week 7 intelligence

Question 1

Intelligence Tests: Construct Validity

Answer 1

Need to know how test developer defined intelligence, for example:

Spearman’s g:
Factor analysis should yield a single large common factor that indicates the different questions or tasks largely reflected the underlying characteristic (g).

Thurston’s PMA theory
No single factor should be expected to dominate, but instead many different factors reflecting a diverse set of abilities.

CHC model
Expect hierarchical structure- basis for many modern IQ tests

Question 2

Revision: CHC Hierachical Model

Answer 2

Stratum 111 Pervasive “g” general intelligence

Stratum 11	Broad		Carroll’s list  (others have added) 
					Fluid IQ/Reasoning (Gf)
					Crystallised IQ/Knowledge (Gc)
					Domain Specific Knowledge (Gkn)
					Visual/Spatial (Gv) 
					Broad Retrieval/Memory (Gr)
					Cognitive Processing Speed (Gs)
					Decision/Reaction Time (Gt)
					Auditory Processing (Ga)

Stratum 1 Specific Carroll’s list (others adding to it)
- approx. 70 specific abilities, e.g., general verbal knowledge (Gc narrow ability)

Question 3

Summary of Stratum II (Conceptual Groupings)

Answer 3

Motor > Gp (psychomotor abilities
Perception > Gv, Gk, Ga, Go, Gh
Fluid Reasoning > Gf, Gsm(short-term mem)
Knowledge > Gc, Gq, Grw
Speed > Gps (psychomotor speed), Gt(speed of percept), Gs(attentional Fluency), (Glr) Learning Efficiency & retrieval fluency

Question 4

Tests Informed by CHC Model

Answer 4

Kaufman & Kaufman (2004)

• revised KABC-II
• CHC primary organisational structure

Elliott (2007)

• revised Differential Abilities Scales (DAS-II)
• heavy CHC influence

WISC-IV (2003), WISC-V (2016), and WAIS-IV (2008)
- heavy influence by CHC theory

Woodcock-Johnson III (2001, 2007)
- heavy influence by CHC

Stanford-Binet V5 (2003)
- heavy influence by CHC

Question 5

Measuring Intelligence: The Beginning

Answer 5

Binet’s revolution
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)

Question 6

Evolution of the Binet Scale

Answer 6

The Stanford-Binet Intelligence Scales
The first published intelligence test with clear instructions on use
The first test to introduce the concept of an alternate item
Ratio IQ: the ratio of the test-taker’s mental age divided by his or her chronological age, multiplied by 100 to eliminate decimals:

RATIO IQ = Mental age/chronological age x 100

Question 7

What is each child’s ratio IQ?

Fred has a mental age of 6 years, and a chronological age of 6 years.

Answer 7

MA/CA X 100 = 6/6 X 100 = 100

Question 8

Charlie has a mental age of 10 years and a chronological age of 8 years.

Answer 8

MA/CA X 100 = 10/8 X 100 = 125

Question 9

Charlie stays two years ahead, what is his ratio IQ when he is 10 years of age?

Answer 9

MA/CA X 100 = 12/10 X 100 = 120

Question 10

Standford-Binet-III

Answer 10

Third edition 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

Fourth Edition:
Point scale implemented
Subtests organised by category of item rather than the age

Question 11

Stanford-Binet-5

Answer 11

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

Draws from CHC model

Question 12

CHC and Corresponding SB5 Factors

Answer 12

see slide 12 for picture

Question 13

Weschler Tests

Answer 13

Wechsler dissatisfied with Stanford-Binet (designed for children originally)
devised 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

Question 14

Wechsler Tests

are what?

and work under what premise?

Answer 14

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
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

Question 15

Sample Similar Tasks (Sattler, 2016)

Answer 15

Block design: reproduce designs using 2, 4 or 9 blocks

Similarities: “In what way are a pencil and a piece of chalk alike?”

Matrix Reasoning: complete the series

Digit Span: repeat digits forwards, backwards, and in order

Coding: Quickly copy symbols from a code in a set time

Question 16

Sample Similar Tasks (Sattler, 2016) part 2

Answer 16

Figure weights: Select choice that balances scale

Visual Puzzles: Select three pieces that make the design

Picture Span: Look at one+ nameable objects then find in a set with other pictures

Symbol Search: Quickly find and indicate if a symbol is present in an array

Vocabulary: e.g., “What is a ball?”

Question 17

WAIS Evolution

WAIS stands for what?

Answer 17

1939 – original Wechsler-Bellevue Intelligence Scale
1955 – Wechsler Adult Intelligence Scale (WAIS)
1981 – WAIS-R
1997 – WAIS-III (3rd Ed)
. to this point, almost 80% original
. improvements in presentation and focus on cultural fairness
2008 – WAIS-IV
substantial changes (reflect CHC developments)
~ new subtests, some subtests dropped
~ dropped PIQ and VIQ composites
~ normed with WMS (What is expected memory functioning given IQ?)

Question 18

WAIS-III (1997): Structure

Answer 18

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)

Question 19

WAIS-IV (2008)

Answer 19

see slide 21

Question 20

CHC Theory & WAIS

Answer 20

Stratum 111 Pervasive “g” general intelligence

Stratum 11	Broad		Fluid IQ/Reasoning (Gf)
					Crystallised IQ/Knowledge (Gc)
					Domain Specific Knowledge (Gkn)
					Visual/Spatial (Gv) 
					Short-term Memory (Gsm)
					Cognitive Processing Speed (Gs)
					Decision/Reaction Time (Gt)
					Auditory Processing (Ga)

Stratum 1 Specific - some specific abilities

Question 21

Weschler Intelligence Scale for Children (WISC)

Answer 21

Many revisions over the years
WISC 1949
WISC-R	1974
WISC-III	1991
WISC-IV 2003
WISC-V	2016

WISC-V designed for assessment of children aged 6:0 -16:11

Question 22

WISC-V Overview

Answer 22

10 primary subtests
Full Scale IQ (FSIQ) and the five primary index scores
Perceptual reasoning now split into visual spatial and fluid reasoning

6 secondary subtests
Ancillary and expanded index scores
Substitute for a primary subtest in calculation of FSIQ if admin is spoiled

(5 complementary subtests- US/Q-interactive only)
Only on Q-interactive (iPad) administration
US norms

Question 23

WISC V Subtests and CHC

Answer 23

see slide 25

Question 24

WPPSI

Answer 24

The Wechsler Preschool and Primary Scale of Intelligence was developed to assess young children

WPPSI 1967
WPPSI-R 1989
WPPSI-III 2003
WPPSI-IV 2012
 Two batteries: 
  - Ages 2:6-3:11
  - Ages 4:0-7:3

Question 25

WPPSI-IV & CHC

Answer 25

see slide 27

Question 26

Infancy and Early Childhood

Answer 26

Conceptualisation of intelligence in infants & young children is different Includes motor and sensory abilities Assessment of infants/young children requires unique skills Shorter attention Limited response options Less stable than later assessments, useful in differential diagnosis, early identification of needs, informing intervention/goals

Question 27

Mullen Scales of Early Learning (Mullen, 1995)

Answer 27

Individual assessment suitable from birth to 68 months of age Theoretical basis: information processing and neurodevelopmental theories Five subscales - Subscale scores (T-scores, Mean = 50, SD =10) - Cognitive: Visual reception, fine motor, receptive language, and expressive language - Combine for an Early Learning Composite (“g”) - Gross Motor

Question 28

Administration

Answer 28

Individual vs. Group Common features of individual adaptive tests: -Routing Test & teaching items -Basals & ceilings (https://www.pluralpublishing.com/media/media_acdc_SamplePages.pdf) -Queries/prompts Behavioural observations: more to testing that the numbers!

Question 29

Individual vs. Group Testing

Answer 29

``` Emerged in response to need for assessments for US military Army Alpha Test Army Beta Test More recent tests, e.g., Raven’s matrices Economic/efficiency benefits More widely used than individual tests ```

Question 30

pros & cons of traditional group testing

Answer 30

see slide 32

Question 31

Adaptive Testing:Routing Test & Teaching Items

Answer 31

Adaptive testing: testing tailored to test-taker Routing test/item: task to direct examinee to particular questions -Direct to items at an optimal level of difficulty Often contain teaching or practice items Illustrate response required to ensure understanding of task requirements Qualifying items Check sufficient skills for subtest E.g., WISC sequencing component of digit span (counting to 3), and for letter-number sequencing (counting to 3 and alphabet to C) If don’t qualify treat subtest as missing/invalid

Question 32

Basal

Answer 32

Adaptive tests have rules for starting/ reversing/finishing subtests -Scaled from easiest (floor) to hardest (ceiling) Starting point: Floor (for individual) -E.g., answers two consecutive items correctly Reversing -E.g., test-taker does not obtain perfect score on either first or second item, then reversal items administered until perfect scores obtained on two consecutive items (floor) Basal: base level criteria in a subtest for test-taker after start/reverse rules applied

Question 33

Ceiling

Answer 33

Ceiling: highest item completed for test-taker based on discontinue rules Discontinue rules tell you when to stop administration for a particular subtest, may be: - Number of items in a row incorrect (e.g., similarities, vocabulary, matrix reasoning tasks) - Multiple trials of a task incorrect (e.g., number of digits recalled- both trials of X items incorrect) - Time lapse (e.g., coding, symbol search, cancellation tasks)

Question 34

Benefits of Adaptive Testing

Answer 34

Why are starting rules a good thing? - Sets a reasonable difficulty level- no lull into “false sense of security” or frustration - Facilitates rapport Why are discontinue rules a good thing? - Reduce test-taking time - Reduce test-taker frustration - Maximum information in minimum time

Question 35

Queries/Prompts

Answer 35

Used to clarify task requirements or to clarify ambiguous answers -(Q): say “What do you mean?” or “Tell me more about it

Question 36

Behavioural Observations

Answer 36

Assessment starts the moment the client comes to the clinic What does to client look like and act like How do they present during the interview and/or assessment? Is the client providing the best assessment of their current abilities? - Test-taking effort e.g. cooperativeness, motivation, interest, response to failure - Physiological factors – pain, sensory problems - Psychological factors – depression, anxiety

Question 37

Behavioural Observation Sample Record Form (Paynter & Fothergill, 2015)

Answer 37

see slide 39

Question 38

Scoring: Key terms

Answer 38

Scaled scores (M = 10, SD = 3): age standardised score on subtests (e.g., WISC) Composite scores (M = 100, SD = 15): age standardised score on composites and FSIQ Confidence interval: margin of error for true score (conventionally use 95%) Percentile ranks equal to or better than this percentage of children’s scores in the normative sample Descriptor – verbal description of performance (e.g. Average, low average)

Question 39

Why Transform Raw to Standard Scores?

Answer 39

Max Range of Raw Scores Vary Scaled scores transform ranges for easier profiling and comparison across subtests (see slide 41)

Question 40

Weschler Test Scores & Descriptors

Answer 40

see 42

Question 41

Descriptive labels in SB-5

Answer 41

``` 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 ``` Note similar to Weschler test categories

Question 42

Successive-level approach(e.g., Sattler et al. 2016)

Answer 42

Interpretation of intelligence tests based on successive level approach 1. Global composite (e.g., Full Scale IQ, GAI) 2. Index scores (e.g., VCI, FR, VS, WM, PS) 3. Subtest level (e.g., vocabulary) 4. Item level (e.g., error patterns in subtests) 5. Qualitative analysis (e.g., behavioural observations of problem-solving strategies)

Question 43

WAIS-IV example: Interpretation of Index and FS Scores

Answer 43

``` VCI = Verbal Comprehension Index PRI = Perceptual Reasoning Index WMI = Working Memory Index PSI = Processing Speed Index FSIQ = Full Scale IQ GAI = Global Ability Index (FSIQ without effects of memory) ``` (X = 100, SD = 15)

Question 44

Interpretation of Subtest Scores

Answer 44

(X = 10, SD = 3) See slide 46

Question 45

Issues in IQ Testing

Answer 45

No construct in psychological measurement generates as much debate and controversy as that of intelligence. Concerns are rooted in both misconceptions and genuine concerns about how intelligence scores have been used historically, and are used today. One such misconception is that the intelligence quotient, or IQ is a measure of a person’s worth. Intelligence testing is still widely used despite concerns that it discriminates against minority ethnic groups, women, disabled people and those with reduced access to education and civic benefits.

Question 46

Culture

Answer 46

Items on an intelligence test tend to reflect the culture of the society where the test is employed and thus many theorists have expressed a desire to develop a culture-free intelligence test. Culture-free intelligence tests are difficult if not impossible, and thus “culture-fair” intelligence tests began to be developed. Culture loading: the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture

Question 47

Australian Adaptation of WAIS-R: Information Subtest

Answer 47

USA Questions Australian Questions What are the colors What are the colours in the American flag? in the Australian flag? Name four men who have Name four men who have been president of the US? Prime Minister of Australia? Who was Louis Armstrong? Who was Donald Bradman? In what direction would you In what direction would you travel if you went from travel if you went from Chicago to Panama? Adelaide to Darwin? What is the population of the What is the population of United States? Australia?

Question 48

Stability of Intelligence

Answer 48

Intelligence in adulthood appears to be relatively stable. Gold et al. (1995) compared archival intelligence test data from World War II to intelligence test data acquired 40 years later from a sample of 326 veterans and found stability in measured intelligence over time. Young adult intelligence was found to be the most important determinant of cognitive performance as an older adult. Ivnik et al. (1995) found that verbal intellectual skills tended to be highly stable over time, but newly learned information was much less stable. In later adulthood (beyond age 75 especially), a decline in cognitive ability has been noted.

Question 49

Stable...BUT…Flynn Effect

Answer 49

Flynn effect: the progressive rise in intelligence test scores in the population that is expected to occur on a normed intelligence test from the date when the test was first normed James Flynn: https://www.youtube.com/watch?v=9vpqilhW9uI&feature=youtu.be

Question 50

Example of FE: Change in Scores: WAIS-R (1981) to WAIS-III (1997)

Answer 50

Study (Wechsler, 1997) - 192 adults; age 16-71 years completed both tests between 2-12 weeks apart - Higher scores on older norms- shows Flynn effect ___ WAIS-R (1981) WAIS-III (1987) Diff Scale M (SD) M (SD) VIQ 103.4 (14.5) 102.2 (15.1) -1.2 PIQ 108.3 (14.4) 103.5 (15.4) -4.8 FSIQ 105.8 (14.3) 102.9 (15.2) -2.9 * Norms date by 1/3 to 1/2 IQ points per year * Are people getting smarter?

Question 51

The Flynn Effect

Answer 51

In the past 60 years, intelligence scores have risen steadily by an average of 27 points.

Question 52

Intelligence: What we do know?

Answer 52

Heredity sets limits on a child’s potential, environment permits potential to be actualised Environments can restrict or promote IQ Genetic influences increases with age -20% infancy, 40% childhood, 60% adult, 80% older Cannot measure innate potential – only actual behavior Fairly stable beyond childhood within an individual, but changes over time at population level (Flynn effect)

Question 53

Intelligence: What we do know? GENDER,CULTURE,IMPORTANCE

Answer 53

Gender differences almost non-existent - Females language acquisition, vocabulary - Males spatial perception, mental rotation, more variability and overrepresented at extremes Culture needs to be acknowledged in designing tests and interpreting scores Big business and concerning history of use and abuse (e.g., eugenics) --Important area for psychology and ethics

Question 54

1. Which of the following is not a WAIS-IV index? a) Verbal comprehension b) Quantitative reasoning c) Perceptual reasoning d) Processing speed

Answer 54

answer = : (b)Quantitative reasoning, is NOT a wais-iv index THE ACTUAL 4 are: Verbal Comprehension Index (VCI) Perceptual Reasoning Index (PRI) Working Memory Index (WMI) Processing Speed Index (PSI)

Question 55

Jane is 8 years of age, but has a mental age of 6 years, what is her ratio intelligence quotient? a)80 B)86 c)133.33 d)75

Answer 55

answer = d) 75 ratio iq = mental age/chronological age *100 = 6/8 = .75 *100 =75