Week 8 & 9 Flashcards
What is intelligence?
involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a
narrow academic skill, or test-taking smarts. Rather it reflects a
broader and deeper capability for comprehending our surroundings—“catching on,” “making sense” of things, or “figuring out”
what to do.
What is positive manifold?
General positive correlation across tasks
What are factors?
subgroups that correlate i.e. reading and spelling correlate as do arithmetic and mathematics
Who was Charles Spearman?
Statistician who discovered ‘g’ > the symbol for intelligence that underlies all cognitive ability or mental energy. For example, people with higher IQ had more ‘g’ available to them.
A measure of intelligence > the ‘g’ test
Describe Guilford’s Model of Intelligence (1867)
Depicted as a cube, this model embraces 120 independent and separate factors. For example;
Operations > cognition, memory, convergent/divergent production, evaluation
Products > Units, classes, relations, systems, transformations, implications
Contents > figural, symbolic, semantic, behavioural
Might consist of an analogy question i.e. poetry is to prose as dance is to a) music b) walk c) sing d) talk
This translates to cognition > semantic > relations
Why was Guilford’s (1967) Model of Intelligence discredited?
Didn’t explain a lot about intelligence per se, assumed many things were independent of each other when positive manifold has been proven to exist.
Describe Thurston’s Primary Abilities Model
Comprised seven primary abilities that are still used today, although no longer independent > they are correlated:
V: verbal comprehension + meaning i.e. what does the word delineate mean?
W: word fluency i.e. how many words can be made from the letters G-E-N-E-R-A-T-I-O-N?
N: Number facility i.e. simple maths - 7 x 12 = ?
S: Space i.e. are there two items the same or are they mirror images?
M: Memory i.e. repeat these numbers forward and backward
P: Perceptual speed i.e. quickly grasp similarities and differences
I: Induction i.e. finding a rule or principle
Describe Vernon’s (1950) Model of Intelligence.
A hierarchical model developed with military assistance and used to recruit army personnel with 13 different cognitive tests.
g (top row - major group factors)
v:ed + k:m (second row - minor group factors )
specific factors (third row)
Describe Carroll’s 3-tier Model of Intelligence
Current most popular model - hierarchical, evidence based, universal.
From his meta-analytic work, Carroll developed a three-stratum theory of intelligence. This theory postulates that all factors resulting from the analysis of cognitive ability measures can be classified as being at one of three strata, which refer to the levels of the factors’ abstractness
General ‘g’ (striatum three)
Broad (striatum two)
> field intelligence G(f)
> crystallised intelligence G(c)
> general memory + learning G(y)
> broad visual G(v)
> broad auditory G(u)
> retrieval G(r)
> cognition speed G(s)
> processing speed G(t)
Narrow (striatum one)
Individual tests i.e. G(f1) G(f2) G(f3).. G(c1) G(c2) G(c3)…
What is the CHC Model of Intelligence?
The Catell-Horn-Carroll (CHC) theory of intelligence represents a combination of two previously proposed theories of cognitive abilities, the theory of fluid and crystallised intelligence (or Gf-Gc theory) associated with Catell and Horn, and John Carroll’s three-stratum theory of cognitive abilities
The model shows that factors are not independent of each other i.e. G(f) and G(c) are correlated .4/.5 of each other. For example, People aged 60+ decline in G(f), but maintain G(c).
What are the two main factors that influence IQ?
Nature/nurture
Environmental factors
What factors influence the IQ of monozygotic twins?
Nature and nurture. As they are essentially of the same biology and likely exposed to same/very similar nurturing and environmental influences, it is impossible to determine which has more influence. Monozygotic twins reared together have an IQ correlation of .85.
What factors influence the IQ for dyzygotic twins?
As these twins are essentially siblings born at the same time, their intelligence is best influenced by environmental or nurturing factors alone. The intelligence of dyzygotic twins reared together is .58.
Describe some of the environmental influences on IQ
Pre-natal early development influences e.g. complications during labour, birth weight, anoxia)
Malnutrition and famine e.g. calories are connected to IQ
Family background e.g. income, education, parental occupation, family atmosphere
Psychosocial factors e.g. quality of language, opportunities for enlarging vocabulary, appreciation of achievement > these are highly correlated with cognitive growth (.69)
Amount of schooling is highly correlated to IQ (.69)
Describe the advantages of conducting individual tests.
Extra clinical information e.g. how does the person answer, do they give up easily
Maximises motivation
Makes allowances for fatigue and handicaps
For which cohorts are individual tests required?
Young children
Brain damaged patients
Psychologically disturbed
Intellectually disabled
ANY clinical assessment
What are some of the advantages of group tests?
Ease and efficiency of scoring and administration
Less skill and training is required on the examiners part
Quite reliable and standardisation samples are usually large
Economical as the test booklets are re-usable
What are some of the disadvantages of group tests?
Hard to gauge motivation, rapport and anxiety, which act as moderators in a test situation
Limited response choice i.e. multiple choice answers don’t allow for full richness obtained in individual tests
Individual differences are not catered for > not all tests are equally applicable to all subjects. , that is some get bored because they’re too easy or lose focus because they’re too hard
What are the different formats in which group tests can be conducted?
verbal vs. non-verbal
power vs. speed (timed)
multiple choice vs free recall
multilevel testing
adaptive computer testing
What are some of the challenges associated with computerised testing?
Computerised tests tend to lag well behind recent research findings
Ethical concerns have not yet caught up with technology
20% of the population dislike computers
They miss non-verbal and emotional behaviours that can moderate a tests performance
Describe the Multidimensional Aptitude Battery - Verbal Scale
Usually measures G(f) or G(c) or memory
Measures dimensions/aptitudes
Uses the subtests of the WAIS (adults) and translates aptitudes into a paper/pen version
standardised administration/measures
has two halves > verbal and performance scale for example, x5 verbal items and x5 performance items - timed!
Measures arithmetic only, not attention or other factors
Have to be able to read to do this test
Describe the Multidimensional Aptitude Battery - Performance Scale
Harder to do as timing a problem into a pencil/paper test e.g picture completion
Doesn’t include a spatial task but still taps visualisation tasks test
Object assembly i.e. jigsaw completion
7 minute timed tasks
Provides x10 sub-scales of information
Internal consistency is good (young .8+ correlation)
Reliability and validity quite good
Australian Centre Education Research (ACER) Qualitative Reasoning Test
The ACER Abstract Reasoning Test assesses student ability to use non-verbal reasoning skills. Such reasoning is widely applicable across the curriculum, and beyond school, and is related to scholastic outcomes. Such items are particularly useful when assessments need to be done independent of language skills.
Used to screen people in a large group i.e. for cognitive testing.
Must consider norms such as age (i.e. for children) and if comparing culturally different i.e. Aus vs USA must use appropriate standards.
Written materials (reading) will always have the influence of G(c).
Correlates to .4/.5.
Overlaps G(f) and G(c).
Describe Ravens Progressive Matrices
Coloured matrices are used to test children aged 4-6 or people with disabilities - ideal for testing the non-verbal
Standard matrices used for adults and kids with suspected average IQ
Culture reduced tasks
A test that reduces the need for verbal instructions i.e. reading, speaking and answering
Four versions exist and each increases in difficulty
Kids like these tests; fun; icebreakers
Describe culture loaded tests
Typically better measures of G(c):
pen and paper tests
reading required
written responses
speeded tests
verbal content
recall of past/learned info
Describe culture reduced tests
Typically better measures of G(f):
performance tests
purely pictorial
oral responses
power tests
non-verbal content
solve novel problems (fluid)
Describe the Weschler IQ Tests
Most commonly used individual IQ tests
Only used to judge IQ and never used exclusively for clinical assessments, which need to be individual
Tests allow for anxiety/shortcomings
The test taker must have the opportunity to do their very best on that day
Psychologists are the only ones qualified to accurately administer and interpret IQ tests
What are the three Weschler Intelligence Scale Tests?
Weschler Scale for Preschool and Primary Intelligence (WPPSI-IV) for ages 4 - 7.7 yo
Weschler Intelligence Scale for Children (WISC-V) for ages 6.5 - 16.5 yo
Weschler Intelligence Scale for Children (WAIS-IV) for ages 16 - 89 yo
What are the primary considerations when administering Weschler tests?
Results must be compared to recent norms (they change over time)
The test taker must no complete an assessment less than 2 years to avoid practice effects (high test-retest)
Where there is age cross-over i.e. a 6yo would do either the WPPSI-IV or the WISC-V, the instructor must be guided by the referral (what is being tested?) If unsure, always scale up as advanced questions offer more information.
What are the subtests of the WAIS-IV?
Verbal comprehension G(c) - what is known about the culture we live in:
- Vocabulary (what does ship mean?)
- Similarities (how are a pear and a pomegranate alike?)
- Information (who is Ghengis Khan)
- (Comprehension: why do we wash clothes?)
Perceptual Organisation G(f), how well reasoning skills work with tasks never before encountered:
- Matrix reasoning
- Visual puzzles
- Block design G(v)
- (Picture completion G(v) G(c))
Working memory, not just about the maths but also attention, remembering the question?:
- Arithmetic (if you have 3 books and give 1 away, how many have you left?) G(f)
- Digit span (repeating lists of numbers backwards/forwards G(sm)
- (Letter/Number sequencing) G(sm)
Processing Speed:
- Symbol search
- Digit symbol/coding
- (Cancellation)
What are the two factorial model of the WAIS-IV?
Four factor model:
verbal comprehension
perceptual reasoning
working memory
processing speed
Five factor model:
Fluid reasoning G(f)
Crystallised intelligence G(c)
Visual processing G(v)
Processing speed G(s)
Short-term memory G(sm)
Describe Matrix Reasoning
Examinees complete the missing portion of a picture matrix by selecting one of five response options.
Core
Not timed
Broad: Gf, Gv
Describe the Stanford Binet (SB-V)
One test
Ages 2 - 90
Mean = 100, SD = 15
Allows comparisons across ages; compared to the WAIS-IV, the SB-V has an adaptive format
Most popular alternative to the Weschler scales in Australia
Not all subtests are administered to every client - they are age-appropriate i.e. level 1 is for pre-schoolers and level 6 tasks separate the gifted from the very gifted
What are the five factors that the SB-V tests that can be correlated to Carrolls Model?
Fluid reasoning = G(f)/fluid intelligence
Knowledge = G(c)
Quantitative Reasoning = G(c)
Visuo-spatial Reasoning = G(v)
Working memory = G(sm)
SB-V: Level 5 (average, every-day adult)
Non-verbal:
object series/matrices
picture absurdities (e.g. ice cube in bottom of water glass)
quantitative reasoning (x4 fruit = 2 bottles of juice, how many bottles does x12 fruit produce?)
form patterns
working memory
Verbal:
knowledge/vocabulary
verbal analogies (yellow is to colour as daisy is to?)
quantitative reasoning (maths task - more about the maths than attention.memory)
position + direction
last word (remember the last word in every sentence)
