Block 3(MPCE-012) Psychodiagnostics

TEST OF COGNITIVE FUNCTIONS

1)Sir Francis Galton in England (1883) developing the leading intelligence tests
2)Alfred Binet in France (Binet & Henri, 1895)
3) Abstract reasoning or conceptual thinking is no doubt the most advanced of the cognitive abilities.
4) abstraction and problem solving are not synonymous -- problems can be solved without abstraction.
5)Meaning of abstraction – after observing diverse material ability to abstract some unifying idea or
principle, it is a representation of direct sensory experience. Conceptual thinking or abstract reasoning is a
recognised form of thinking that includes aspects of critical, creative, and meta cognitive thinking.

Francis Galton
 He was a pioneer of eugenics( eugenics, the selection of desired heritable characteristics in order to improve)
future generations, typically in reference to humans
 he founded psychometrics (the science of measuring mental faculties) and differential psychology, as well as
the lexical hypothesis of personality
 coined the phrase "nature versus nurture".
 he invented the methods of historiometry
 he pioneered the use of the questionnaire.
 founder of the field of enquiry now called Differential Psychology, which concerns itself with psychological
differences between people, rather than on common traits.
Historiometry is the historical study of human progress or individual personal characteristics, using statistics to analyze
references to geniuses, their statements, behavior and discoveries in relatively neutral texts. Historiometry combines
techniques from cliometrics, which studies economic history and from psychometrics, the psychological study of an
individual's personality and abilities.

Alfred Binet
1) According to him intelligence is ones ability to demonstrate memory, judgement, reasoning
and social comprehension
2) Contribution - focus on language abilities and introduction of the mental age concept
3) mental age is the deviation from the average
4) Intelligence Quotient, or IQ, became the ratio of the child's mental age to
chronological age, multiplied by 100
5) In 1916 Lewis Terman of Stanford University
translated and adapted the Binet-Simon scales in the US to produce the Stanford
Binet (Terman, 1916).
6) Army Alpha - group IQ test
7) Army Beta - nonverbal group IQ test
8)
Intelligence Quotient(IQ) = mental age/chronological age *100
 Mental age is based on intellectual development which can be higher or lower than the
average mental age of same age group.
 Chronological age is years lived
 Mental age is equal to chronological age it is average IQ

David Wechsler
1. Wechsler series of scales
2.Verbal scale developed by borrowing from Standford binet and army alpha
3.Non verbal scale developed by borrowing from Army beta and Army performance scale
examination

INSTRUMENT TO TEST INTELLIGENCE

1. Wechsler Scales
  Developed by David wechsler
 All of his scales yield’s IQs with a mean of 100 and standard deviation (SD) of 15, as well as
subtest scaled scores with mean =10 and SD= 3.

WAIS -III – Wechsler Adult Intelligence scale (3rd edition)

WAIS -IV – Wechsler Adult Intelligence scale (4th edition)
WAIS -III – Wechsler Adult Intelligence scale (3rd edition)
7 verbal subtest – Info, simi, arith, Vocab, comprehension, digit span, letter numbering
7 non-verbal(performance) subtest – Picture completetion, picture arrangemet, block design, object
assembly, matrix reasoning, digit symbol, symbol search
 Administrated to age between 16 and 74
 Three IQ score are determined – 1) Verbal IQ,
 2)Performance IQ,
 3)Full scale (combining both verbal and performance) IQ

 The mean IQ score for each of these three categories is 100 with a standard deviation of 15.
 Scores between 90 and 110 are considered within the average range of intellectual functioning.
 Scores below 70 are considered to be in the mentally deficient range, while scores above 130 are
considered to be in the very superior range.
 The individual subtests (e.g. Vocabulary, Block Design) have a mean of 10 and a standard deviation
of 3.
Administration and Scoring of the WAIS-III

 The sub tests of the WAlS ill are given separately, alternating the verbal and performance subtests.
 In each subtest, items are arranged in order of difficulty,
with the easier items at the beginning of each subtest and the more difficult items
given later.
Then transform raw scores on
each of the subtests to standard scores with a mean of 10 and a standard
deviation of 3 (the same scale as used by the Stanford-Binet Fifth Edition). These
standardized sub test scores provide a uniform frame of reference for comparing
scores on the different sections of the WAlS Ill.

 The WAIS-III provides scores for four empirically

supported indices:
1) Verbal Comprehension (Vocabulary, Similarities, Information),
2) Perceptual Organisation (Picture Completion, Block Design, Matrix Reasoning),
3) Working Memory (Arithmetic, Digit Span, Letter-Number Sequencing),and
4) Processing Speed (Digit-Symbol Coding, Symbol Search).
The Picture Arrangement, Comprehension, and Object Assembly subtests do not contribute
to these index scores.

WAIS-IV- Wechsler Adult Intelligence scale (4th edition)

The verbal/performance subscales from previous versions were removed and replaced by the index scores
There are four index scores representing major components of intelligence:
1) Verbal Comprehension Index (VCI)
2) Perceptual Reasoning Index (PRI)
3) Working Memory Index (WMI)
4) Processing Speed Index (PSI)

1) Verbal Comprehension Index(VCI) includes four tests:

Similarities
Vocabulary
Information
Comprehension (supplemental

2) Perceptual Reasoning Index (PRI) comprises five tests

Bock Design
Matrix Reasoning
Visual Puzzles
Picture Completion (supplemental) Total 15 subsets :10 core subsets
Figure Weights (supplemental) and 5 supplemental subtest

3) Working Memory Index is obtained from three tests:

Digit span
Arithmetic
Letter-Number Sequencing (supplemental)

4) Processing Speed Index includes three tests:

Symbol Search
Coding
Cancellation (supplemental)

IQ Score determined – Full scale – consider all core subsets

- General ability index – consider only 6 core subtest of VCI and PRI

The median Full Scale IQ is centered at 100, with a standard deviation of 15.
In a normal distribution, the IQ range of one standard deviation above and below the mean (i.e., between 85
and 115) is where approximately 68% of all adults would fall.

The Wechsler Scales for Children

 developed for children aged 6 to 16

They are clustered in four categories i) Verbal Comprehension, ii) Perceptual Reasoning, iii) Working
Memory, and iv) Processing Speed.

 Verbal Comprehension category - three core subtests( Similarities, Vocabulary, and Comprehension )
- two supplementary sub tests (Information and Word Reasoning.

 Perceptual Reasoning - three core subtests ( Block Design, Picture Concepts, and Matrix
Reasoning )
- one supplementary subtest called Picture Completion.

 working memory category - two core subtests (Digit Span and Letter-Number Sequencing
- supplementary subtest entitled Arithmetic.
 Processing Speed category – two core subtests (coding and Symbol Search)
- one supplementary subtest entitled Cancellation.

WISC-IV is the version currently used today.

WISC-IV provides four index score IQs (based on four catogries)(supplement subtest not
included)
Overall or full-scale IQ based on the scores from all of the four index scores.
These IQ scores all are set with a mean of 100and a standard deviation of 15.
Each of the subtests uses a mean of 10 and standard deviation of 3.

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

children aged 4 to 6
The WPPSI-III is the current version (used for children ranging in age from 2 to 7)
WPPSI-III has both Verbal and Performance scales resulting in four IQ scores: Verbal IQ, Performance IQ,
Processing Speed IQ, and Full Scale IQ
IQ scores have a mean of 100 and a standard deviation of 15,
while the subtest scores have a mean of 10 and a standard deviation of 3.
 Verbal IQ score consists of the Information, Vocabulary, and Word Reasoning
subtest while the Comprehension and Similarities subtests are not included in the
calculation of the Verbal IQ .score.
 The Performance IQ consists of the Block Design, Matrix Reasoning, and Picture Concept subtests
while the Picture Completion and Object Assembly are not included in the calculation of the
Performance IQ score.
 The Processing Speed IQ score consists of the Symbol Search and Coding
Subtest.

STANFORD-BINET SCALES( 5th edition)

the current version of the test includes equal representation of verbal and nonverbal sub tests
  The current version of the Stanford-Binet measures five general factors (Fluid Reasoning, Knowledge,
Quantitative Reasoning, Visual-Spatial Processing and Working Memory), using both verbal and
nonverbal tasks
 each of the ten subscales (scales with a mean of 10 and standard deviation of 3)
 Stanford-Binet had used a score scale with a standard deviation of 16 and mean 100(which is
different from any other test) it meant was that scores on the Stanford-
'Binet were hard to compare with scores on all other tests; ascore of 130 on
previous versions of the Stanford-Binet was not quite as high a score as a 130
on any other major test (if the standard deviation isl6, 130 is 1.87 standard'
deviations abovethe mean, whereas on tests with a standard deviation of 15, it
is 2 standard deviations above the mean)

 The Stanford-Binet has been an adaptive test in which an

individual responds to only that part of the test that is appropriate for his or her developmental level.
(child will answer easy questions only and old people will answer only difficult questions)
 Subtests in the Stanford- Binet are made up of open-ended questions or tasks that are progressively
more difficult
 individual responds to only that part of the test that is appropriate for his or her
developmental level
 Subtests in the Stanford-
Binet are made up of groups of items that are progressively more difficult. A child
taking the test may respond to only a few sets of items on each subtest.

Because this testing method merely compares a person's ability to the common ability level of others their age

here are different sets of tasks that are

appropriate at varying developmental levels.

Stanford–Binet Intelligence Scale: Fifth Edition (SB5) directly related to Cattell-Horn-Carroll (CHC)
hierarchical model of cognitive abilities.

Fluid intelligence peaks at around age 20 and then gradually declines.[21] This decline may be related to local
atrophy of the brain in the right cerebellum, a lack of practice, or the result of age-related changes in the brain.

Crystallized intelligence typically increases gradually, stays relatively stable across most of adulthood, and
then begins to decline after age 65.[23] The exact peak age of cognitive skills remains elusive.[24]

The Cattell–Horn–Carroll theory of intelligence is a synthesis of Cattell and Horn's Gf-Gc model of fluid and crystallised
intelligence and Carroll's Three Stratum Hierarchy (Sternberg & Kauffman, 1998).

WOODCOCK-JOHNSON PSYCHO EDUCATIONAL BATTERY (3rd EDITION):

TESTS OF COGNITIVE ABILITY (WJ Ill)
 WJ, however, was developed from an entirely practical perspective, with no apparent emphasis on
theory.
 WJ-R is rooted firmly in Horn's modified gf- gc psychometric theory of intelligence, as is its recent
successor, the third edition of the WJ (WJ III)
  The WJ Ill, for ages 2 to 90+ years and composed of Cognitive and Achievement
sections, is undoubtedly the most comprehensive test battery available for clinical
assessment.
 The WJ III Cognitive battery (like the WJ-R) is based on Horn's
(1989) expansion of the fluid/crystallized model of intelligence and measures seven
separate abilities: Long-Term Retrieval, Short-Term Memory, Processing Speed,
Auditory Processing, Visual Processing, Comprehension-Knowledge and Fluid
Reasoning. An eighth ability, Quantitative Ability, is measured by several subtests
on the Achievement portion of the WJ Ill.

RAVEN'S PROGRESSIVE MATRICES(Same like fathers psycho exam)

Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses
intelligence in children and adults through abstract reasoning.

This test consists of a series of incomplete patterns ("matrices"); in each case, the twin was asked to identify
the missing part of the pattern. The twin did this by clicking on one of 6 or 8 possible missing parts. The
patterns and missing parts are shown in full in a table below.

Patterns are arranged in order of increasing difficulties.

The test is divided into 5 sub-tests or sections, labelled A, B, C, D and E. Each sub-test consists of 12 items,
numbered 1-12. Hence there are 60 items in total

SPM, APM and CPM are the three tests that together comprise Raven’s Progressive matrices

Standard Progressive Matrices (SPM)

It comprise of 5 set (A to E) of 12 items each
Total item: 60
Age: 8 to 65 years
Colour: black and white
Time unlimted

Advanced Progressive Matrices

Difficult version of SPM
Age – 11 and above specially gifted students
Total items: 12 items( Set I) and 36 ( Set II)
Colour: Black and white
Time : 40 min
The test effectively discriminates among those who receive extremely high scores on the Standard
Progressive Matrices

Coloured Progressive Matrices

Age- 5 – 11 years and old ppl with moderate or severe learning difficulties
Contains sets A and B from the standard matrices, with a further set of 12 items inserted between the two as
set Ab
KAUFMAN ASSESSMENT BATTERY FOR CHILDREN (K-ABC II)
 ages of 3 and 13
 five global scales including Sequential Processing, Simultaneous Processing, Learning Ability,
Planning Ability, and Crystallized Ability.
 Scores are then combined to create a Mental Processing Index (MPI) and a nonverbal index.
 K-ABC-II was developed from research and theory in neuropsychology
and, unlike both the Wechsler and Stanford-Binet scales, has achievement scores
to measure skills such as reading ability.
 less verbally dependent test.
 K-ABC II generally takes less time to administer than the Wechsler and Stanford-Binet

Kaufman Adolescent and Adult Intelligence Test (KAIT)

 It is theoretically driven intelligence test based upon the theory of fluid and crystallized abilities designed
to measure both adolescent and adult intelligence and provide clinical and neuropsychological data
for individuals 11–85 plus years of age.
 The KAIT consists of a Core Battery (60 min administration time) and an Expanded Battery (requiring
an additional 26 min to complete; Table 1).
 The Core Battery consists of six subtests; three focus on crystallized intelligence, or verbal and
school-related skills (Definitions, Auditory Comprehension, and Double Meanings), and three on fluid
intelligence, or nonverbal skills and the ability to solve new problems (Rebus Learning, Logical Steps,
and Mystery Codes).
 The Expanded battery includes an additional four subtests: Memory for Block Designs (can be used
for an invalidated Fluid subtest), Famous Faces (can be used for an invalidated Crystallized subtest),
Rebus Delayed Recall, and Auditory Delayed...
 fluid reasoning (Gf) crystallized knowledge (Gc)
 Theoretically, the KAIT is most influenced by Horn and Cattell’s formulation of the distinction between fluid
and crystallized intelligence, sometimes referred to as Gf-Gc theory. Gf refers to general fluid abilities and Gc
refers to general crystallized abilities. The KAIT is also influenced by Piaget’s theory of cognitive development,
specifically the formal operations stage experienced in adolescence. During this stage, adolescents begin to
perform more complex mental operations and are better able to transform and manipulate information.
Another theoretical influence of the KAIT is Luria’s theory of planning ability. This theory attempted to explain
developmental changes occurring in early adolescence that influence decision making and problem solving.
 One strength of the KAIT is that most of the subtests are presented in both visual and auditory formats. This
gives test takers more variety and allows for measurement of intelligence in different contexts. Also, the test
was designed in a way to keep test takers active and engaged.

Differential Ability Scales

 Is a battery of individually administered subtests measuring mental ability and school
achievement among children aged 2 and half to 17 years.
 DAS distinguishes between core subtest and diagnostic subtest ( core measures – genral
ability……..diagnostic subtest measure independent abilities like memory and speed of
mental processing
 DAS emphasis measurement of specific rather than global abilities.

 Total: 20 subtest
  17 measure cognitive abilities and 3 measure school achievement
 Cognitive subsets – 8 for pre skul and 6 for school age battery….And 3 are included at both
level
 Pre skul level – 2 yr 6 month to 3 yr 5 months (young) – 4 core subset & 2 diagnostic subtest
- 3 yr 6 months to 5 yr 11 month (old) – 6 core subtest & 5 diagnostic subtest

Core subtest
1) Name vocabulary
2) Verbal comprehension
3) Picture Similarities
4) Block Building
5) Copying
6) Pattern construction
7) Early number concepts

Diagnostic subtest
1) Recall of Digits
2) Recognition of pictures
3) Recall of Objects
4) Maching of letter like forms

 School Age level – 6 core subtest and 3 diagnostic subtest

 Age – 6 yr to 17 yr 11month
Core subtest
1)Word Defination
2)Similarities
3)Matrices
4)Sequential & Quantitative Reasoning
5)Pattern construction
6)Recall of Design
Diagnostic subtest
1) Recall of digits
2) Recall of Objects Speed Information Processing

The DAS is not based on a specific theory of intelligence.

COGNITIVE ASSESSMENT SYSTEM (CAS)

 For ages 5 to 17 years

 It is based on the Planning, Attention, Simultaneous, and Successive (PASS) theory of intelligence.
 The PASS theory of intelligence is based on the psychological work of A.R.Luria.
 PASS Theory of Intelligence proposes that cognition is organized in three systems and four
processes.
  The first process is Planning, which involves executive functions responsible for controlling and
organizing behavior, selecting and constructing strategies, and monitoring performance.
 The second is the Attention process, responsible for maintaining arousal levels and alertness, and
ensuring focus on relevant stimuli.
 The two processes, Simultaneous Processing and Successive Processing encode, transform, and
retain information.
 Simultaneous processing is engaged for determination of the relationship between items integration
into whole units of information is required. Examples of this include recognizing figures, such as a
triangle within a circle vs. a circle within a triangle.
 Successive processing is required for organizing separate items in a sequence such as remembering
a sequence of words or actions exactly in the order in which they had just been presented.
 These four processes are hypothesized to functions of four areas of the brain.

QUESTIONS AND CONTROVERSIES ~ CONCERNING IQ TESTING

Are We Born With A Certain IQ?

 It has been estimated that the heritability of intelligence is between.40 and .80.
 Thus between 16% and 64% of the variance in intellectual ability is due to genetic influence.
Research generally supports the notion of at
least some significant genetic influence in intellectual ability. However, biological
(e.g., prenatal care, genetics, nutrition), psychological (e.g., anxiety, motivation,
self-esteem), and social (e.g., culture, socioeconomic status) influences all appear
to be associated with intelligence or at least with IQ scores on standardized tests.

Is IQ Scores Stable Over Time?

the longer the time between testing administrations, the more

unstable the IQ score will appear. Thus, the difference between scores obtained
at ages 3 and 30 is likely to be greater than the difference between scores
obtained at ages 16 and 19.
Furthermore, environmental factors such as stress, nutrition, educational opportunities, exposure to toxins
such as lead, and illness, among other influences, all play a role in the determination of IQ scores.