The Cattell-Horn-Carroll (CHC) model of intelligence; it’s a 5 factor hierarchical model: 1. Fluid reasoning (Gf); 2. Knowledge (Gc); 3. Quantitative reasoning (numeric ability); 4. Visual-spatial reasoning (ability to see patterns in visual stimuli); 5. Working memory

19
Q

The Stanford-Binet Intelligence Scale has 10 core subtests which yield 5 factor scores and can be combined to give an overall score for g (IQ). Describe the psychometric properties

A

Standardization sample of 4800 subjects between 2 and 85 yrs (stratified by age, race/ethnicity, geographic region and SES); internal consistency; inter-rater reliability; criterion/convergent validity; internal structure (factor analysis supported)

20
Q

What are the three Wechsler IQ tests?

A

WPPSI – Wechsler Pre-school and Primary Scale of Intelligence (3-7 yo);
WISC-IV – Wechsler Intelligence Scale for Children (4th edition);
WAIS-III – Wechsler Adult Intelligence Scale (3rd edition)

21
Q

Why are the Stanford-Binet and Wechsler tests most commonly used to test IQ?

A

They’re well established; well standardized; reliable and have a large number of validity studies to support them

22
Q

When might you want to use an IQ test other than the Stanford-Binet or the Wechsler tests?

A

For special populations (e.g. people with disabilities, non-English speakers, people with language difficulties); other scales may be less reliant on verbal responses, visual/motor integration, etc

23
Q

Describe what Raven’s Progressive Matrices are used for?

A

They’re non-verbal group ability tests (supported as a measure of Spearman’s g) for age 5 upwards; no language needed; designed to assess military recruits independent of educational factors

24
Q

Describe the psychometric properties of Raven’s Progressive Matrices

A

Impressive set of norms from all over the world; alternate forms reliability; internal reliability; test-retest; validity (correlates with other aptitude tests, and to a lesser degree with academic ability)

25
Q

What are the advantages and disadvantages of individual versus group-administered IQ tests?

A

Individual – examiner/examinee interaction (learning style can be observed); adaptive testing easier; potentially more sophisticated procedures can be used;
Group administered – test a large number of people efficiently; more objective, cheaper; but people generally need to be able to read and use a pencil

26
Q

Describe the three categories of educational assessment, giving examples

A

Achievement tests (e.g. spelling, reading, maths); Aptitude tests (aka readiness/prognostic tests; measure informal learning); Diagnostic tests (diagnose specific problems; e.g. Neale analysis of reading ability)

27
Q

What are psycho education test batteries?

A

Test kits that measure abilities related to academic success and educational achievement (e.g. in reading, maths, etc); allows children to be compared with their age norm to help plan educational interventions

28
Q

Give an example of a psycho education test battery

A

Kaufman Assessment Battery for Children (K-ABC) – divides tests into sequential and simultaneous skills, which can be combined into a mental processing composite – equivalent of IQ (based on Luria’s theory)

29
Q

What are the issues involved in testing pre-schoolers?

A

Short attention span; limited language and conceptual abilities; infant intelligence doesn’t predict child/adult intelligence – except at extremes (but can identify disabilities as early as possible)

30
Q

Describe the Peabody Picture Vocabulary Test

A

It’s for people aged between 2 and adult; consists of multiple choice; only requires a pointing response; no reading (though must be able to hear); provides a rough and ready measure of IQ for people who might be unable to do Binet or Wechsler tests (and quicker to administer) but isn’t a proper substitute

31
Q

Describe the psychometric properties associated with the Peabody Picture Vocabulary Test

A

Standardisation sample of 3,540; Reliability: alternate forms; internal consistency; test-retest; Content validity (words all in dictionary); Empirical validity (scores increase with age in predicted way); Convergent validity (with other tests of vocab, oral, reading); special populations score as expected (developmental delay, autism, etc)