Theories of Intelligences, Binet Scales, and Wechsler Scales

Intelligence

It may be defined as multifaceted capacity that manifest itself indifferent ways across the lifespan.

Intelligence

includes the ability to: acquire and apply knowledge, reason logically, plan effectively, infer perceptively, make sound judgment and solve problems, grasp and visualize objects, pay attention, be intuitive, find the right words and thoughts facility, cope with, adjust to, and make the most of new situation.

1. THE BINET-SIMON SCALE

2. SPEARMAN'S TWO FACTOR THEORY OF INTELLIGENCE

3. TERMAN'S STANFORD BINET INDIVIDUAL INTELLIGENCE TEST

4. THORNDIKE'S STIMULUS RESPONSE THEORY (1920)

5. L.L. THURSTONES MULTIPLE FACTORS THEORY OF INTELLIGENCE

6. RAYMOND CATTELL'S THEORY ON FLUID AND CRYSTALLIZED INTELLIGENCE

7. STERNBERG'S TRIARCHIC THEORY OF INTELLIGENCE

Theories and Definition of Intelligence

( Alfred Binetand Theodore Simon)

1. THE BINET-SIMON SCALE (People)

1. THE BINET-SIMON SCALE

•Define intelligence based on intelligence quotient or IQ is evolved

•The IQ is the ratio of mental age to chronological age with 100 as the average

MENTAL AGe

The average age of individuals who achieve a particular level of performance of a test

8/10 x 100 = 80

An 8 years old who passes the test for 8 years old has an IQ of 100 which is the average for his or her chronological age. Meanwhile an 8-years old who passes the test for 10 years old has an IQ of

2. SPEARMAN'S TWO FACTOR THEORY OF INTELLIGENCE

factor that Spearman and others believed underlies specific mental abilities

measured by every task on an intelligence test

g factor

s factor

The performance of any intellectual act requires combination of ____" available to same individual to the same degree for all intellectual acts and "____" which are specific to that act.

2. SPEARMAN'S TWO FACTOR THEORY OF INTELLIGENCE

•The theories explain that if one knows how a person performs on one task that is highly saturated with "g", one can safely predict a similar level of performance for another highly "g" saturated task. Prediction of performance on tasks with high "s" factor is less accurate

Terman'sStanford Binet Individual Intelligence Test

The classic formula for the IQ is: IQ = mental age divided by chronological age x 100.

By far, the ____ is considered as the best available individual test of intelligence.

4. THORNDIKE'S STIMULUS RESPONSE THEORY

•His proposition stated that stimulus response connections that are repeated are strengthened while those that are not used are weakened

(1920)

4. THORNDIKE'S STIMULUS RESPONSE THEORY (year)

Intelligence test

Mechanical Intelligence

Social Intelligence

Thorndike drew an important distinction among three broad classes of intellectual functioning

Intelligence test

is measured by standard intelligence test.

Mechanical Intelligence

is the ability to visualize relationships among objects and understand how the physical world works

Social Intelligence

is the ability to function successfully in interpersonal situations

trial and error and stimulus response association.

Thorndike is cited for his work on what he considered as two most basic intelligence

Factor Analysis

statistical procedure that identifies clusters of related items (called factors) on a test

used to identify different dimensions of performance that underlie one's total score

5. L.L. THURSTONES MULTIPLE FACTORS THEORY OF INTELLIGENCE

•His Multiple Factors Theory of Intelligence indentified 7 primary mental abilities

verbal comprehension, word fluency, number facility, spatial visualization, associative memory, perceptual speed and reasoning

His Multiple Factors Theory of Intelligence indentified 7 primary mental abilities: (7 abilities)

FLUID INTELLIGENCE

essentially non-verbal which involves adaptive and new learning capabilities, related to mental operations and processes on capacity, decay, selection and storage of information

(Gf)

are non-verbal, relatively culture free and independent of specific instruction

CRYSTALLIZED INTELLIGENCE

the accumulation of information, skills and strategies that people have learned through experience.

It refers to our ability to call up information from long term memory

(Gc)

-acquired skills and knowledge that are dependent on exposureto a particular culture as well as formal and informal education.

CONTEXTUAL INTELLIGE

emphasized intelligence on its sociocultural context

CONTEXTUAL INTELLIGE

Example: intelligence for a child requires adaptive behavior that is not required for an older person. Similarly it may be stated that intelligence for a Filipino child who are deprived of the basic needs requires adaptive behavior that is not required of an American child etc.

EXPERIENTIAL LEARNING

emphasized insight and ability to formulate new ideas and combine seemingly unrelated facts or information

EXPERIENTIAL LEARNING

Habitual, highly practiced ways of dealing with the environment are not true indicators of intelligence, rather it is the way a person responds to an event that is new, novel and even unexpected that show how smart he or she is.

COMPONENTIAL INTELLIGENCE

the effectiveness of informational processing.

Component

cognitive mechanism that carry out adaptive behaviorto novel situations

Cognitive mechanism

equivalent to the skills, knowledge and competencies that a person would have acquired mainly through education and experience

Performance-

Metacomponents-

Two kinds of components:

Performance

used in actual execution of the tasks, includes encoding, comparing etc. Administeringthe instructions of metacomponents

Metacomponents-

higher order executive processes used in planning, monitoring and evaluating one's working memory program. Involved in planning what is going to do, monitoring what one has done upon completion

Theory of Multiple Intelligences

H. Gardner's intelligence theory that proposes that there are eight distinct spheres of personality.

1. Linguistic Intelligence

2. Logical-Mathematical Intelligence

3. Bodily Kinesthetic Intelligence

4. Spatial Intelligence

5. Musical Intelligence

6. Interpersonal Intelligence

7. Intrapersonal Intelligence

8. Naturalist Intelligence

Theory of Multiple Intelligences

1. Linguistic Intelligence

WORD SMART

• The ability to use language to

excite, please, convince,

stimulate or convey

information

• Novelist, poets, teachers

journalist, story tellers, actors,

orators, comedians and

politicians

Logical-Mathematical Intelligence

LOGIC SMART

The ability to explore patterns, categories and relationship

by manipulating objects or symbols and to experiments in

controlled orderly ways

• People who display an aptitude for numbers, reasoning and

problem solving.

• Mathematicians, scientist, computer engineers and

programmers, inventors, accountants, lawyers, detectives

and economist

3. Bodily Kinesthetic Intelligence

BODY SMART

•The ability to use fine and gross motor skills in sports, the performing arts and crafts production

•People who experience learning best through activity: games, movement, hands-on tasks, building

•Ballet and folk dancers, choreographers, sculptors, professional athletes, surgeons, watch makers, carpenters, circus performers.

4. Spatial Intelligence

PICTURE SMART

•The ability to perceive and mentally manipulate a form or object, perceive and create tension, balance and composition in visual or spatial display

•Children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand.

•Urban planners, engineers, surveyors, explorers, map designers, florists, interior designers, photographers, movie directors, set designers, cartoonist.

5. Musical Intelligence

MUSIC SMART

•The ability to enjoy, perform or compose a musical piece

•People who learn well through songs, patterns, rhythms, instruments and musical expression

•Composers, musicians, opera artist, signers, rappers, sound recording artist

6. Interpersonal Intelligence

PEOPLE SMART

•Is the ability to understand and get along with others

•People who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner

•Teachers, social workers, doctors, nurses, counselors, priests, nuns, politicians

7. Intrapersonal Intelligence

SELF SMART

•The ability to gain access to and understand one's inner feelings, dreams and ideas.

•They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves

8. Naturalist Intelligence

NATURE SMART

•

•Ability to identify and classify patterns in nature

•A person uses his or her naturalist intelligence in the was he or she relates to the environment

•People who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings

Intelligence Test

a method of assessing an individual's mental aptitudes and comparing them to those of others, using numerical scores

ALFRED BINET

The first intelligence test were developed by the French Psychologist

Stanford-Binet

The widely used American revision of Binet'soriginal intelligence test

revised by Termanat Stanford University

Mental Retardation

a condition of limited mental ability

indicated by an intelligence score below 70

produces difficulty in adapting to the demands of life

varies from mild to profound

Down Syndrome

retardation and associated physical disorders caused by an extra chromosome in one's genetic makeup

Genetic Influences

The most genetically similar people have the most similar scores

Heritability

the proportion of variation among individuals that we can attribute to genes

variability depends on range of populations and environments studied

Environmental Influences

The Schooling Effect

Group Differences

Group differences and environmental impact

Stereotype Threat

aself-confirming concern that one will be evaluated based on a negative stereotype.

•Measured intelligence may vary as a result of factors related to the measurement process.

•Just a few of the many factors that can affect measured intelligence are a test author's definition of intelligence, the diligence of the examiner, the amount of feedback the examiner gives the examinee (Vygotsky, 1978), the amount of previous practice or coaching the examinee has had, and the competence of the person interpreting the test data.

Other Issues of Intelligence tests

FLYNN EFFECT.

Another possible factor in measured intelligence is what is called the

seems to rise on average

James R. Flynn, of the Department of Political Studies at the University of Otago in New Zealand, found that measured intelligence ___ year by year, starting with the year that the test is normed.

Culture

Other Issues of Intelligence tests

Culture

•Items on a test of intelligence tend to reflect the ____ of the society where the test is employed.

culture-free intelligence test

The desire to create a ______ has resurfaced with various degrees of dedication throughout history.

•One assumption inherent in the development of such tests is that if cultural factors can be controlled then differences between cultural groups will be lessened.

Nonverbal Items

were thought to represent the best available means for determining the cognitive ability of minority group children and adults.

A.The Wechsler Intelligence Scale for Children (WISC)

B.The Wechsler Adult Intelligence Scale (WAIS)

C.Ravens Stanford Progressive Matrices Test

I. INDIVIDUAL TEST OF INTELLIGENCE

Group Ability Tests: Testing in Education, Civil Service and the Military

Structured Personality Test

II. GROUP TEST

A.Verbal Test: MD5 Mental Ability Test

B.Non Verbal: Culture Fair Intelligence Test

Group Ability Tests: Testing in Education, Civil Service and the Military

A.Minnesota Multiphasic Personality Inventory 2

B.Basic Personality Inventory

C.California Psychological Inventory

D.16 Personality Factors

E.Dimensions of Self Concept -Form H: College

F.Tennessee Self Concept Scale

G.Self Esteem Index

H.Differential Aptitude Test

Structured Personality Test

G. Bender Gestalt Visual Motor Test

E. Panukatng Ugalingat Pagkataong Pilipino

Other special Test

The Stanford-Binet Scales

• It was the first published intelligence test to provide organized and detailed administration and scoring instructions

• It was also the first American test to employ the concept of IQ.

1905

• For many years, the Binet scales were the preferred tests. They underwent many revisions after Binet's work in ___

1937 revised Stanford-Binet (Terman & Merrill, 1937)

Terman's revision in 1916 was followed by the

The 1960 revision of Stanford-Binet (Terman & merrill, 1960

gave way to a 1972 tests kit with revised norms, followed by the 4th edition of the scales published in 1986

2003

Stanford-Binet Fifth Edition, or SB-5.

The most recent revision of the scale appeared in ____, the ____

Very gifted or highly advanced

Measured IQ Range

145-160

Gifted or very advanced

130-144

Superior

120-129

High average

110-119

Average

90-109

Low average

80-89

Borderline impaired or delayed

70-79

Mildly impaired or delayed

55-69

Moderately impaired or delayed

40-54

The Stanford-Binet5thEdition (SB-5)

assesses five general cognitive factors, and each factor is tapped by both verbal and non-verbal subtest activities (Roid& Pomplum, 2005).

Fluid Reasoning

involves the ability to solve new problems and is measured by the following subtests;

Quantitative Reasoning

involves the ability to solve numerical and word problems as well as to understand fundamental number of concepts;

Visual-Spatial processing

involves the ability to see relationships among objects, to recognize spatial orientation, and to conduct pattern analysis.

Working Memory-

Involves the ability to process and hold both verbal and non-verbal information and then to interpret it;

Knowledge-

involves the ability to absorb general information that is accumulated over time through experience at home, school, work, or the environment in general

4,800

2-96

Final standardization of the SB-5included ____ participants ,ages 2-96 years.

Standardization

• Using 2001 U.S. Census figures, participants were sampled according to geographic region, community size, ethnic group, age group, and gender. Socioeconomic status was considered as well.

• In addition, SB-5 was administered to approximately 1,400 individuals from special populations (e.g., those with mental retardation, learning disabilities, attention deficit disorder, or speech / hearing impairments) to ensure the clinical usefulness of the scores.

Internal consistency

reliabilities ranged from .95 to .98 for IQ scores and .90 to .92 for each scores in five factors.

Test-retest reliabilities

across all age groups were generally high, in the .80's for factor scores and.90's for IQ scores

supportive evidence

When it comes to validity, ___ has been obtained (Roid & Pomplum, 2005)

Correlations

between SB-4 IQ on 1986 and SB-5 IQ was .90

.84

.82

Correlations between SB-5 IQ and Wechsler scales were __for children and ___ for adults

on SB-5 scores

• Finally, participants with learning disabilities, mental retardation, or attention deficit disorder could be reliably classified and distinguished from their peers based on ____

The Wechsler Scales

This was a test designed for adults -one that would offer items whose content was more appropriate for and more motivating to adults than the school-oriented Binettest.

Wechsler-Bellevue Intelligence Scale

groups its items into subtests. For example, all arithmetic items were put into one subtests, and arranged in order of increasing difficulty.

Verbal and Performance scale

was introduced

Full-Scale IQ.

A separate IQ for verbal and Performance IQ could be calculated along with

Performance test

Wechsler used ___ to cater the needs of special populations