intelligence testing melissa stern psy 4930 october 3, 2006
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Intelligence TestingMelissa Stern
PSY 4930 October 3, 2006
What is Intelligence?
A loaded question . . . Ability to modify one’s behavior to meet
demands of the situation Abstract reasoning (using symbols or mental
representations) Capacity to acquire knowledge Problem solving ability
Definition of Intelligence
Common to many definitions of intelligence Knowledge-based thinking Apprehension Adaptive purposeful striving Fluid analytic reasoning Mental playfulness Idiosyncratic learning
Theories of Intelligence
Terman coined the term “Intelligence Quotient” (IQ) in 1916 Mental age/Chronological age
Spearman’s 2 Factor Theory (1927) Intelligence =
General factors (g) — “mental energy” E.g., abstract reasoning, problem solving
Specific factors (s) — less complex tasks E.g., motor speed, attention, v-m coordination, memory
Although originally a 2 factor theory, g is the only factor that accounts for correlations among intellectual abilities
Theories of Intelligence
Thurstone’s Multidimensional Theory (1938) Eight primary mental factors
Verbal, perceptual speed, inductive reasoning, number, rote memory, deductive reasoning, word fluency, space or visualization)
He eventually found that these factors correlated and later postulated a second-order factor similar to “g”
Multiple Intelligences?
MUSICAL INTELLIGENCE
Is it a type of an intelligence?
Or is it just special talents?
Discuss!
Theories of Intelligence
Cattell & Horn’s Fluid and Crystallized Intelligence (1966) Fluid intelligence=one’s inborn abilities largely
determined by genetics and biology Fluid intelligence develops through childhood and adolescents Examples: number/letter series, matrices
Crystallized Intelligence=acquired skills and knowledge Influenced by environment and culture Continues to develop over the lifespan Examples: vocabulary, general information
Some tasks measure both: Arithmetic reasoning
Theories of Intelligence
Piaget’s Developmental Theory Hierarchical model with four major periods of
cognitive development Sensorimotor period Preoperational period Concrete operations period Formal operations period
Correlations have been found between Piagetian tasks and psychometric scales of intelligence
A Modern View of Intelligence
Intelligence is an integrated construct including: Biological—dependent on genetics, brain
structure, physiological functioning of brain Cognitive—metacognition and ordinary cognition Motivational—magnitude, direction, and
disposition of individual Behavioral—behavior in academic, social, and
adaptive domains Genetically-determined intelligence is always
modified by experience
Environmental Influences on IQ
Factors that enhance IQ: Stimulating environment Good medical care/nutrition Parental involvement in learning Rich language environment
Factors that negatively impact IQ: Persistent poverty
Perinatal complications, inadequate stimulation in environment, lead exposure
Large family size Nutrition during gestation and early childhood
Heredity and IQ
“Heredity may limit a child’s potential, but environment permits their potential to be actualized” (Sattler, 2001, p. 180) We inherit genes, not an actual IQ
Genetics is only 1 factor affecting IQ (familial, educational, nonfamilial factors)
IQ can change, but it is difficult Does seem to go up on average about 4 points
between childhood and adolescence (develop problem-solving strategies over time)
The Bell Curve (1994)
Controversial book on the social ramifications of IQ stratification
The “Cognitive Elite” associate with other elite Physical separation from others
Make more money Live in different neighborhoods
The Bell Curve: Social Problems and IQ Poverty - IQ predicts poverty, even more than
SES in which people grow up Schooling - IQ increases risk of dropping out of
school and decreases chances of college degree Unemployment, Idleness and Injury - IQ is
associated with unemployment, frequent injury, or idleness (removing oneself from the workforce)
Family - IQ is related to high rates of divorce, lower rates of marriage, and higher rates of illegitimate births
The Bell Curve: Social Problems & IQ Welfare Dependency - IQ increases the
chances of chronic welfare dependency Parenting - IQ of mothers correlates with
low birth weight babies, poor child motor skills and social development, and children’s behavioral problems
Crime - IQ increases the risk of criminal behavior
Civility and Citizenship – those with IQ vote least often
The Bell Curve: Gender, Ethnicity & IQ Few gender differences were found
Males higher on spatial and quantitative Females higher on verbal ability
East Asians score highest, then European Americans, Hispanics, and African Americans
APA task force on IQ IQ can predict individual differences, but not necessarily
group differences Socioeconomic influences may play a role Cultural differences may affect education
emphasis on spirituality, harmony, movement, verve, affect, expressive individualism, communalism, etc.
IQ Tests and Culture
Culturally Biased Proponents of this view feel IQ tests are biased
against ethnic minorities and don’t take their sociocultural factors into account
Culturally loaded Proponents of this view feel IQ tests are
reflective of the knowledge and skills of the dominant society (those who created the test)
Pros and Cons of IQ Testing
Pros Cons
Reveals unknown talent Self-fulfilling prophecy
Standardized method of comparing children
Measures only processes needed for successful test performance
Excellent predictors of academic performance
Biased against ethnic minorities
Valuable for children with disabilities
Poor predictors of real-life situations
Predicts success in a wide variety of endeavors
Unconventional responses are penalized
Common IQ Misperceptions
IQ is innate IQ never changes IQ tests provide perfectly reliable scores All IQ tests measure the same thing IQ test scores are interchangeable
IQ tests vs. Achievement tests
IQ tests measure broader abilities IQ tests are more predictive of future performance Achievement tests (reading, math, etc.) are heavily
dependent on formal learning at home or school Achievement test scores change more readily Achievement tests assess mastery of factual
information; IQ tests assess ability to apply information in new ways
Common Intelligence Tests
Stanford-Binet Intelligence Scale Originally developed in 1916 Currently in the 4th edition
Wechsler Intelligence Scale (WISC) For children 6-16 years Currently in the 4th edition (2003)
Wechsler Preschool and Primary Scale of Intelligence (WPPSI) For children 3 years to 7 years, 3 months
Bayley Scales of Infant Development (BSID) For children aged 1 to 42 months Cognitive, Motor, and Behavioral scales
IQ Test example: WISC-IV
15 subtests (some of them are optional) Administration time varies from 1-3 hours Must be trained in order to administer – complicated rules Provides
Full Scale IQ--Global estimate of child’s general intellectual capacity/potential/level of cognitive ability and the relative standing compared to the normative population
Verbal Comprehension Index –verbal reasoning skills Perceptual Reasoning Index – nonverbal reasoning skills Working Memory –ability to attend to and hold information in
memory to formulate responses Processing Speed – speed of processing information Uses the deviation IQ (mean = 100, SD = 15)
WISC-IV Subtests
Block Design Similarities Digit Span Picture Concepts Coding Vocabulary Letter-Number Sequencing Matrix Reasoning Comprehension Symbol Search (Picture Completion) (Cancellation) (Information) (Arithmetic) (Word Reasoning)
Matrix Reasoning Example
WISC-III Subtests
VCI Similarities Vocabulary Comprehension Information* Word Reasoning*
PRI Block Design Picture Concepts Matrix Reasoning Picture Completion*
WMI Digit Span Letter-Number Sequencing Arithmetic*
PSI Coding Symbol Search Cancellation*
IQ Testing Considerations
Examiner variability (i.e., giving extra help, errors in administration, incorrect scoring, etc.)
Situational variability (i.e., on/off medications, Ritalin, fatigue, illness, hunger, etc.)
Individual subtest scores are not as reliable as the FSIQ and Indices
Qualitative observations are also important
Types of IQ
Ratio IQ First type of IQ Stern (1938) IQ = MA/CA x 100 Same IQ has different
meanings at different ages
Not used as often now
Deviation IQ A type of standard
score Mean = 100, SD =
15/16 Compares IQ to same
age peers Normal distribution WISC uses this
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