intelligence
TRANSCRIPT
Theories of Intelligence and Tests of intelligence
Dr Salman Kareem Chairperson - Miss Sherry A A ( Clinical Psychologist)
Defining intelligence
Binet (1916) defined it as the capacity to judge well, to reason well, and to comprehend well.
Terman (1916) defined it as the capacity to form concepts and grasp their significance.
Pintner (1921) defined it as the ability of an individual to adapt
well to new situations in life
Thorndike (1921) defined it as the power of good responses from the point of
view of truth or fact Thurstone (1921) defined
it as the capacity to inhibit instinctive response, imagine a different response, and realize the response modification into behavior
Spearman (1923) defined it as a general ability involving mainly the ability
to see relations and correlates
Defining intelligence Piaget (1972) defined
it as referring to the superior forms of organization or equilibrium of cognitive structuring used for adaptation to the to the physical and social environment
Sternberg (1985) defined it as the mental capacity to automatize information
processing and to emit contextually appropriate behavior in response to novelty
Gardner (1986) defined it as the ability to solve problems or fashion products
valued within some setting
Wechlser (1939) defined
“it as the aggregate or global capacity of an
individual to act purposefully, think rationally,
and deal effectively with the environment”
Definition
Aggregate and Global implies it is revealed by an individual behaviour as a whole.
Purposeful implies that intelligent behaviour is goal directed which is based on drives and incentives.
•Charles Spearman’ Two factor theory
His hypothesis is all intellectual tasks must entail the exercise of a factor known as general intelligence(g factor)
In examining correlation of various subsets of intelligence, he found that certain subsets tend to correlate higher than others
Each individual type of item requiring "specific factor" called "S" factor.
•Two Factor Theory
An individual has overall supply of mental energy and the "S" factor is invoked for specific purpose as neurological engine.
He thought that it can be represented by a single number.
•LouisThrustone He contributed that
Spearman’s g factor consists of seven sub factors ( Primary mental abilities) Verbal comprehension word fluency Numerical ability spatial Visualization associative memory perceptual speed Inductive reasoning
•Cattell & Horne
Fluid Intelligence characterized by Biological factors capacity to learn new ways of solving problems and
performing activities Decreases with age
Crystallized Intelligence More characterized by environment accumulated knowledge of the world we have
acquired throughout our lives increases with age
Analytical intelligence Basic information processing
skills Creative intelligence
Ability to deal with novel versus routine problems
Practical intelligence Ability to adapt to different
contexts, and to select and shape contexts
Robert Sternberg's Triarchic Theory
Howard Gardner’s Theory of Multiple Intelligences
Gardner (1983, 1999) supports Thurstone’s idea that intelligence comes in multiple forms.
Gardner noted that brain damage may diminish one type of ability but not others e.g., savants.
8 types of intelligence speculates about a 9th –
“existential intelligence" = ability to think about the question of life, death and existence.
Howard Gardner’s Theory of Multiple Intelligences
Intelligence Description
Linguistic The ability to speak and write well
Logico-mathematical The ability to use logic and mathematical skills to solve problems
Spatial The ability to think and reason about objects in three dimensions
Musical The ability to perform and enjoy music
Kinesthetic (body The ability to move the body in sports, dance, or other physical activities
Interpersonal The ability to understand and interact effectively with others
Intrapersonal The ability to have insight into the self
Naturalistic The ability to recognize, identify, and understand animals, plants, and other living things
Howard Gardner’s Theory of Multiple Intelligences
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Principles of Test Construction
For a psychological test to be acceptable it must fulfill the following three criteria:
1. Standardization2. Reliability3. Validity
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Standardization
•The standardization of a test involves giving it to a large number of people at different ages and computing the average score on the test at each age level. •important that intelligence tests be standardized on a regular basis •FLYNN EFFECT - In the past 60 years, intelligence scores have risen steadily by an average of 27 points.
FLYNN EFFECT
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Normal Curve
Standardized tests establish a normal distribution of scores on a tested
population in a bell-shaped pattern called the normal curve.
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Reliability
A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures:
1. Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are.
2. Test-Retest Reliability: Using the same test on two occasions to measure consistency.
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Validity
•Validity of a test refers to what the test is supposed to measure or predict•that they actually measure intelligence rather than something else
History of Intelligence Testing
1. Head Circumference (Francis Galton 1880) – first attempts to measure intelligence
2. Binet-Simon (Alfred Binet 1909) – first “intelligence test”
comissioned by French gov to separate children into vocational vs academic schooling
did not design test to measure ‘intelligence’
created concept of mental age (MA)
30 items of increasing difficulty - 1905 Revision 1908 – age specific versions These were developed to identify children who
needed ‘special’ education - Binet believed that IQ could be increased by
education
3. Lewis Terman (1916-72) first U.S. intelligence test
Interested in gifted children translated and modified Binet’s scale Heavy reliance on
vocabulary/language skills incorporated old items from the
Binet scale, plus some new items poorly standardized on 1000 children
and 400 adults who were not selected with care
Stanford-Binet Intelligence Scale
Developed Intelligence QuotientIQ = (MA/CA)*100
MA= Mental Age; CA = Chronological Age
1916 Stanford-BinetSample Items for 12 yr olds
1. Orange. 45. Sportive. 80. Exaltation. 92. Theosophy
• FOR THE STARTED AN WE COUNTRY EARLY AT HOUR
• TO ASKED PAPER MY TEACHER CORRECT I MY
• A DEFENDS DOG GOOD HIS BRAVELY MASTER
3-1-8-7-9
6-9-4-8-2
5-2-9-6-1
VocabularyGrammar
Memory• Snake, cow, sparrow
• Book, teacher, newspaper
• Wool, cotton, leather
Similarities
Interpretation
Practical Problem Solving
Currently in its 5th edition Assesses intelligence and cognitive
abilities in children and adults aged 2- 23 yrs
Total testing time 45-90 minutes Hindi adaptation –Santhosh Kumar
Kulshetertha
Binet Kamath Intelligence Scale Kamath undertook a revision of the Stanford Binet
Scales to suit Indian conditions.
The test has subtests from Age III to XXII.
For each item passed the child earns a credit of 2 months, 4 months or 6 months depending on the corresponding age.
IQ = Mental Age × 100 Chronological Age
The IQ thus obtained is classified.
Weschler Intelligence Scale
(David Weschler, 1939-81) – designed to show subtest scores
Less reliant on language/vocabulary skills Contains Verbal and Performance
subtests Performance compared to same age
peers – raw score has different interpretation depending on age
Designed widely used test for adults (WAIS), children (WISC), and preschoolers (WPPSI)
Indian adaptation WAPIS – Prabha R
WAPIS-R Testing kit
Testing Booklet
Story Cards
Puzzle Pieces
Block Design
WAIS measures overall intelligence and 11 related aspects to assess clinical and educational
problems.
David Wechsler
WISC
This scale includes 12 separate sub-tests.
Age 5+ to15+
It yields Verbal IQ, Performance IQ and Full Scale IQ.
Verbal Tests•Information•General
Comprehension•Arithmetic•Similarities•Vocabulary•Digit Span
Performance Subtests•Picture Completion•Picture Arrangement•Block Design•Object Assembly•Coding•Mazes
Malin’s Intelligence Scale for Children (MISIC)
This IQ test was developed by Dr Arthur Malin.
It is an Indian adaptation of the WISC and similar to the WISC subtests.
Covers only 10 years.
Picture Arrangement is excluded in this version.
Some items are adapted to suit Indian culture.
Verbal IQ, Performance IQ and Full Scale IQ are obtained from this test.
Seguin Form Board
Aim: The individual has to insert geometrical shaped blocks into corresponding recesses as quickly as possible.
Used particularly for young children and supplemented with other tests.3-11 yrs
Advantages: Spontaneous arousal in
children. Amenable & brief. Valid ‘g’ obtained.
Measuring psychomotor and visuoperceptual abnormalities for children aged between 4 and 20 yrs.
Raven’s Progressive Matrices It is a test of observation and clear thinking.
Measures ability to form perceptual relations, reason by analogy independent of language and formal schooling.
It consists of 5 sets of 12 items each.
Each item contains a figure with a missing piece.
Norms are available for age 6 – 16.
Raven’s Progressive Matrices
Bhatias performance test of intelligence
C M Bhatia 1955 5 subtests –
block design test Alexander Pass along test Pattern drawing test Immediate memory Picture construction test
11 yrs and above Not used on mentally retarded persons
Vineland Social MaturityScale Edgar A Doll , 1935 Assess the social competence / maturity
of individuals from birth to 25 yrs and above.
A J Malin – Indian version , Nagpur Child Guidance Centre birth – 15 yrs
8 domains , 89 items Gives information on social age from
which social quotient could be calculated.
Semi structured informal atmosphere Having mother along with the child. + - if a particular behaviour has emerged - if it has not emerged.
8 domains
Communication skills General self help ability Locomotion skills Occupation skills Self direction Self help eating Self help dressing Socialization skills
Distinguishing Features
Tests Verbal Component
Performance Component
WISC Yes Yes
MISIC Yes Yes
SFB No Yes
RPM No Yes
ICD 10 Classification
IQ 50 -69 Mild Mental Retardation.
IQ 35-49 Moderate Mental Retardation.
IQ 20-34 Severe Mental Retardation.
IQ Below20 Profound Mental Retardation.
Wechsler’s IQ Classification
IQ 90 – 109 Average Intelligence.
IQ 110-119 Above Average Intelligence.
IQ 120-129 Superior Intelligence.
IQ 130 and above Very Superior Intelligence.
What Next?
In the case of students with an IQ of <85 it is preferable that a revised curriculum is followed with the help of a resource person.
In the case of students with 90 and above IQ points and still showing a discrepancy between capability and achievement scores further investigations need to be done.
Further Investigations
This could be followed up with a Psychologist.
Possible reasons for poor school performance:
1. Specific Learning Disability.2. English as a Second Language issues
(ESL).3. ADHD/ ADD issues.4. Emotional Disturbance.
Conclusions
IQ tests are used as screening measures to understand the capability of the individual.
In order to get authentic results it is advisable that the test must be conducted by a trained psychologist.
Principal, teachers, parents and the student need to understand the purpose of undergoing an evaluation.
Thank you