intelligence

Diff. perspectives on Intelligence o First test that provided organized and detailed
 Interactionism – heredity + environment administration and scoring instructions and employed
 Binet: reasoning, judgment, memory, abstraction concept of IQ
 Wechsler: aggregate/global capacity; nonintellective factors too o First to introduce alternate item (item to be substituted
like conative, affective, personality traits etc for a regular item under specified conditions – if examiner
 Piaget: evolving biological adaptation to the outside world failed to properly administer regular item)
 Two-factor theory of intelligence (Charles Spearman): general  2nd ed:
intelligence factor + specific factor of intelligence (specific to o 2 equivalent forms – L (Lewis) and M (Maud)
single intellectual activity only) o New types of tasks for preschool and adult level takers
 Horn-Cattell GfGc Theory: o Lack of representation of minority groups
o General fluid intelligence (Gf) – solve unfamiliar o Ratio IQ : mental age/chronological age x 100
problems, acquire new knowledge  3rd ed:
o General crystallized intelligence (Gc) – repository of o Deviation IQ: comparison of performance of individual w/
knowledge and skills useful in problem solving in the past others of same age in the standardization sample
o Vulnerable abilities – decline w/ age o Standard score: mean (100), SD (16)
o Maintained abilities – do not decline w/ age o Manual was vague about number of racially, ethnically
 Three-stream theory of cognitive abilities: general, broad, diverse individuals in the standardization sample
narrow  4th ed:
___________________________________________________________________________ o Point scale: test is organized in subtests by category of
Measuring Intelligence item not by age
 Infancy: intellectual assessment includes measuring o Test composite (formerly deviation IQ): test score/index
sensorimotor development from combination of one/more subtest scores
o Nonverbal motor responses: turning over, lifting head,  5th ed:
sitting up etc. o Assess 2-85 y/o +
o Examiner must be skillful in establishing rapport for o Yields a number of composite scores, full scale IQ from 10
examinees who don’t know words yet subtests; subtest scores have a mean (10) and SD (3)
o Infant intelligence rely on obtained information from
structured interview w/ parents, guardians Administration
 Older children: verbal and performance abilities  Routing test – task to direct examinee to a level of questions that
o Perform tasks that measure information, vocabulary, social have high probability of being at an optimal level of difficulty
judgment, language, reasoning, numerical concepts etc. o Object series/matrices and vocabulary aka
 Intelligence tests are seldom for adults: Nonverbal fluid reasoning/Verbal Knowledge =
o To obtain clinical information of learning potential and skill Abbreviated Battery IQ score
acquisition o Have teaching items – illustrate task required and assure
o To evaluate faculties of impaired individual examiner that examinee understands; qualitative
o To judge competency to make important decisions performance of examinee may be recorded a examiner
o To help make vocational and career decisions observes. Not formally scored
___________________________________________________________________________  Rules for basal level – criterion that must be met for testing on
the subtest to continue; if and when examinee fails items in a row,
STANFORD-BINET INTELLIGENCE SCALES: 5TH EDITION (SB5) ceiling level is reached and testing is stopped
 1st ed:  explicit rules for where to start, where to reverse, and where to
o Lack of representativeness and standaradization sample stop
 intelligence

o Example: examiner might reverse if examinee scores 0 on WAIS-III

first 2 items; examinee would stop after item failures after  Updated, more user-friendly materials
reversing etc.  Items added to extend test’s floor to make it more useful for
 Explicit rules for prompting examinees; if vague response is given evaluating people w/ extreme intellectual deficits
on verbal items, examiner prompts examinee (“tell me more”)  Yielded FULL SCALE (composite) IQ, 4 index scores: verbal
 Few subtests are timed, most of the items are not to comprehension, perceptual organization, working memory,
accommodate takers w/ special needs and fit item response processing speed
theory model to calibrate difficulty of items  Norms expanded to include ages 74-89
 Adaptive testing in nature – testing individually tailored to the  Co-normed w/ WECHSLER MEMORY SCALE-THIRD ED. (WMS-
taker III)
o Aka sequential testing, branched testing, response- WAIS-IV
contingent testing  Core subtest – administered to obtain composite score
o Starting subtest w/ question in the middle range; if taker  Supplemental subtest/optional subtest – used for providing
responds correctly, item of greater difficulty follows next; if additional clinical info or extending number of abilities or
taker response incorrectly, lesser difficulty is posed next processes sampled
o Advantages of starting at an optimal level of difficulty: o can be used in place of core subtest when:
 Allows test user to collect maximum amt. of info in  examiner incorrectly administered core subtest
the minimum amt. of time  assessee had been inappropriately exposed to
 Facilitates rapport subtest items PRIOR administration
 Minimizes potential for examinee fatigue  assessee has physical limitation that affected their
 Test may yield info on taker’s strengths and weaknesses w/ ability to respond to items
respect to cognitive functioning used by clinical, academic  10 core subtests: block design, similarities, digit span, matrix,
professionals reasoning, vocabulary, arithmetic, symbol search, visual puzzles
 Individually administered – extra-test behavior – examiner has information (identify parts that went into making stimulus design),
behavioral observation of examinee (how they cope w/ frustration, coding
reacts to easy items, how anxious, fatigued they are etc)  5 supplemental subtests: letter-number sequencing, figure
 SB full scale scores converted to nominal categories designated weights (determine what needs to be added to balance two-sided
by cutoff boundaries scale), comprehension, cancellation (timed, draw lines through
___________________________________________________________________________ targeted pairs of colored shapes), picture completion
WECHSLER TESTS  Absence of picture arrangement, object assembly, coding recall,
WECHSLER-BELLEVUE 1 (W-B 1) coding copy-digit symbol
 Point scale  Reflect sensitivity to older adults:
 6 verbal subtests, 5 performance subtests, all items arranged in o Enlargement of images in picture completion, symbol
increasing difficulty search, coding
 Problems: restricted standardization sample, some subtests lacked o Recommended nonadministration of supplemental tests
inter-item reliability, some items too easy, ambiguous scoring that tap short-term memory, hand-eye coordination, motor
criteria speed for takers above 69 y/o to reduce testing time and
minimize frustration
WECHSLER ADULT INTELLIGENCE SCALE (WAIS) o Reduction in overall test administration from 80 to 67
 Verbal and performance scales; scoring yielded VERBAL IQ, minutes
PERFORMANCE IQ, FULL SCALE IQ ___________________________________________________________________________
WAIS-R SHORT FORM
 Test administration manual mandated alternate administration of  Abbreviated in length, reduce time for administration, scoring,
verbal and performance tests interpretation
 intelligence

 May be used for screening purposes only not make placement or  Culture fair tests have been found to lack hallmark of traditional
educational decisions intelligence tests: predictive validity
 Standards for validity of short form must be high  Flynn effect – progressive rise in intelligence test scores
 WECHSLER ABBREVIATED SCALE OF INTELLIGENCE (WASI) expected to occur on a normed test of intelligence from the date
o Short instrument to screen intellectual ability, 6-89 y/o the test was first normed
o Two-subtest form: vocabulary, block design (15 mins.),
four-subtest form (30 mins.)
o Yields VERBAL IQ, PERFORMANCE IQ, FULL SCALE IQ
___________________________________________________________________________
GROUP TESTS
 Alert educators who might benefit from extensive assessment w/
individually administered tests
 Useful when large numbers of examinees must be evaluated
simultaneously or within limited time frame
 ARMY ALPHA TEST – for literates/who could read; general
information, analogies, reassemble scrambled sentences
 ARMY BETA TEST – for foreign-born recruits w/ poor English or to
illiterate recruits; mazes, coding, picture completion (draw missing
element of picture)
 California Test of Mental Maturity
 Kuhlmann-Anderson Intelligence Tests
 Henmon-Nelson Tests of Mental Ability
 Cognitive Abilities Test
 Otis-Lennon School Ability Test (1st group intelligence test
used in US schools)
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OTHER MEASURES
 Creativity Tests for Children – verbally oriented tasks
(suggesting titles for plots, common, uncommon uses of objects
etc) and nonverbally oriented tasks (making designs, drawing
details etc)
 Remote Associates Test (RAT) – presents taker w/ 3 words, the
task is to find fourth word associated w/ other three
 Torrance Tests of Creative Thinking – word-based, picture-
based, sound-based test materials
___________________________________________________________________________
 Culture loading – test incorporates vocabulary, concepts,
traditions, knowledge, feelings associated with a particular culture
 Culture-fair intelligence test – test designed to minimize
influence of culture