Assessment of
Intelligence
Psy 13 – Psychological
Assessment II
Learning Objectives
• Define intelligence
• Explain the different intelligence theories and
related-concepts
• Discuss the major issues involving the
measurement of intelligence.
What is INTELLIGENCE?
• multifaceted capacity that
manifests itself in different ways
across the life span
• It generally includes the abilities to:
• acquire and apply knowledge
• reason logically
• plan effectively
• infer perceptively
• make sound judgments and solve
problems
• grasp and visualize concepts
• pay attention
• be intuitive
• find the right words and thoughts
with facility
• cope with, adjust to, and make the
most of new situations
Public’s Views on Intelligence
• Studies have shown different
conceptions of intelligence by
laypeople.
• Sternberg et. al. (1981, 1982, &
1986) – laypeople stressed out
the interpersonal and social
aspects of intelligence.
• Siegler & Richards (1980) -
different conceptions of
intelligence as a function of
developmental stage were
noted.
• Yussen & Kane (1980) - younger
children’s conceptions tended
to emphasize positive
interpersonal skills (acting nice,
being helpful, being polite),
whereas older children
emphasized academic skills
(reading well).
Scholars’ and Professionals’ Views
• Professionals and scholars are in disagreement in terms of the
nature and definition of intelligence and its measurement.
• Francis Galton: first to publish about the heritability of intelligence
• Most intelligent = best sensory abilities
• Devised tests measuring sensorimotor acuity
• Alfred Binet: his works launched the testing movement
• Introduced the components of intelligence
• Abilities cannot be separated when solving problems
• Called for more complex measurements of intelligence
• David Wechsler: developed the Wechsler intelligence scales
• Intelligence = aggregate or global capacity of the individual to act purposefully,
to think rationally and to deal effectively with his environment
• Best way to measure this global ability was by measuring aspects of several
“qualitatively differentiable” abilities (verbal- and performance-based).
Scholars’ and Professionals’ Views
• David Wechsler: (cont.)
• Data derived from Wechsler tests might fit better conceptually with
alternative models of cognitive ability
• Jean Piaget: great contributor to developmental
psychology
• Intelligence = evolving biological adaptation to the outside world
• Theory of Cognitive Development:
• 4 stages of cognitive development – result of the interaction
between biological factors and learning
• Biological aspects of mental development are governed by
inherent maturational mechanisms
• Schema
• Learning occurs through two basic mental operations:
• Assimilation
• Accomodation
Refers to the complex concept by
which heredity and environment are
presumed to interact and influence the
development of one’s intelligence.
INTERACTIONISM
Major Theoretical Themes on Intelligence
Focuses on Focuses on
identifying the ability identifying the
or groups of abilities specifi c mental
deemed to processes that
constitute constitute
intelligence. intelligence
Information-
Factor-Analytic
Processing
01
Factor-
Analytic
Theories of
Intelligence
Two-Factor Theory
• Charles Spearman
• postulates the existence of a general
intellectual ability factor (denoted by an
italic lowercase g ) that is partially
tapped by all other mental abilities.
• g representing the portion of the
variance that all intelligence tests have in
common.
• the remaining portions of the variance
being accounted for either by specifi c
components ( s ), or by error components
( e ) of this general factor.
Multiple Intelligences
• Howard Gardner
• Seven intelligences:
• Logical-mathematical
• Bodily-kinesthetic
• Linguistic
• Musical
• Spatial
• Interpersonal
• Intrapersonal
Two Types of Intelligence
• Raymond B. Cattell
• 2 Types of Intelligence
• Crystallized - includes acquired
skills and knowledge that are
dependent on exposure to a
particular culture as well as on
formal and informal education
• Fluid - includes nonverbal abilities,
relatively culture-free, and
independent of specific instruction.
Horn’s Theory
• John L. Horn
• Added several factors to Cattell’s 2
Types of Intelligences
• visual processing ( Gv )
• auditory processing ( Ga )
• quantitative processing ( Gq )
• speed of processing ( Gs )
• facility with reading and writing ( Grw ),
• short-term memory ( Gsm )
• long-term storage and retrieval ( Glr)
Three-Stratum Theory of
Intelligence
• John B. Carroll
• Intelligence is composed of strata.
• First stratum – general abilities
• Second stratum – composed of 8
abilities:
• fluid intelligence ( Gf)
• crystallized intelligence ( Gc)
• general memory and learning ( Y)
• broad visual perception ( V)
• broad auditory perception ( U)
• broad retrieval capacity ( R)
• broad cognitive speediness ( S)
• processing/decision speed ( T )
• Third stratum - “level factors” and/or
“speed factors”
Cattell-Horn-Carroll (CHC) Model
• Combination of the three previous
theories
• McGrew and Flanagan
• Excluded g factor as it lacked utility
in psychoeducational assessments
• Comprehensive and clinically useful
02
Information-
Processing
Theories of
Intelligence
Information-Processing Theory
• Aleksandr Luria
• Focuses on the mechanisms by which
information is processed— how
information is processed, rather than
what is processed.
• 2 Information-Processing Styles:
• Simultaneous (or parallel )
processing - information is integrated all
at one time
• Successive (or sequential )
processing - each bit of information is
individually processed in sequence.
PASS Model
• Negleiri and Das
• Acronym for Planning, Attention,
Simultaneous, and Successive
• Planning - refers to strategy
development for problem solving
• Attention - refers to receptivity to
information
• Framework for the Cognitive
Assessment System
Triarchic Theory of Intelligence
• Robert Sternberg
• The essence of intelligence is that it
provides a means to govern ourselves so
that our thoughts and actions are
organized, coherent, and responsive to
both our internally driven needs and to
the needs of the environment.
• 3 Components:
• Metacomponents – planning,
monitoring, evaluating
• Performance components – executes
metacomponent instructions
• Knowledge-acquisition components –
learning how to do things
The extent to which one effectively
adapts, shares, shapes, and selects
environments in a way that conforms to
both personal and societal standards
of success.
Successful Intelligence
Some Issues on Intelligence
• Nature Vs. Nurture
• Inheritance and Interactionism
• Stability of Intelligence
• Relatively stable across the
adult life
• Declines after age 75
• Construct Validity of Tests
• How the test developer defined
intelligence
• Flynn Effect - the progressive rise in
intelligence test scores that is
expected to occur on a normed test
intelligence from the date when the
test was first normed.
Some Issues on Intelligence
• Personality
• Gender
• Family Environment
• Culture
• It provides specific models for
thinking, acting, and feeling
• Culture loading - the extent to which
a test incorporates the vocabulary,
concepts, traditions, knowledge, and
feelings associated with a particular
culture.
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