Week 6: Intelligence Testing [INCOMPLETE]

still need to cover the last two learning outcomes

We know that intelligence is hard to define, given the many different types of intelligence—what are the types of intelligence we see in testing?

• abstract reasoning

• problem solving

• capacity to acquire new knowledge

• memory

• adaptability to environment

• mental speed

• linguistic competence

• general knowledge

• creativity

If intelligence had to be defined, how would it be?

defined as something innate — academics is learnt and intelligence is predisposed

Why is intelligence a latent construct?

Because it is something that is observed—and really the only way to measure it is by results of data obtained from testing

What is the relationship between the Intelligence Quotient and intelligence?

• the concept of IQ is almost synonymous with intelligence

  • used widely with lay people — represented by a normal distribution with a mean of 100 and an SD of 15

• definitely not the best way to measure intelligence

• IQ should be a basis of how we can support an individual, particularly a student

How is genetic and environmental factors related to intelligence?

individual differences in intellectual ability and personality were largely inherited or innate—based on recent studies; shared environments, education, social class and heritability, play an immense role in an individual’s intelligence: intelligence can be influenced both by genetics and environment

What are some environmental factors that can influence intelligence?

• diet

• toxins

• education

• poverty and lack of resources

• environmental stimulation

• motivation and expectation

In relevance to the theories of intelligence, what was Alfred Binet's

• defined intelligence as a global construct and combined capacity to:

  1. find and maintain a definite direction or purpose

  2. take necessary adjustments along the course to achieve that purpose

  3. be willing to engage in self-criticism/ reflection to allow for adaptation

     • holding oneself accountable when it is time to change

What were the main components pertaining to Binet’s intelligence concept?

• components of intelligence included: reasoning, judgment, memory and abstraction

• general mental ability

• age differentiation

What were the mental faculties in Binet’s intelligence test?

1. memory

2. attention

3. concentration

4. comprehension

5. muscle strength

6. hand–eye coordination

Referencing Binet, what is general mental ability?

the overall or summary ability of an individual—where abilities cannot be separated because they interact to produce a solution

What was Charles Spearman’s definition or conceptualisation of intelligence?

proposed that intelligence could be represented by a general, underlying mental ability factor—which he conceived to be some form of mental energy: whereby performance on tests was largely contingent on general mental ability

Charles Spearman stated that intelligence is characterised as either what?

• General Mental Ability

• Specific Ability

Spearman’s G is General Mental Ability, what is it to be exact?

the underlying capacity of all intelligent behaviour

Spearman’s S is Specific Ability, what is it to be exact?

Based on specific cognitive abilities which is limited to a small number of tasks as opposed to all mental ability tasks

What did Terman do with the Stanford-Binet Intelligence Scale?

• Extended the test: Terman almost doubled the number of items in the test, increasing it to 90 items.

• Larger standardization sample: He used a considerably larger sample size for standardization (1000 children and 400 adults), though it was limited to white Californians and therefore not representative.

• IQ Concept: Terman popularized the concept of the intelligence quotient (IQ), calculated as the ratio of mental age to chronological age, multiplied by 100.

• Broadened scope: He made the test suitable for assessing both children and adults, across a wide range of abilities from "feeble-mindedness" to "genius."

• Detailed instructions: Terman provided more detailed administration and scoring instructions, making the test more user-friendly for widespread application.

What did Terman do in regards to testing?

Utilised the Stanford-Binet tests to develop the army alpha and beta tests

How did David Wechsler define intelligence?

intelligence to be ‘the aggregate or global capacity of the individual to act purposely, to think rationally and to deal effectively with his environment—intelligence as an effect rather than a cause

Wechsler also created the Wechsler Adult Intelligence Scale (WAIS), what is it?

To assess intellectual functioning in adults

Wechsler states global ability can be measured by quantifying several aspects of differential abilities: what were these abilities?

• verbal

• performance

• perceptual/non-verbal reasoning

• working memory

• processing speed

Why was the inclusion of a deviation IQ so important in the WAIS

Comparing to BInet, this approach to IQ would be more meaningful for adults as chronological age and mental age were difficult to apply with adults—deviation IQ scores represent how an individual’s performance compares to others of the same age

How did Wechsler’s respond to Binet’s limitations?

• Non-verbal Abilities: Recognizing the limitations of Binet’s language-heavy focus, Wechsler included non-verbal tasks like block design, symbol copying, and object assembly, making his tests more versatile and comprehensive.

• Balanced Verbal and Performance Scales: By creating separate scales for verbal and performance items, Wechsler made it possible to generate scores for each, reflecting strengths in specific areas and providing a fuller view of cognitive abilities.

Compare the Wechsler Scales to the Stanford-Binet Test

• Age Range Flexibility: While the Wechsler series (WPPSI, WISC, WAIS) splits tools by age group, the Stanford-Binet assesses individuals from age 2 to 85+ with a single test. This difference highlights the Wechsler scales' focus on tailored assessments for different developmental stages, while the Stanford-Binet aims to provide a unified tool across the lifespan.

What did Thurstone proposed?

proposed a multifactor theory of intelligence—deviating from the perception that intelligence could be represented by a a single score

Thurstone created the Chicago Tests of Primary Mental Abilities; which tested seven factors to primary mental abilities, what were they?

1. verbal comprehension

2. reasoning

3. perceptual speed

4. numerical ability

5. word fluency

6. associative memory

7. spatial visualisation

Thurstone stated that intelligence is an adaptational process—what did he mean by that?

individuals attained everyday life goals by planning ahead, imagining a specific goal/outcome, and inhibiting instinctive responses to prioritise rational, goal-oriented processes

What did Sternberg propose?

the triarchic theory of intelligence — interchange of analytical, creative and practical aspects of the mind

How did Sternberg view intelligence?

• intelligence = forming competencies as forms of

  • developing expertise

  • mastery

• intelligence is modifiable rather than fixed

How did Sternberg defined successful people?

1. identify & capitalise on their strength

2. identify and correct or compensate for their weaknesses

3. adapt to, shape & select environment

What did Cattell propose that differed from the other theorists?

Intelligence contained two main components rather than one “g” factor: fluid and crystallized intelligence—the two factor (Gf-Gc) theory of intelligence

What is fluid intelligence?

the more pure, inherited aspects of intelligence used to solve novel problems and deal with new situations—intelligence with no predisposed influence other than genetics

What is crystalized intelligence?

the accumulated knowledge and skills resulting from educational and life experiences—intelligence from acquired knowledge

Cattell’s theory followed a specific view, what was it and why?

It conforms to a hierarchical view of intelligence as Gf and Gc can be made up of lower levels—specific dimensions;

Cattell wanted to understand fluid intelligence more through cultural free testing, what were the issues he found and what did he do to resolve it?

An examination itself already has predisposed culture ingrained within—non-verbal problems were depicted to be culturally determined behaviour.

As a result he constructed culturally fair tests—with the incorporation of few verbal instructions and tap intelligence using images and visuo-spatial puzzles; this essentially buffered against the issues of formal education and such

While Cattell provided his solution to testing fluid intelligence, what was the overall solution that is still used today?

Ultimately Cattell’s solution still had indications of cultural determination and experience that would innately affect the individual—today we use the Progressive Matrices series (J. Raven)

What is the Progressive Matrices series?

They are based on analogous problem-solving tasks—complex patterns

What are the levels included in the Progressive Matrices series?

• Coloured Progressive Matrices (for use with children and test takers in the lower end of the ability range)

• Standard Progressive Matrices (for use with those in the middle-range of ability)

• Advanced Progressive Matrices (for use with individuals with superior ability)

What is the Cattell-Horn-Carroll Model of Intelligence?

This model was an extension to the two factor model of intelligence—including a second-order factor that paralleled Thurstone’s primary mental abilities

The Cattell-Horn-Carroll Model of Intelligence determined 8 additional factors, what are they and rank them on strength of association with general ability?

• ‘Grw’

• Gf’

• ‘Gq’

• ‘Gc’

• ‘Ga’

• ‘Gsm’

• ‘CDS’

• ‘Gv’

• ‘Glr’

• ‘Gs’

• Gf’—fluid intelligence

• ‘Gq’—quantitative knowledge

• ‘Gc’—crystallised intelligence

• ‘Grw’—reading and writing ability

• ‘Gsm’—short-term memory

• ‘Gv’—visual processing

• ‘Ga’—auditory processing

• ‘Glr’—long-term retrieval

• ‘Gs’—processing speed

• ‘CDS’—correct decision speed

After the extension of Cattell’s model, what did Carroll propose?

that intelligence should be viewed as comprising three levels, or strata (plural of stratum), which could be differentiated in terms of the breadth or specificity of the ability being assessed