psychodiagnostics tests + key terms (week 3)

intelligence (general definition)

the capacity to learn from experience, the capacity to adapt to one’s environment, and the capacity for social competence

Galton (intelligence definition)

(who?) intelligence is the product of sharp sensory abilities, influenced Reaction time-Movement time studies

Reaction Time

the time a subject takes to remove finger from button after the green light turns on

Movement Time

the time a subject takes to remove finger from home button and touch the other button that turns the green light off

Spearman (intelligence definition)

(who?) intelligence consists of two kinds of factors, a general (G) factor and multiple specific (S1, S2, S3…) factors, individual differences in G are reflected in the ability to use the 3 principles of cognition (apprehension of experience, education of relations, and education of correlations)

apprehension of experience (Spearman’s 3 principles of cognition)

acquiring knowledge based on past experience

education of relations (Spearman’s 3 principles of cognition)

ability to infer or assume a relationship between the presented concepts

education of correlations (Spearman’s 3 principles of cognition)

ability to apply the relationship/principle to a new set of concepts (analogous transfer)

Thurstone (intelligence definition)

(who?) PRIMARY MENTAL ABILITIES

there is no one general factor for intelligence, there are 7 primary mental abilities that, when studied, can measure intelligence in these areas (verbal comprehension, word fluency, numbers, space, associative memory, perceptual speed, inductive reasoning)

Vernon (intelligence definition)

(who?) HIERARCHICAL GROUP FACTOR THEORY

there is a general intelligence factor at the top of the hierarchy, subdivided into two group factors (verbal-education and practical-mechanical-spatial-physical), divided into final level of various minor group factors made up of Thurstone’s mental abilities.

Cattell-Horn-Carroll (CHC) theory (intelligence definition)

(who?) theory with strongest empirical foundation, intelligence consists of abilities that are hierachically organized into three strata (stratum I, II, & III), considered most applicable theory to intelligence testing, has high construct validity across several contexts and ethnicities

Stratum III (CHC theory of intelligence)

highest level stratum, a single general factor, g, that oversees all cognitive abilities

Stratum II (CHC theory of intelligence)

middle stratum, includes broad, well-established, abilities which are thought to be persistent across time, influence a wide range of tasks.

Stratum I (CHC theory of intelligence)

lowest level stratum, has more specific and specialized abilities, thought to reflect one’s learning and experience in specific domains.

Stratum II abilities

abilities of this stratum are:

→ fluid intelligence

→ crystallized intelligence

→ domain-specific knowledge

→ visual-spatial abilities

→ auditory processing

→ broad retrieval memory

→ cognitive processing speed

→ decision/reaction time/speed

broad retrieval memory

the ability to store new information in long-term memory and then later retrieve this information

Guilford (intelligence definitions)

(who?) structure of intellect model (SOI model), classifies intellectual abilities along three dimensions: operations, contents, and products, total of 150 different factors of intelligence

operations (SOI model)

each test requires intellectual _____ like: cognition, memory, divergent (remembering class of objects), convergent (remembering specific item from a class of objects), and evaluation (how well item satisfies specific logical requirements)

contents (SOI model)

the nature of the materials or information presented to the examinee, like: visual, auditory, symbolic, semantic (words), and behavioral (the ability to comprehend mental state/behavior of others)

products (SOI model)

the different kinds of mental structures that the brain must produce to find the correct answer, like: unit, class, relation, system (items forming recognizable whole), transformation, and implication

Gardner (intelligence definition)

(who?) the theory of multiple intelligences, 7 types of intelligence: linguistic, logical/mathematical, spatial, bodily/kinesthetic, musical, interpersonal, and intrapersonal. strong evidence for this theory from the savant phenomenon

savant phenomenon

a mentally deficient person who has a highly developed talent in a single area

Luria, information processing theory (definitions of intelligence)

(who?) assigned particular importance to the physiological mechanisms that underly information processing, proposed that the brain mechanisms implicated in this processing are the subcortical attention-processing areas, sensory areas, and frontal lobes (planning and motor output)

Naglieri and Das, PASS theory of intelligence

(who?), theorized that information processing occurs in 4 stages:

1. attention

2. simultaneous processing

3. successive processing

4. planning

attention (stage in PASS theory of intelligence)

stage where you selectively attend to a certain stimuli, often for a prolonged period

simultaneous processing (stage in PASS theory of intelligence)

stage where there is operation of different mental processes at the same time, often used with visuospatial tasks, slightly lateralized to right hemisphere

successive processing (stage in PASS theory of intelligence)

stage where there is sequential operation of different mental processes, often used with auditory and verbal tasks, slightly lateralized to left hemisphere

Burkowski’s Computer System Approach (intelligence definition)

proposed that information processing could be understood in terms of an architectural system (biological mechanisms needed to process incoming signals, like capacity, efficiency, durability) and an executive system (learned and acquired concepts that are implicated in problem solving, like your knowledge base, control processes, and metacognition)

Sternberg’s Triarchic Theory of Successful Intelligence (intelligence definition)

theory proposes 3 aspects of intelligence:

1. componential/analytical intelligence (mechanisms that propel intelligent behavior, including knowledge acquisition)

2. experiential/creative intelligence (ability to perform novel tasks)

3. contextual/practical intelligence (successful adaptation to the environment)

Wechsler Scales

intelligence tests that include IQ as a ratio of the actual score the expected score for that age, assumption of IQ constancy throughout one’s life, original test’s score was subdivided into two subscales (performance ability and verbal ability)

WPPSI-IV test

intelligence test for preschool children

WISC-V test

intelligence test for children

WAIS-IV test

intelligence test for adults

common features of all WISC tests

test includes 13-15 subtests, allows examiner to analyze strengths and weaknesses, allows for broader assessment of general intelligence and its factors, has breakdown of score into composite scores and a full-scale IQ score, (mean of scores is 100, SD is 15)

WISC-IV test

test includes:

→ verbal comprehension

→ perceptual reasoning

→ working memory

→ processing speed

with subtests: similarities, vocabulary, comprehension, information, block design, and matrix reasoning

WAIS-IV test

test includes:

→ verbal comprehension

→ perceptual reasoning

→ working memory

→ processing speed

with subtests: similarities, vocabulary, comprehension, information, block design, and matrix reasoning

WPPSI-IV

test includes:

→ verbal comprehension

→ perceptual reasoning

→ working memory

→ processing speed

→ fluid reasoning

with subtests: similarities, vocabulary, comprehension, information, block design, and matrix reasoning

information (WISC-IV and WAIS-IV subtest)

subtest that tests for learning and memory skills, includes factual knowledge of persons, places, and common phenomena

digit span (WAIS-IV subtest)

subtest that asks you to sort a series of numbers into their correct order, backwards and forwards. subject is read a series of digits, asked to repeat them back. assesses auditory encoding and visual encoding

vocabulary (WISC-IV and WAIS-IV subtest)

subtest that asks you to define words of increasing difficulty, highest subtest correlation with full scale IQ

arithmetic (WISC-IV and WAIS-IV subtest)

subtest that requires high levels of concentration and asks you to maintain calculations in short-term memory, must solve problems orally without paper or pencil, time limit of 30-60 seconds

comprehension (WISC-IV and WAIS-IV subtest)

subtest that asks questions about factual knowledge and collection of items that require an explanation, presumes understanding of social/cultural norms, measure has been associated with measures of social intelligence (contradicted)

similarities (WISC-IV and WAIS-IV subtest)

subtest that examines ability to distinguish important from unimportant resemblances in objects, facts, and ideas, assesses verbal concept formation, asked to name ____ between objects/concepts

letter-number sequencing (WISC-IV and WAIS-IV subtest)

subtest that measures attention, concentration, and freedom from concentration, orally presented with a series of numbers and letters in random order, must reorder and repeat the list

picture completion (WISC-IV and WAIS-IV subtest)

subtest that asks you to identify the “important part” missing from a picture (table w/ one leg), presumed that respondents have encountered object before, not culturally sensitive

picture concepts (WPPSI-IV and WISC-IV subtest)

subtest where child is shown a card with rows of pictures, asked to choose one picture from each row to form a group with a common characteristic, uses abstract and categorical reasoning

block design (WISC-IV and WAIS-IV subtest)

subtest that asks you to reproduce 2D geometric designs by proper rotation and placement of 3D colored blocks under timed conditions, tests for problem solving and reasoning ability, spatial skills, and visual-motor coordination

matrix reasoning (WISC-IV and WAIS-IV subtest)

subtest where you must identify a recurring pattern/relationship between figures drawn along a straight line (simple) or a 3x3 grid (hard), at least one item is missing, measures fluid intelligence, not affected by brain injury

object assembly (WPPSI-IV subtest ONLY)

subtest where you must assemble pieces of a puzzle into a common object without being told what object to make, requires perceptual organization (one of the least reliable subtests)

coding (WISC-IV and WAIS-IV subtest)

subtest on WISC-IV has two separate parts for children under 8 (___ __A)__ and over 8 __(______ B), only scale that requires the learning of a task during the testing. tests for information processing, verbal coding of each symbol, substantial decrease in performance with age.

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___ A: child must draw correct symbol inside series of randomly sequences shapes, all assigned unique symbol, must be 100% correct, strict time limits

\
___B: child must associate one symbol with each of the digits, draw correct symbol underneath a series of digits, strict time limits

symbol search (WISC-IV and WAIS-IV subtest)

subtest where you look at a row of symbols, mark a YES or NO box if one or more symbols in search group also appears in target group, time limit, measures processing speed, sensitive to brain injury

cancellation (WISC-IV and WAIS-IV subtest)

subtest where you draw a line through drawings of animals (WISC-IV) or shapes (WAIS-IV) placed randomly among drawings of other animals/objects, must recognize which one does not belong. two trials, one with random arrangement one with structured rows and columns, administered under timed conditions, measures processing speed, vigilance, and visual attention (sensitive to neuropsychological damage)

visual puzzles (WAIS-IV subtest)

subtest where you are shown a picture of a completed shape, asked to select what it is made of from 6 smaller shapes, timed (20 sec. for easy, 30 sec. for hard), requires visual-spatial skills and ability to mentally rotate the images

figure weights (WAIS-IV subtest)

subtest where you are shown a picture of an old scale that is missing weights on one side, must select missing weight from 6 options to bring scale to balance, timed, measures quantitative and analogical reasoning, inductive/deductive logic essential

interpretation of WAIS-IV

Wechsler test with 15 subtests, 10 core subtests needed for IQ score, other 5 are supplemental, 13 norms based on age used for interpretation, high reliability

core subtests are:

**(verbal comprehension index)**

→ similarities

→ vocabulary

→ information

(**perceptual reasoning index)**

→ block design

→ matrix reasoning

→ visual puzzles

(**working memory index)**

→ digit span

→ arithmetic

(**processing speed index)**

→ symbol search

→ coding

interpretation of WISC-IV

Wechsler test with 15 subtests, 10 core subtests for IQ score, 4 norms based on age for interpretation of results

core subtests are:

(**verbal comprehension index)**

**→** similarities

→ vocabulary

→ comprehension

(**perceptual reasoning index)**

→ block design

→ matrix reasoning

→ picture concepts

(**working memory index)**

**→** digit span

→ letter-number sequencing

(**processing speed index)**

**→** symbol search

→ coding

Stanford-Binet intelligence scales (SB5)

test suitable for ages 2→ 85+, measures intelligence based on 5 factors assessed in two domains (verbal and nonverbal), 10 subtests (M=10, SD=3), includes routing procedure, suitable for people with limited english, has nonverbal components

\
5 factors:

→ fluid reasoning

→ knowledge

→ quantitative reasoning

→ visual-spatial processing

→ working memory

WISC-V

this Wechsler test includes 5 instead of 4 primary index scores, each index has two subtests, added index is **fluid reasoning**, (M=100, SD=15),6 IQ score is calculated by adding up scale scores from the following subtests:

→ block design

→ similarities

→ matrix reasoning

→ digit span

→ coding

→ vocabulary

→ figure weights

ancillary indexes of the WISC-V

quantitative reasoning, auditory working memory, non verbal, general ability, cognitive proficiency

complementary indexes of the WISC-V

naming speed, symbol translation, storage and retrieval