06. Intelligence Testing

PSY 3656 Psychometrics and Psychological Assessment

• Lecturers: Katya De Giovanni, Danica Bonavia Psaila, Denise Griscti

• Lecture 7: Intelligence Testing

Learning Objectives

• Understand various conceptions and definitions of intelligence

• Explore applications of intelligence testing

• Revise formats of the Stanford-Binet and Wechsler scales

• Describe other specialized intelligence tests

• Discuss major group intelligence tests

History of Intelligence Testing (Late 19th Century & Early 20th Century)

Key Figures

• Charles Darwin: Theory of Evolution influenced thoughts on the development of human abilities.

• Spencer: Proposed an innate degree of general mental ability exists.

• Galton: Studied family trees to prove a hereditary basis for intelligence; devised early tests (details available in classic articles).

• Binet: Focused on practical tasks demonstrating intelligence.

  • 1905: Published 30 short tests from easy to difficult.

  • 1908: Revised to the Binet-Simon scale with 58 tasks for ages 3-13.

  • 1911: Final revision led to advancements in intelligence testing.

Defining Intelligence

• Challenges in Definition: Intelligence has been hard to define.

  • Some focus on judgment, understanding, reasoning; others emphasize abstract thinking, learning, or adaptability.

  • No universal definition exists; alternative terms include general mental ability, scholastic aptitude, or academic ability.

• This lecture will concentrate on tests measuring general mental ability.

Theories of Intelligence

Comprehensive Perspectives

• No single approach fully explains intelligence; theories offer unique yet sometimes conflicting insights.

Types of Theories

1. Psychometric Theories:

   • Quantify intelligence and identify underlying structures using statistical methods like factor analysis.

   • Example: Spearman’s Two-factor Theory (1927): includes general factor (g) and specific factors (s).

2. Developmental Theories:

   • Examine the growth of intelligence over time, particularly in childhood (e.g., Piaget's stages).

3. Information Processing Theories:

   • Focus on brain processes in handling information (e.g., Sternberg's Triarchic Theory).

Psychometric Theories Details

• Cattell (1963): Distinguished fluid intelligence (thinking abstractly) from crystallized intelligence (knowledge through experience).

Developmental Theories Details

• Piaget’s Cognitive Development Theory (1972):

  • Stages children progress through:

    • Sensorimotor (0-2 years): Interaction with the environment.

    • Preoperational (2-7 years): Categorizing broadly.

    • Concrete Operational (7-11 years): Logical thinking & categorization.

    • Formal Operational (11-15 years): Abstract thinking & complex ideas.

Information-processing Theories Details

• Sternberg’s Triarchic Theory (1982, 1986):

  • Types of intelligence: Analytical (problem-solving), Creative (novel situations), Practical (common sense).

  • Mental self-government concept: Problem-solving influenced by personality and preferences.

• Gardner’s Theory of Multiple Intelligences (1983, 1993):

  • Eight types of intelligence leading to diverse problem-solving methods.

Applications of Intelligence Testing

1. Diagnosis of Brain Damage: Assess memory loss extent.

2. Assessing Giftedness: Identify students for special programs through IQ tests.

3. Workplace Placement: Utilize ability tests for employee selection.

4. Insurance Claims: Evaluate cognitive assessments for disability claims.

5. Vocational Counseling: Help students find suitable career paths through aptitude tests.

6. Clinical Diagnosis: Cognitive tests assist in diagnosing conditions like depression.

7. Treatment Evaluation: Assess improvements post-interventions.

8. Research: Explore the relationship between intelligence and emotional well-being.

Major Individual Intelligence Tests

Overview

• Individual tests assess cognitive strengths/weaknesses for academic placement, legal competency, treatment planning, and notably complex job suitability.

Stanford-Binet Test

• Multiple versions since inception (1916, latest SB-V: 2003).

• Measures cognitive abilities from early childhood through adulthood; focuses on reasoning, knowledge, and memory.

• Includes 10 subtests; normative sample of 4,800 individuals aged 2 to 85+.

Wechsler Tests

• Versions include WAIS (1955) and WISC (2014).

• Assess cognitive abilities covering verbal comprehension, working memory, etc.

• Normative sample of 2,200 for WAIS-IV and WISC-V.

Other Broad-Range Individual Intelligence Tests

• Differential Ability Scales (DAS): Deep assessment for ages 2.5-17, identifying learning challenges and giftedness.

• Kaufman’s Intelligence Tests: Primarily nonverbal assessments focusing on problem-solving skills.

• Woodcock-Johnson III: Measures general intellect and academic skills for ages 2-90+.

Considerations in Individual Intelligence Testing

• Verbal vs Non-verbal Tests:

  • Verbal: Tasks related to language and reasoning.

  • Non-verbal: Problem-solving that does not rely on language.

• Performance Test Batteries: Assess a range of cognitive skills through real-world challenges.

Group Intelligence Tests

• First developed by Arthur Otis, leading to the Army Examination Alpha.

• Typically consist of multiple-choice questions in a structured format.

Administration and Scoring of Group Tests

• Focus on clear instructions and contextual interpretation of scores.

• For low scores, consider individual testing for accuracy before diagnosis.

The Otis-Lennon School Ability Test (OLSAT)

• Purpose: Assess cognitive capability and potential in students from kindergarten to age 12.

• Administration: Typically 60 to 75 minutes.

The Wonderlic Personnel Test

• Focus: General cognitive ability, emphasizing quick problem-solving.

• Used extensively for employment screening, sports assessments, and academic placements.

Nonverbal and Culture Fair Group Tests

• Tests like the Goodenough-Harris Test and Raven’s Progressive Matrices aimed at reducing bias in intelligence measurement.

Next Lecture

• Topic: Individual and Group Differences in Cognitive Ability

• Conclusion: Thank you, and have a great day!