PSYC101: W1 - Psychometrics and Intelligence

Interpersonal intelligence differences

Intelligence differences between individuals.

Intrapersonal intelligence differences

Individuals are not intelligent in all things, intelligence differences within the individual.

Psychometric approach

Identify item groups that correlate highly with each other and thus, have comparable underlying skill (factor). Utilises factor analysis.

PA: Spearman’s Two-Factor Theory

General intelligence (g-factor): arithmetical ability, general knowledge and vocabulary AND Specific intelligence (s-factors): allow for intrapersonal differences.

PA: Thurstone

More extensive set of tests. Found 7 primary mental abilities: verbal comprehension, verbal fluency, numerical ability, spatial ability, memory, perceptual speed and reasoning.

PA: Gf-Gc Theory

Two general intelligence factors. Fluid Intelligence (Gf): reasoning, memory and processing speed, approaching novel problems, decreases with age AND Crystallne Intelligence (Gc): store and application of knowledge (e.g., vocab), increases with age.

Information processing approach

Tries to understand the process of intelligent behaviour; how it happens rather than how much is present.

3 variables of IPA

Speed of processing, knowledge base and ability to acquire and apply cognitive strategies.

IPA: Speed of processing

Correlates to IQ and academic achievement; test of mental quickness.

IPA: Knowledge base

Difference in intelligence = difference in NB. NB = amount of knowledge (lots), organisation (good) and accessibility for retrieval (fast and easy).

IPA: Ability to acquire and apply cognitive strategies

Cognitive strategies = mnemonics, chunking, visualisation etc. These can drastically improve performance on measure of intelligence.

Biological theories

Evolutionary perspective: intelligence is a trait that allows for behavioural flexivility; is hereditary; is necessary for survival.

Link between brain size and intelligence: big ass but specific areas (pfc, brocas, wernickes etc.)

BT: Neubauer

Suggests that intelligent brains function more efficiently i.e., actually have less activity.

Contemporary approaches

Academic, practical and emotional intelligence.

CA: Triarchic theory

3 factors of successful intelligence: analytical intelligence, creative intelligence and practical intelligence (incl: tacit knowledge).

CA: Gardner’s Theory of Multiple Intelligences

Musical, Bodily-Kinaesthetic, Logical-Mathematical, Linguistic, Spatial, Interpersonal, Intrapersonal, Naturalist and then he added Spiritual and Existential (intelligence).

Praised for recognising the importance of cultural context and being broad. Critisized for describing talents, not intelligences.

Aristotle: Physiognomy

Focused on facial features and expression as indicators of personality.

Aristotle: Phrenology

Focused on the shape and bumps of the skull to determine mental abilities and character.

Binet & Simon (1905): Binet-Simon Test

Developed a 30-item test to help school’s know which poorly performing students would benefit from additional support. Strong focus on age; gauged child’s ability in relation to peers and their chronological age; looked at their mental age.

Terman (1916): Stanford-Binet Intelligence Scale

Terman furthered the Binet-Simon Test to the Stanford-Binet Intelligence Scale; Extended the age range and added arithmetic; Replaced mental age for intelligence quotient (IQ); (Mental age / Chronological age x100)

Yerkes Army Testing (World War I: 1914-1918)

Yerkes (1876 – 1956) developed two tests, alongside Goddard: Army Alpha – literate recruits AND Army Beta – illiterate and non-English speaking recruits.

Yerkes: Army Alpha

Following oral directions, Arithmetical reasoning, Practical judgment, Synonym-antonym pairs, Disarranged sentences, Number series completion, Analogies and Information.

Yerkes: Army Beta

Visual-perceptual and motor tests, Group testing and Pictorial and gestural instructions (patomime).

Wechsler Army Testing (World War II: 1939-1945)

Felt Stanford-Binet too heavily weighted on verbal items; Developed test which included also performance skills.

Wechsler: Items grouped by content: Verbal

Information (e.g., recall fact)

Similarities (e.g., how two ideas are alike)

Arithmetic (e.g., solve a problem)

Digit span (e.g., recall string)

Vocabulary (e.g., define word)

Comprehension (e.g., answer question requiring common sense)

Wechsler: Items grouped by content: Performance

Picture completion (e.g., point out missing part)

Picture arrangement (e.g., tell a story)

Block design (e.g., reproduce picture)

Object assembly (e.g., jigsaw)

Wechsler Intelligence Scales

• Wechsler Adult Intelligence Scale (WAIS)

• Wechsler Intelligence Scale for Children (WISC)

• Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

^All administered 1-on-1, by a trained administrator.

Intellectual Disability

Low IQ score indicates intellectual disability; Significantly below average intelligence (IQ < 70); Impairments first presenting in childhood in more than one setting; Difficulty in learning and reasoning; Some cultures emphasize social deficits, while others emphasize intellectual abilities; Greater number of males.

Causes of Intellectual Disability

Biological: genetic abnormalities (e.g., Downs Syndrone); Cerebral Palsy

Environmental: Foetal Alcohol Syndrome, parents living in poverty or with a low IQ

Giftedness

High IQ score indicates giftedness; Giftedness relates to a specific talent - in Western cultures, IQ > 130.

Some speculation on causation: most gifted children come from privileged homes.

Giftedness according to Renzuli (2002)

3 factors: above-average ability, commitment and creativity.

Uses of intelligence tests

Classification: assigning to categories, sorting into programs appropriate to needs, certification (identifying a minimum proficiency)

Diagnosis and treatment planning: determining nature of abnormal behaviour, classifying within diagnostic categories, diagnosis should involve strengths and weaknesses

Self-knowledge: useful for decision making (e.g., career planning)

The Flynn Effect

Population IQ rising steadily over time; Occurs in many cultures; Effect remains unexplained; Probably environment, as gene-pool is unlikely to have changed in past 70 years; Increased nutrition; Improved health care; Improved schooling - Thus, nurture?

Nature vs Nurture

Intelligence is a combination of genes and environment: Genes determine upper and lower limits; Expression of genes influenced by environment.