W7 - intelligence testing Flashcards
Lay definitions of intelligence
- reasons logically and well
- reads widely
- common sense
- open-minded
- writes without difficulty
- sensitive towards others need and desires
Common factors in lay intelligence definitions
- problem solving
- verbal ability
- social competence
Differences to experts:
- motivation and narrower (experts)
- interpersonal aspects and broader (lay)
Intelligence in children
- younger children tended to emphasize interpersonal skills, eg., being nice, helpful and polite
- older children emphasized academic skills eg., reading, doing well in class
- > developmental progression in understanding of intelligence differs from adults
Intelligence cross-culturally
- different values constitute different views of what intelligence consists of
- greater emphasis on social aspects of intelligence in both African and Asian cultures compared to Western
- > adults in Zambia
- > social responsibilities, cooperativeness and obedience
- > intelligent children expected to be respectful to adults
Francis Galton (1883) intelligence
more intelligent = higher sensory abilities
- advocated for tests of visual acuity or hearing ability as measure of intelligence
- > subsequent research notes a small but positive correlation between sensory acuity and intelligence scores
- Galton developed many sensorimotor and perception related tests by which he attempted to measure his definition of intelligence
Alfred Binet (1895) intelligence
did not define explicitly but described various components of intelligence, including reasoning, judgement, memory and abstraction
- criticised Galton’s approach and called for more complex measurements
- viewed intelligence as inseparable abilities that required complex measurements to determine
- kickstarted modern intelligence measurement
Charles Spearman (1904, 1927)
believed that across all of the various specific cognitive tasks that were used in intelligence tests there was a substantial overlap
g
*look up image
David Wechsler (1958)
“the aggregate capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment. It is composed of elements or abilities which are qualitatively differentiable”
- advocated measuring two qualitatively differentiable abilities which were verbal or performance based in nature
- Wechsler scales still in use today
Jean Piaget (1954, 1971)
focused his research on the development of cognitive abilities in children (how they think, understand themselves and the world). Piaget believed many of these were cultivated through play and engagement with others
Four stages of cognitive development
- sensorimotor
- preoperational
- concrete operational
- formal operational
Howard Gardner (1983, 1994)
Argued that traditional IQ tests were limited and only covered a subset of human intelligence. Citing lay definitions emphasizing social competence, emotional insight and socially valued human abilities such as musical, artistic expression
8 types of intelligence
- logical-mathematical and linguistic
- spatial and bodily kinaesthetic
- musical and naturalistic
- interpersonal and intrapersonal
Thurstone’s Primary Mental Abilities PMA (1931)
- concluded that several factors (not a single g) could best explain empirical results
- proposed approximately a dozen factors
- > verbal comprehension, world fluency, number, space, associative memory, perceptual speed, inductive reasoning
- developed a test (PMAT) to assess each of these factors - however acknowledged the inter-relationships between subtests
Fluid and crystallised intelligence - Horn and Cattell
Fluid intelligence: largely non-verbal and culture reduced form of mental efficiency
- > related to a person’s inherent capacity to learn and problem solve
- > used when a person needs to adapt to a new situation
Crystallised intelligence: highly culturally dependent and used for tasks that require a learned response
- > acquired skills and knowledge
- > related to education (both formal and informal), more ‘learned experience’
Cattell (1941-1965)
Spearman’s g reflected by Gf and Gc which symbolise fluid and crystallised intelligence, overarching sub categories
Cattell and Horn (1940-1970) extended theory
“Gf” – fluid intelligence “Gq” – quantitative knowledge “Gc” – crystallised intelligence “Grw” – reading and writing ability “Gsm” – short-term memory “Gv” – visual processing “Ga” – auditory processing “Glr” – long-term retrieval “Gs” – processing speed “CDS” – correct decision speed
Gardner’s theory of multiple intelligences 1983
linguistic = word smart logical mathematical = logic smart naturalist = nature smart spatial = picture smart bodily kinaesthetic = body smart musical = music smart interpersonal = people smart intrapersonal = self smart
Carroll’s 3 stratum theory of cognitive abilities 1993
- John Carroll reviewed all of the factor analytic research since SApearman
- > reanalysed > 460 data sets (1500 references)
- revised Cattell and Horn model to hierarchal 3-strata model
- inclusion of g as over-arching factor
- look up image
CHC theory of intelligence
- integrated model of Cattell-Horn and Carroll models
- features 10 “broad stratum” abilities and over 70 “narrow stratum” abilities
Information processing view
- focuses on how not what
- two types of processing
- > simultaneous / parallel
- > successive / sequential
PASS model
- planning, attention, simultaneous and successive
Emotional intelligence
Daniel Goleman - ability to identify, assess and manage emotions of self and others
- developed in context of “multiple intelligences”
- widely researched, much interest
- look up image
Criteria for selection of intelligence tests
- The theory (if any) on which a test is based
- Ease of administration (group, single), scoring, and interpretation
- Adequacy and appropriateness of norms (are they dated, non-representative)
- Reliability and validity indices
- Utility
- Availability of localized versions (e.g. for Australian, rather than American English)
Binet-Simon intelligence Scale
Binet-Simon Intelligence Scale- first practical intelligence scale
Scored by identifying what 75% of an age group could answer.
30 individual tasks
- Easy- name various body parts
- More difficult- how are a rabbit and a bird different?
- Construct a sentence from words
- Remember digits
- Draw a design from memory (below)
Stanford-Binet intelligence scales
The Stanford-Binet Intelligence Scales, the first published intelligence test with
- clear instructions on use
- clear instructions on scoring
- alternate item
- Not perfect however
IQ scores = (mental age / chronological age) * 100
Third edition Binet scale changes
Deviation IQ replaced the ratio IQ
Deviation IQ: a comparison of the performance of the individual with the performance of others in the same age in the standardisation sample (age group)
Later become known as a test composite, derived from mathematical translation of one or more subtests.
Stanford-Binet 5 (SB5)
- The fifth edition was designed for administration from ages 2 to 85
- Upward extension to test adults over time
The test yields a number of composite scores, including a Full Scale IQ, an Abbreviated Battery IQ score, a Verbal IQ score, and a Nonverbal IQ score
Based on the Cattell-Horn-Carroll (CHC) model
*look up image
Routing test in SB5
Designed to guide to the “optimum level” of difficulty.
- Floor level – lowest level
- Ceiling level – highest level
- Basal/base level: the minimum criteria to continue administering testing
Example – continue testing as long as examinee answers two consecutive items correctly. Discontinue once two errors in a row.
Descriptive labels in SB5
Measured IQ Range Category 145 – 160 Very gifted or highly advanced 130 – 144 Gifted or very advanced 120 – 129 Superior 110 – 119 High average 90 – 109 Average 80 – 89 Low average 70 – 79 Borderline impaired or delayed 55 – 69 Mildly impaired or delayed 40 – 54 Moderately impaired or delayed
Wechsler tests
Wechsler was dissatisfied with Stanford-Binet (originally designed for children),
- Wechsler-Bellevue 1 (1939)
- Wechsler-Bellevue 2 (1942) – not standardised
- Wechsler Adult Intelligence Scale (WAIS)
- > age range 16+ yrs
Downward extensions of WAIS due to popularity to allow assessment of children
- Wechsler Intelligence Scale for Children (WISC)~ age range ~ 7-16 yrs
- Wechsler Pre-school/Primary Scale Intelligence (WPPSI) ~ age range 3-7 yrs
- Earlier versions very similar
Wechsler testing overview
Individually administered:
(a) assess different aspects of ability
(b) give opportunity to view personality, motivation, and other variables
Work under the premise that:
- Intelligence is both global and specific
- Aspects of intelligence cluster into higher-order cognitive ability domains (Verbal and Performance)
- Subtests are different measures of intelligence, not measures of different kinds of intelligence
- > Until recently, all Wechsler scales yielded a Full Scale IQ (a measure of general intelligence), a Verbal IQ, and a Performance IQ
- > Recent revisions greater informed by CHC and factor analysis
WAIS-III (1997) structure
organisation identified via factor analyses (a) “g” factor (b) verbal and performance factors (c) four indices (factors) . verbal comprehension . working memory . perceptual organisation . processing speed (d) 14 subtests (2-3 per factor/index) *look up image
WAIS-IV (2008) substantial changes
Better reflects CHC model and its revisions Four factors now: - Verbal Comprehension, - Working Memory, - Perceptual Reasoning and - Processing Speed.
- > Drops Verbal IQ and Performance IQ composites (but still used for GAI)
- > Working Memory and Processing Speed composite (Cognitive Proficiency Index CPI)
WAIS-IV structure
-> Introduces concept of core and supplemental tests
Core subtest: a subtest administered to obtain a composite score
- Block Design, Similarities, Digit Span, Matrix Reasoning, Vocabulary, Arithmetic, Symbol Search, Visual Puzzles, Information, and Coding
Supplemental (optional) subtest: a subtest administered to provide additional clinical information or extend the number of abilities/processes sampled
- Letter-Number Sequencing, Figure Weights (balancing scales), Comprehension, Cancellation, and Picture Completion
- look up image
Scoring and norms - key terms
Scaled scores Composite scores Standardized score T-score Percentile Descriptor
Scaled scores
(M = 10, SD = 3)
age standardised score on subtests (e.g., WISC)
problematic
Composite scores
(M = 100, SD = 15)
age standardised score on composites and FSIQ
Standardized scores
(z-score) = mean / SD
T scores
( M = 50, SD = 10 )
Percentiles
ranks equal to or better than this percentage of scores in the normative sample (e.g. 80th percentile)
Descriptor
verbal description of performance (e.g. Average, low average)
Issues in intelligence testing
- heredity and environmental contributions
- gender differences
- racial differences
- culture and culture-free tests
- stability across lifespan
Stability of intelligence across lifespan
Adults: relatively stable
- stability in measured intelligence over time in veterans (Gold et al. 1995)
- verbal intellectual skills tended to be highly stable over time; (Invnik et al. 1995)
- newly learned information was much less stable (Invnik et al. 1995)
Young adult intelligence was found to be the most important determinant of cognitive performance as an older adult.
-> 75+ decline in cognitive ability
Flynn effect
The progressive rise in intelligence test scores in the population that is expected to occur on a normed intelligence test from when the test was first normed
This effect appears to be global across most countries (developed, and developing), may be related to increases is nutrition, health, and education
Implication: norms become out of date, requiring revision
