PSYC3020 L7 Measuring Intelligence

Spearman's g (general) refers to the specific factors assessed by different cognitive ability tests.

False. It's the intercorrelation found between different cognitive abilities.

The intercorrelation found between different cognitive abilities is known as Spearman's rho.

False. Spearman's g

Spearman used factor analysis to support the notion of a single factor theory of intelligence.

True

Thurstone used factor analysis to support the notion of a multiple factor theory of intelligence.

True

Thurstone proposed that intelligence should be thought of as a number of different primary mental abilities, because he was able to use factor analysis to extract eight UNCORRELATED factors to describe intelligence.

False. There is still a correlation

Crystallised intelligence is generally robust to the effects of aging.

True

The Cattell-Horn Model of intelligence proposed that intelligence was comprised of ONLY two types of cognitive ability: crystallised and fluid intelligence.

Fasle. 2 Major ones (others exist)

Carroll proposed that intelligence should be thought of as a three layer hierarchy of cognitive abilities.

True

The bottom level of Carroll's Hierarchical Model includes crystallised intelligence and fluid intelligence.

False. Middle layer

The middle level of Carroll's Hierarchical Model includes crystallised intelligence and fluid intelligence.

True

Gould argued that factor analytic models of intelligence are problematic because some cognitive tests have been found to be uncorrelated with one another.

False. They may correlate together but not actually be linked

Jensen argued that a key problem with factor analytic approaches to intelligence is that they tend to treat intelligence as no more than a theoretical construct.

False. He's arguing in favour of it being a theoretical construct

The Cattell-Horn Model is an information-processing model of intelligence.

Fasle

Advocates of information-processing theories of intelligence argue that problem solving is overlooked by factor analytic models of intelligence.

False. Planning is overlooked

Sternberg's Triarchical Model of intelligence includes an emphasis on planning as a key component of intelligence.

True

Aleksandr Luria's theory of intelligence proposed that intelligence could be classified into metacomponents, performance components, and knowledge acquisition components.

False. That's Sternberg

The Stanford-Binet Intelligence Scale (5th edition) is based on a 5 level hierarchical model of intelligence.

False. 5 factos hierarchical (not levels)

The Stanford-Binet Intelligence Scale (5th edition) has a relatively small standardization sample.

False. Very large (4800 normals + 3000 with diagnosis)

The standardization sample of Stanford-Binet Intelligence Scale (5th edition) is designed to be representative of different geographical regions in the US.

True

Factor analysis of the Stanford-Binet Intelligence Scale (5th edition) suggests that, at most ages, the test has five factors just as the underlying theory predicts. This represents evidence for internal consistency.

False. It represents evidence for Internal Structure

The internal consistency of the Stanford-Binet Intelligence Scale (5th edition) is relatively low because of the heterogeneous nature of the scale.

False. Since even thought factors exist, they are still highly intercorrelated.

The pre-schooler version of the Wechsler intelligence tests is known as the "WPPSI".

True

Subtests from the WISC-V intelligence test are organized into five groups.

True

Raven's Progressive Matrices were originally designed to allow the intellectual comparison of people who spoke different languages.

False. Military

Raven's Progressive Matrices test scores correlate highly with academic ability.

False. Small correlation

Traditional tests of intelligence could be used as achievement tests.

Fasle. Aptitude

Traditional tests of intelligence could be used as aptitude tests.

True

Traditional tests of intelligence could be used as diagnostic tests.

True

The WIAT-III is designed to test aptitude.

False. Achievement test

The WIAT-III is one of the Wechsler intelligence tests.

False. Not intelligence. Educational attainment

Tests of intelligence designed for pre-schoolers are predictive of the intelligence of most individuals later in life.

False

Describe the features that have been used to define intelligence according to theorists in the field.

- Understand complex ideas

- Adapt effectively to the environment

- Learn from experience

- Engage in various forms of reasoning

- Overcome obstacles through thought.

What was Spearman's key finding when he ran a factor analysis on scores from a range of different cognitive ability tests?

That the tests intercorrelated to some degree and therefore there is something in common i.e. "g"

What is the key difference between Spearman's and Thurstone's attempts to conceptualize intelligence?

Single factor "g" vs multifactor

What influential innovation in intelligence theory was included in the Cattell-Horn model?

The concepts of crystallised vs fluid intelligence

What influential innovation in intelligence theory was included in Carroll's model?

The hierarchical levels of intelligence

What criticisms of the factor analytic approach to intelligence have been proposed?

- Just a statistical description (not measuring something real)

- Correlation is not causation

How do information processing theories of intelligence differ from factor analytic theories of intelligence?

They take into account cognitive processes e.g. planning

Describe Sternberg's triarchical model of intelligence.

- Metacomponents: planning,

monitoring, evaluating.

- Performance components:

administer instructions from

metacomponents.

- Knowledge acquisition components:

"learning how to do something in

the first place".

Describe the key idea behind Luria's theory of intelligence.

Simultaneous (sum of parts) vs sequential (one at a time) processing

List four types of model of intelligence.

developmental, biological, factor analytic models of intelligence and Information processing models

Why might you want to select a theory of intelligence when designing an intelligence test?

Use theories as a starting point for designing your tests

List the five factors used in the Stanford-Binet Intelligence Scale (5th edition).

1. Fluid reasoning (fluid

intelligence) - novel

problem solving, e.g.

matrices

2. Knowledge (crystallized

intelligence) - things

like vocabulary

3. Quantitative reasoning

- numerical ability

4. Visual-spatial reasoning

- ability to see patterns

in visual stimuli

5. Working memory

(short-term memory)

What are the three Wechsler IQ tests?

•WPPSI-IV: Wechsler Pre-

School and Primary Scale of

Intelligence. For 3-7 year olds.

•WISC-V: Wechsler Intelligence

Scale for Children - 5th

edition. For 6-16 year olds.

•WAIS-IV: Wechsler Adult

Intelligence Scale - 4th

edition.

Why are the Stanford-Binet and Wechsler tests most commonly used to test IQ?

- Well established

- Well standardised

- Good reliability and validity

When might you want to use an IQ test other than the Stanford-Binet or the Wechsler tests?

- Non-english populations

- Disabilities

Describe the properties and procedures used in Raven's Progressive Matrices.

Non-verbal test that uses matrices for people to recognise patterns

What are the advantages and disadvantages of individual versus group-administered IQ tests?

- Group: cheap and efficient, can't be adapted to individuals ability

- Individual: can be adaptive to test taker's ability, expensive and less efficient

Describe the three categories of educational assessment, giving examples.

- Achievement tests e.g. PSYC3020

- Aptitude tests e.g. IQ

- Diagnostic test: e.g. diagnosing a disability

Give an example of a

test you might use on

pre-schoolers.

WPPSI-IV

What are the issues involved in testing pre-schoolers?

- Short attention span

- Langauge difficulties

- Infant IQ not predictive of adult IQ

Why might we want to evaluate the cognitive abilities of a pre-schooler?

Identify learning difficulties for early intervention