ch 9/10 - intelligence testing

intelligence

multifaceted and dynamic across the lifespan; acquire and apply knowledge; reason logically, plan effectively, and infer perceptively; rasp and visualize concepts; verbal expression; cope with & adjust to novel situations

francis galton

emphasis on the heredity of intelligence

alfred binet

test scores are a measure of performance not strictly TRUE intelligence; intelligence is a relative contribution of abilities

lewis terman

revised the Binet-Simon scale to what is now known as the Stanford-Binet

david wechsler

a prominent figure in adult intelligence testing: intelligence is not the mere sum of abilities, believed it was important to measure several aspects. thought of intelligence as more of a multi-dimensional thing. in 1939, he developed an intelligence test which included non-verbal tasks

jean piaget

stages of cognitive development

interactionism

heredity and environment interact to influence one's intellect

factor-analytic theories of intelligence

identify the ability or groups of abilities that constitute intelligence

factor analysis

statistical techniques designed to determine the existence of underlying relationships between sets of variables or items. a way to statistically organize different variables (e.g., intelligence). identifies meaningful underlying structure among a set of variables

charles spearman (1927)

proposed the existence of a general intellectual ability factor (g) & specific factors of intelligence (s); g was assumed to afford the best prediction of overall intelligence

group factors

an intermediate class of factors common to a group of activities but not all, neither as general as g nor as specific as s

two-factor theory of intelligence (spearman, 1927)

g represents the portion of variance that all intelligence tests have in common and the remaining portions of the variance being accounted for either by specific components (s), or by error components (e) of this general factor

gardner

developed a theory of seven intelligences

guilford & thurstone

deemphasized or eliminated any reference to g

horn & cattell

developed a theory of intelligence postulating the existence of two major types of cognitive abilities

crystallized & fluid inteligence

horn & cattell developed a theory of intelligence postulating the existence of two major types of cognitive abilities

crystallized intelligence (Gc)

includes acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal & informal education; book smarts. a lot of criticism associated with it: does Not account for novel situations → doesn't measure experiences

fluid intelligence (Gf)

nonverbal, relatively, culture-free, and independent of specific instruction.

ability to adapt in novel situations.

probably have most of it earlier in life

three-stratum theory of cognitive abilities (carroll, 1997)

the first stratum is g, followed by a level constitute of 8 abilities & processes; followed by a stratum containing varying “level factors” & “speed factors”

CHC model proposed by kevin mcgrew (1997)

integrating the cattell-horn and Carroll models, featuring ten "broad-stratum" abilities & over seventy "narrow-stratum" abilities

mcgrew-flanagan CHC model

did not include general intellectual ability factor

thorndike

defined general mental ability as the number of modifiable neural connections; defined 3 clusters of ability

3 clusters of ability defined by thorndike

social intelligence, concrete intelligence, abstract intelligence

information processing theories

focus on identifying the specific mental processes that constitute intelligence; how information is processed as opposed to what is processed; all about process, less about output; what is the process they go about in acquiring/understanding information to produce a response? simultaneous or successive

simultaneous (parallel) processing

the integration of information occurs all at once

successive (sequential) processing

information is individually processed in a logical sequence

PASS model

planning, attention, simultaneous, successive

or

the strategy, receptivity, & type of information processing

test administration - some commonalities of intelligence testing include:

test manual with normative data and cutoffs, environmental controls, instructions and opportunities for examinee to ask questions, teaching items, scripted prompts, careful recording of responses and behavioral observation, reversing and discontinuation rules, importance of rapport building

floor

lowest level items or ability that can be tested

ceiling

highest level item or ability that can be tested

basal level

more specific to intelligence testing: the baseline level requirement to continue testing

environments in which intelligence tests are used

most commonly educational, but also vocational, clinical, forensic, research, geriatric, etc.

developmental level

types of tests & tasks in measuring intelligence change as a function of _____________________________________

measuring intelligence in infancy

consists of measuring sensorimotor development, nonverbal motor responses. early intervention purposes. need to have predictive validity

measuring intelligence in children

focuses on verbal & performance abilities; vocabulary & social judgement

measuring intelligence in adults

scales measure abilities such as general information retention, quantitative reasoning, expressive language, & social judgment. administered to ascertain clinically relevant information or learning potential

stanford-binet-5

revised from its original by lewis terman and his student (and later colleague) maud merrill (1937); based on CHC theory of intellectual abilities - 5 factors. in it's 5th version. demonstrated internal consistency, test retest reliability, content & criterion-related validity. adaptive testing. profile analysis of performance

wechsler tests

currently on the 4th edition, comprised of 4 index scores. co-normed with the WMS. contains practice or teaching items. good internal consistency reliability & validity. only takes ~2 hours to administer

WMS

wechsler memory scale

wechsler adult intelligence scale (WAIS)

4th version has 10 core & supplemental subtests. 1955 revision of the wechsler-bellevue-1

scoring considerations of wechsler tests

incorporate verbal & nonverbal pieces of information; norms and adherence to testing manual. mean of 100 & SD of 15. comparisons made with others in same age group instead of a general reference group. IQ ratio vs IQ deviation interpretation. nominal classifications

nominal classifications

a factor to consider in scoring considerations of wechsler tests due to history of use of provocative terms

IQ ratio =

mental age / chronological age x 100

IQ deviation interpretation

ex. an IQ of 115 is 1 SD (34% of population) above the mean

other "wechsler" intelligence tests

WISC, WPPSI, WASI

WISC

weschler intelligence scale for children; first published in 1949 currently on its 5th edition

WPPSI

wechsler preschool & primary scale of intelligence; first published in 1967 currently on its 4th edition

WASI

wechsler abbreviated scale of intelligence: short form of a weschler test. originally published in 1999, 2nd (& current) edition published in 2011

development of the army alpha & army beta test

WWI group testing, 2 versions - given to millions of recruits & resulted in the recommendation of discharge of thousands. mass administration for efficient allocation of human resources

army alpha (group testing)

for people who were more verbally able to read english & give responses; more dependent on verbal/language abilities

army beta (group testing)

used mostly for people who were non-verbal or non-english speaking; more fluid-intelligence based

concerns for group intelligence testing

random error from distractions; cheating; intelligence itself falls short

army general classification test

group test developed with WWII administered to 12 million. predictive of actual performance & success in many military training programs today's recruits undergo screening to aid in duty & training assignments.

armed service vocational aptitude battery (ASVAB)

taken by hundreds of thousands of people per year; one of the most widely used aptitude tests in the united states

one (correct) solution

another consideration of intelligence testing - ability test rely on convergent thinking or deductive reasoning to arrive at ______________________. they don't necessarily test creativity, flexibility, novelty, etc.; therefore miss out on opportunities of those attributes

flynn effect

intelligence inflation, growth, particularly of crystallized intelligence. assumes we get more intelligent the older we get. major concern - are we actually getting smarter or just learning how to perform better on these tests

cultural considerations of intelligence testing

differences in definition of intelligence; familiarity with materials, phrases, medium; performance related to acculturation; culturally sensitive tests also often suffer from reduced predictive validity

qualities of intelligence valued in an individualistic culture like the US

emphasis on competition, independent/individual efficiency/achievements, verbal abilities, more direct

qualities of intelligence valued in a collectivistic culture

more focus on what's good for the society as a whole/group; more focused on working together with less emphasis on verbal components & more concern with contextual components

culture loaded

a test that is heavily influenced by culture

reduced culture loading

trait of a test that is not very influenced by culture

dynamic assessment

test - intervention - retest

targeting the child's zone of proximal development

zone of proximal development

tests in education need to be close enough to developmental level to help them perform appropriately

achievement testing

wechsler individual achievement test-third Edition

applying intelligence; performance based, rather than how intelligence alone just tests underlying abilities

achievement

can this person perform the way we are asking them to

aptitude testing

determining readiness, more future oriented. predictive validity - good in determining how likely it is someone will succeed in the future in some kind of role; can they be successful, are you ready, is this good for you, etc.

assessment of children

early development marked with spurts & lags; greater use of nonverbal techniques; reliance upon other testing techniques

reliance upon other testing techniques

in assessment of children: case history, portfolio evaluation, role-play, etc.

testing in education

standardized testing, critical in policy implementation, dynamic assessment

policy implementation

critical for testing in education. ex - every student succeeds act, common core state standards