week 5 Lecture 5 Theories & Measurement of Intelligence Catherine

Question 1

What is Wechsler’s definition of Intelligence?

Answer 1

“Intelligence is the capacity to learn & use the skills that are required for successful adaptation to the demands of one’s cultural environment” Wechsler (1961) “The ability to acquire & apply skills & knowledge”

Question 2

What is an important aspect of intelligence, overlooked by the early intelligence tests & theorists?

Answer 2

*Cultural influence on intelligence *the Cultural relativity of who is defined as intelligent

Question 3

List the History of Intelligence researchers & approximate key years

Answer 3

Mid 1800’s - Sir Francis Galton - genius is heredity Early 1900’s - Alfred Binet - modern intelligence test (Binet-Simon Test) 1920’s - Charles Spearman (g & other factors) Lewis Terman (Stanford-Binet test) Mid 1960’s onwards - David Wechsler (WAIS)

Question 4

What is a main consideration among intelligence researchers?

Answer 4

-Whether intelligence is unitary (one thing) or a composite of several independent abilities

Question 5

Name the 3 main approaches to Intelligence

Answer 5

1. The Factor Analytical Approach AKA Psychometric Approach 2. The Information Processing Approach 3. Gardener’s Theory of Multiple Intelligences

Question 6

Name the Main components of the Factor Analytical Approach AKA Psychometric Approach to intelligence

Answer 6

*IQ Scores are generally stable *IQ Scores are considered valid -Mental ability is the strongest predictor of work success (Schmidt & Hunter, 1998) -though having a high IQ doesn’t guarantee success *Some factors may link specific abilities: Comprehension, arithmetic, vocabulary, information processing correlate

Question 7

Name the Main Theories of the Factor Analytical Approach AKA Psychometric Approach to intelligence

Answer 7

*Spearman’s Two-Factor Theory (g) *Carroll’s Three-Strata Theory *The Carroll-Horne-Cattell (CHC) Model

Question 8

What are the main concepts incorporated in Spearman’s Two-Factor Theory (g)?

Answer 8

*Spearman was the first theorist to postulate the theory of general intelligence *Spearman introduced statistical techniques that allowed for testing of different/ competing theories *Spearman proposed a Two-Factor (GENERAL + SPECIFIC) theory of intelligence *Spearman stated that Intelligence = g + (s + e) NB: g is variance all tests have in common; s = specific component; e = error

Question 9

What is g in Spearman’s Two-Factor Theory?

Answer 9

*g is Fluid (Gf) vs Crystallised (Gc) intelligence *Fluid intelligence peaks in young adulthood *Fluid intelligence is about creativity, flexible thinking, problem solving abilities *Crystallised peaks around 50-60 years of age *Crystallised intelligence is ability to learn & retain facts & knowledge *Fluid and Crystallised intelligence overlap: if you have strong fluid intelligence, you are likely to have solid crystallised intelligence too

Question 10

Can we measure g?

Answer 10

*It is unclear if general intelligence (g) is a marker of how neural networks process efficiently (AKA Neural Efficiency) *g is thought to include motivation, attitude, effort, etc., as well as fluid & crystallised intelligence *Nevertheless, the validity & practically of g is strong (according to the slide!)

Question 11

What are the 7 types of g intelligence?

Answer 11

*Gv = Visual Processing *Ga = Auditory Processing Gq = Quantitative Processing Gs = Speed of Processing Grw = Reading & Writing Gsm = Short Term Memory Processing Glr = Long Term Memory Processing

Question 12

What are the 8 forms of Intelligence incorporated in Strata II of Carroll’s Three-Strata Theory?

Answer 12

Strata II contains Broad skills: *Fluid *Crystallised *General Memory & Learning *Broad Visual Perception *Broad Auditory Perception *Broad Retrieval Ability *Broad Cognitive Speediness *Processing Speed

Question 13

What are the main concepts incorporated in Carroll’s Three-Strata Theory?

Answer 13

Strata III: Generalised intelligence Strata II: Broad Intelligence (8 kinds) Strata I: Narrow intelligence (individual specific abilities) Strata I is dependent on Strata II (broad skill); which likewise, is dependent on Strata III (Generalised skill)

Question 14

What are the main concepts incorporated in The Cattell-Horn-Carroll (CHC) Model?

Answer 14

*The CHC Model of cognitive ability has grown *Schneider & McGrew (2012) highlight the complexity of modern day intelligence taxonomies *The CHC model comprises 10 broad abilities with 70 narrow abilities sitting under them *In this model there is no measure of g as they are unable to measure it *The do believe g exists - it sits at the top of the model “untapped” with the 10 broad abilities coming from it

Question 15

What are the 10 + 6 broad abilities, sitting under g, incorporated in The Cattell-Horn-Carroll (CHC) Model?

Answer 15

*Gc = Crystalised Comprehension Knowledge *Gf = Fluid Reasoning (Horn:) *Gq = Quantitative Knowledge *Gv = Visual Processing *Ga = Auditory Processing *Gs = Processing Speed *Grw = Reading & writing *Gsm = Short-term memory *Glr = Long-term Storage & Retrieval *Gt = Reaction & Decision Speed —————————- *Gkn = Domain Specific Knowledge *Gps = Psychomotor Speed *Go = Olfactory Abilities *Gh = Tactile Abilities *Gk = Kinaesthetic Abilities *Gp = Psychomotor Abilities

Question 16

What are the Functional groupings of broad intelligence, sitting under g, incorporated in The Cattell-Horne-Carroll (CHC) Model?

Answer 16

*Acquired knowledge *Memory (Learning & retrieval) *Motor abilities *General Speed

Question 17

What are the Conceptual groupings of broad intelligence, sitting under g, incorporated in The Cattell-Horn-Carroll (CHC) Model?

Answer 17

*Domain Independent general capacities *Sensory Motor Domain Specific Abilities

Question 18

Name the Main Components of Gardener’s Theory of Multiple intelligences

Answer 18

*Theory of Multiple Intelligences *No Single over-arching intelligence (g) *Eight independent intelligences

Question 19

Name the Main Components of the Triarchic Theory of intelligence (Sternberg) of the Information Processing Approach

Answer 19

This theory looks at how intelligence is acquired: 1. Meta-components (Planning & Monitoring) 2. Performance Components (administrating & using instructions) 3. Knowledge-Acquisition Components (Learning & Knowing what to do in the first place)

Question 20

Name the Main Components of the Information Processing Approach

Answer 20

*It is not as accepted in the literature as the CHC model *Simultaneous and successive processing (Luria) *Low level ability affects higher order cognitions *Triarchic Theory of intelligence (Sternberg)

Question 21

Give a brief history of the evolution of the Factor Analytic Approach to intelligence including Spearman, Cattell & Horne, Carroll, & the CHC Model

Answer 21

Spearman: intelligence = g + (s + e) g = general intelligence (found when 2 tests overlap), s = specific abilities, e = error Cattell & Horn: Gf (fluid), Gc (crystallised) & 7 specific intelligences Carroll’s 3 strata model: I = General; II = 8 Broad; III = Specific abilities Cattell-Horn-Carroll (CHC) Model: g = present but can’t measure Broad = 10; Narrow = 70 (functional & conceptual groupings)

Question 22

Name the 8 independent intelligences of Gardener’s Theory of Multiple intelligences

Answer 22

*Linguistic *Logical-Mathematical *Musical *Bodily-Kinaesthetic *Spatial *Interpersonal *Intrapersonal *Naturalist

Question 23

Name the main issues of Gardener’s Theory of Multiple intelligences

Answer 23

*Is Gardener’s theory tapping ability or intelligence? *No Empirical Support for Gardener’s view (currently) *Gardener’s theory has rekindled the debate about unitary versus multifaceted human intelligence

Question 24

The Nature versus Nurture debate was one of the early views of Intelligence. What are the key points of the Nature Debate?

Answer 24

*Francis Galton argued that Genius is Heredity *Distinguished men are born not made

Question 25

The Nature versus Nurture debate was one of the early views of Intelligence. What are the key points of the Nurture Debate?

Answer 25

*Alphonse de Candolle (1872) argued that heredity was overstated *Argued that heredity ignored the crucial role of upbringing & family

Question 26

What is the modern view of Intelligence with regard the Nature versus Nurture debate?

Answer 26

The field of Epigenetics is the study of how the environment influences our genetics. *Nature and Nurture are now known to interact - our genes are modified, change and develop dependent on our life experience

Question 27

What factors influence our intelligence?

Answer 27

*Genetics (from our parents) *The Environment *Opportunities *Interaction between our genetics & the environment

Question 28

In what ways is our intelligence shaped by nature?

Answer 28

*Certain characteristics (personality, intelligence) are biologically based (i.e. innate) -characteristics transmitted this way are described as heritable -genotypes versus phenotype *heritability estimates the proportion of the phenotypic variance (the behaviour) that can be accounted for by genetic variance *Heritability is a slippery concept much misunderstood

Question 29

What are some key points about heritability

Answer 29

*Genotype is the genetic make-up, something in your genes *Phenotype is the outward manifestation of that gene in observable behaviour *When we talk about heritability estimates, it is the proportion of phenotypic variance (observed behaviour) that can be accounted for by the genetic variance

Question 30

What are some key points about heritability

Answer 30

*Genotype is the genetic make-up, something in your genes *Phenotype is the outward manifestation of that gene in observable behaviour *When we talk about heritability estimates, it is the proportion of phenotypic variance (observed behaviour) that can be accounted for by the genetic variance

Question 31

Name the three approaches or scientific studies into the heritability of IQ?

Answer 31

*Family Design -correlation with 1st degree relatives -cannot disentangle environment *Adoption Studies -1st degree siblings reared apart -biologically unrelated relatives reared together -identical twins reared apart *Twin designs -identical (monozygotic MZ, share 100% DNA) reared together -Non-identical /fraternal (dizygotic, DZ, share 50% DNA) twins reared together

Question 32

Name the three approaches or scientific studies into the heritability of IQ?

Answer 32

*Family Design -correlation with 1st degree relatives -cannot disentangle environment *Adoption Studies -1st degree relatives reared apart -biologically unrelated relatives reared together -identical twins reared apart *Twin designs -identical (monozygotic MZ, share 100% DNA) reared together -Non-identical /fraternal (dizygotic, DZ) twins reared together

Question 33

What are the main (correlational) findings of the adoptive studies into heritability?

Answer 33

Adoption Studies -identical (MZ) twins reared apart: .78 (high - strong argument for genetic influence of intelligence) -1st degree Siblings reared apart: .24 (low)

Question 34

What are the main (correlational) findings of the twin studies into heritability?

Answer 34

Twin designs -identical (Mz) twins reared together: .86 (high) -Non-identical (DZ) twins reared together: .60 (?)

Question 35

What are the main (correlational) findings of the twin studies into heritability?

Answer 35

Twin designs -identical (monozygotic MZ, share 100% DNA) reared together -Non-identical /fraternal (dizygotic, DZ, share 50% DNA) twins reared together

Question 36

What are the results of Family, Adoption & Twin Studies?

Answer 36

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Question 37

What have the twin studies taught us?

Answer 37

*The genetic influence on intelligence is significant -low to no heritability when not genetically related; high heritability with identical twins *The effect of environment explains some variance *The effect of shared environment on IQ scores decreases with age -strikingly different correlations in IQ between unrelated children (.32) and unrelated adolescents & young adults (.02) *Was Galton correct? (to some extent)

Question 38

What are the key points involved in epigenetics?

Answer 38

*Epigenetic tags sit on the gene and can turn the gene on or off without interfering with the underlying genetic code on the genome *The epigenome is the gene expression pattern, whcih is shaped by the environment *At fertilisation, most, but not all epigenetic tags are removed *As the embryo develops the epigenome of each twin is similar, but signals from the environment activate the epigenetic tags causing differences between the twins. *Diet, exercise, environment, drug use and so on influence the epigenetic tags on each twin uniquely leading to individual differences in each twin

Question 39

What are the key genetic influences on environmental measures?

Answer 39

*The parental influence on intelligence -cannot separate the individual from the environment e.g. is parent’s reading to children nature or nurture?

Question 40

What are the main tests used for testing intelligence?

Answer 40

*Children’s testing -The Binet-Simon Test & Stanford-Binet -Generation of IQ *Adult’s testing: -Wechsler Adult intelligence scale (WAIS) -Verbal (GK, Vocab, Comprehension, Arithmetic) -Performance (Object assembly, Picture completion) -Cattell’s Culture Fair test - non-verbal IQ -Progressive Matrices

Question 41

What has influenced the progress of intelligence testing since 1910?

Answer 41

*Enhanced Cognitive Theory *Leading to Better Cognitive tests *Improvements in understanding of cognitive ability *Better educational and clinical support & intervention

Question 42

What have been the main changes in intelligence testing as it has progressed

Answer 42

*Theories have moved from a single theory of ‘g’ (SB, SB-R, SB-3) *to include pairs of ability (WISC, WAIS, WISC-R, WAIS-R, SB-4), *to testing now offering a more comprehensive testing of broad and specific abilities (SB-5, WISC-III, WAIS-III, WISC-IV,)

Question 43

The Binet-Simon was the first test of intelligence, created in 1905. What were the main aspects it covered?

Answer 43

*It was a test for children (aged 5-12 years) *The focus was on Judgement, attention & reasoning

Question 44

Lewis Terman took the Binet-Simon test to America and standardised. What did he neglect to do?

Answer 44

Whilst Terman improved the test, he neglected to ensure it had cross-cultural sensitivity

Question 45

In 1916 the Stanford-Binet was formed. What did William Stern bring to the mix?

Answer 45

William Stern produced the Mental Age measure for IQ: Mental Age divided by Chronological Age x 100 = IQ thus if child performs to age IQ = 100 if 8yr old has mental age of 10 = 125 If 16 yr old has mental age of 20 = 125 *However, this process does not work with adults!

Question 46

Provide a brief history of the Stanford-Binet intelligence test

Answer 46

*Initially developed for children/young people 1908 - first developed by Binet-Simon 1916 - SB-1 first Stanford-Binet test 1937 - SB-2 -age extended to 22 years old -standardised & scoring standards improved 1960 - SB-3 -Deviation IQ introduced 1986 - SB-4 -Incorporated Gf, Gc, Gsm (visual reasoning, quantitative reasoning, short term memory) 2003 - SB-5

Question 47

What are the psychometric properties of the Stanford-Binet - 5 (SB-5)?

Answer 47

*Internal consistency Testing: r= 0.95 - 0.98 *Test-Retest Reliability = r = 0.95 - 0.98 Inter-Scorer Reliability = r = ~0.90 Validity = High

Question 48

What are some of the other properties of the Stanford-Binet - 5 (SB-5)?

Answer 48

*Developed by Lewis Terman & Maude Merill *It is founded on the CHC model of intelligence *It is based on verbal & non-verbal sub-sets *It provides composite scores and an overall IQ score *It has excellent psychometric robustness

Question 49

What is the format of the Stanford-Binet - 5 (SB-5)?

Answer 49

*Book 1 = routing book (starting point is gauged from the routing book) * Book 2 = Non-verbal tests * Book 3 = verbal tests The Sub-tests are: -Fluid Reasoning -Knowledge -Quantitative Reasoning -Visual Processing -Working Memory

Question 50

What is the interpretation scale of the Stanford-Binet - 5 (SB-5)?

Answer 50

145-160 = Very Gifted 130-144 = Gifted 120 - 130 = Superior 110-119 = High Average 90 - 109 = Average 80 - 89 = Low Average 70 - 79 = Borderline Impaired 55 - 69 = Mildly Impaired 40 - 54 = Moderately Impaired

Question 51

Provide some key developmental aspects of the Wechsler Adult intelligence Scale (WAIS-IV)

Answer 51

*It is based on a points scale NOT an Age scale *WAIS, WAIR-R, & WAIS-III: were tests of Verbal and Performance Scales organised with ascending difficulty *In 2003 the WAIS IV was developed to change this *The WAIS-IV is made of 10 core sub-sets and 5 supplemental sub-sets

Question 52

What are the 10 core sub-sets of the Wechsler Adult intelligence Scale (WAIS-IV)

Answer 52

1. Block Design 2. Similarities (how is summer like to winter?) 3. Digit Span (List of numbers to remember) 4. Matrix Reasoning (complete the pattern) 5. Vocabulary (what does this word mean?) 6. Arithmetic (maths) 7 Symbol Search (Match the pattern) 8 Visual Puzzles (which shapes make the big one) 9 Information (Responses to questions) 10 Coding (symbols represent letters/numbers, Processing Speed is included)

Question 53

What are the 4 indices of the Wechsler Adult intelligence Scale (WAIS-IV) and which of the 10 core sub-sets do they encompass

Answer 53

*Perceptual Reasoning Scale -1. Block Design, 4. Matrix Reasoning, 8 Visual Puzzles *Verbal Comprehension Scale -2. Similarities, 5. Vocabulary, 9 Information *Working Memory Scale -3. Digit Span, 6. Arithmetic *Processing Speed Scale -7 Symbol Search, 10 Coding

Question 54

What are the 5 Supplemental Subsets of the Wechsler Adult intelligence Scale (WAIS-IV) and which can be substituted with one of the 10 core sub-sets?

Answer 54

1. Letter-Number Sequencing 2. Figure Weights 3. Comprehension 4. Cancellation 5. Picture Completion *Letter-Number Sequencing (e.g. 1, 3, c, 7, have to recall the letters then the numbers still in order) can be substituted for 3. Digit Span core sub-test

Question 55

Provide some background detail of the Wechsler intelligence Scale for Children (WICS-IV)

Answer 55

*This test is focused on the CHC Model of Intelligence *The Outcomes are the same as the WAIS (Full Scale IQ, 4 sub-sets) *Standardisation is stratified & based on 2,200 6-16.11 year olds

Question 56

List the similarities between the SB-5 and the WAIS-IV

Answer 56

* developed in 2003 * normed to 2,200 people (stratified) * take about same completion time * Full Scale IQ &sub-tests *Short forms *CHC model & presence of g *Very comparable scoring generally

Question 57

The Bar-on Emotional Quotient Inventory (EQ-I) Is a measure of Emotional Intelligence, what are some key points about this test?

Answer 57

*EQ-I comprises 133 items e.g. I am in touch with my emotions *the EQ-I is not suitable for children *The EQ-I Relates to potential for performance rather than actual performance *The EQ-I has 15 Factorial components e.g. self regard, problem solving, stress tolerance, happiness,

Question 58

When choosing an intelligence test, what considerations will help you choose the most appropriate test?

Answer 58

*The Sample: -young, impaired, pre-morbid? *Reliability & Validity *Time *What do you want to achieve? *what are the Gold Standards?

Question 59

What are the WAIS-IV Sub-Tests?

Answer 59