Introduction to Clinical Psychology: Science, Practice and Ethics Chapter 7 Intellectual and Educational Assessment This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program Copyright ©Allyn & Bacon 2005

Sample Definitions “...intelligence, that is to say, reasoning, judgment, memory, the power of abstraction” (Binet (1890) quoted in Matarazzo, 1972, p.65). “...adjustment or adaptation of the individual to his total environment, or limited aspects thereof...the capacity to reorganize one’s behavior patterns so as to act more effectively and more appropriately in novel situations...the ability to learn...the extent to which (a person) is educable...the ability to carry on abstract thinking...the effective use of concepts and symbols in dealing with...a problem to be solved” (Freeman, 1955, pp.60-61). “Intelligence, as a hypothetical construct, is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment” (Wechsler, 1958, p.27). “...the resultant of the processes of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills; it is an abstraction” (Humphreys, 1979, p115). “...a human intellectual competence must entail a set of skills of problem solving - enabling the individual to resolve genuine problems or difficulties that he or she encounters, and, when appropriate, to create an effective product - and must also entail the potential for finding or creating problems - thereby laying the groundwork for the acquisition of new knowledge” (Gardner, 1983, pp.60-61). “Intelligence comprises the mental abilities necessary for adaption to, as well as shaping and selection of, any environmental context” (Sternberg, 1997, p.1030). Copyright ©Allyn & Bacon 2005

Definitions: Common Characteristics Important elements of intelligence % of respondents checking Descriptor Abstract thinking or reasoning 99.3 Abstract thinking or reasoning 99.3 Problem-solving ability 97.7 Problem-solving ability 97.7 Capacity to acquire knowledge 96 Capacity to acquire knowledge 96 Memory 80.5 Memory 80.5 Adaptation to one’s environment 77.2 Adaptation to one’s environment 77.2 Mental speed 71.7 Mental speed 71.7 Linguistic competence 71 Linguistic competence 71 Mathematical competence 67.9 Mathematical competence 67.9 General knowledge 88.3 General knowledge 88.3 Creativity 59.6 Creativity 59.6 Sensory acuity 24.4 Sensory acuity 24.4 Goal directedness 24 Goal directedness 24 Achievement motivation 18.9 Achievement motivation 18.9 Copyright ©Allyn & Bacon 2005

Theories of Intelligence Spearman’s Two-Factor Theory (1927) Spearman’s Two-Factor Theory (1927) g – general factor g – general factor s – specific factors s – specific factors Thurstone’ Primary Mental Abilities (1938) Thurstone’ Primary Mental Abilities (1938) Verbal, perceptual speed, inductive reasoning, number, rote memory, deductive reasoning, word fluency, and space/visualization Verbal, perceptual speed, inductive reasoning, number, rote memory, deductive reasoning, word fluency, and space/visualization Cattell & Horn’s Fluid and Crystallized (1966) Cattell & Horn’s Fluid and Crystallized (1966) Fluid – native abilities Fluid – native abilities Crystallized – acquired skill and knowledge Crystallized – acquired skill and knowledge

Copyright ©Allyn & Bacon 2005 Multiple Intelligences Howard Gardner Howard Gardner Linguistic Linguistic Musical Musical Logical-mathematical Logical-mathematical Spatial Spatial Bodily-kinesthetic Bodily-kinesthetic Personal Personal

Copyright ©Allyn & Bacon 2005 Linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Copyright ©Allyn & Bacon 2005 Logical-Mathematical Intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Copyright ©Allyn & Bacon 2005 Musical Intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Copyright ©Allyn & Bacon 2005 Bodily-kinesthetic Intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Copyright ©Allyn & Bacon 2005 Spatial Intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. involves the potential to recognize and use the patterns of wide space and more confined areas.

Copyright ©Allyn & Bacon 2005 Interpersonal Intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Copyright ©Allyn & Bacon 2005 Intrapersonal Intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Copyright ©Allyn & Bacon 2005 Naturalist Intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value'

Copyright ©Allyn & Bacon 2005 Multiple Intelligences Robert Sternberg – Triarchic theory Robert Sternberg – Triarchic theory Analytic Analytic Practical Practical Creative Creative

Defining IQ

Copyright ©Allyn & Bacon 2005 Defining IQ Binet: MA - CA Binet: MA - CA Mental Age approach Mental Age approach IQ = MA/CA X 100 IQ = MA/CA X 100 Deviation IQ Deviation IQ Obtained Score/Expected Score X 100 Obtained Score/Expected Score X 100

Copyright ©Allyn & Bacon 2005 Stanford-Binet: A short history Binet-Simon Binet-Simon Stanford-Binet Stanford-Binet Stanford-Binet – 1937, Forms L and M Stanford-Binet – 1937, Forms L and M Stanford-Binet – 1960, Form L-M Stanford-Binet – 1960, Form L-M Stanford-Binet – 1972 Norms Stanford-Binet – 1972 Norms Stanford-Binet Fourth Edition – 1986 Stanford-Binet Fourth Edition – 1986 Stanford-Binet Fifth Edition Stanford-Binet Fifth Edition

Copyright ©Allyn & Bacon 2005 Stanford-Binet Intelligence Scale: 4 th Edition Hierarchical Model Hierarchical Model Highest level = g Highest level = g Next level: Next level: Crystallized abilities Crystallized abilities Fluid abilities Fluid abilities Short-term memory Short-term memory

Copyright ©Allyn & Bacon 2005 Stanford-Binet: 4 th Edition 15 subtests organized into four categories 15 subtests organized into four categories Verbal Reasoning Verbal Reasoning Vocabulary Vocabulary Comprehension Comprehension Absurdities Absurdities Verbal relations Verbal relations Abstract/visual reasoning Abstract/visual reasoning Pattern analysis Pattern analysis Coping Coping Matrices Matrices Paper-folding and cutting Paper-folding and cutting

Copyright ©Allyn & Bacon 2005 Stanford-Binet: 4 th Edition Quantitative Reasoning Quantitative Reasoning Quantitative Quantitative Number Series Number Series Equation-Building Equation-Building Short-Term Memory Short-Term Memory Bead Memory Bead Memory Memory for Sentences Memory for Sentences Memory for digits Memory for digits Memory for objects Memory for objects

Copyright ©Allyn & Bacon 2005 Wechsler Scales: A short history Wechsler-Bellevue Wechsler-Bellevue Wechsler Adult Intelligence Scale – 1955 Wechsler Adult Intelligence Scale – 1955 Wechsler Adult Intelligence Scale – Revised – 1981 Wechsler Adult Intelligence Scale – Revised – 1981 Wechsler Adult Intelligence Scale – Third Edition Wechsler Adult Intelligence Scale – Third Edition

Copyright ©Allyn & Bacon 2005 Wechsler Scales: Current Versions Wechsler Adult Intelligence Scale – Third Edition (WAIS-III) Wechsler Adult Intelligence Scale – Third Edition (WAIS-III) Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R) Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R)

Copyright ©Allyn & Bacon 2005 Wechsler Scales Full-Scale IQ Full-Scale IQ Verbal IQ Verbal IQ Performance IQ Performance IQ

Copyright ©Allyn & Bacon 2005 WAIS-III: Factors Verbal Comprehension Verbal Comprehension Perceptual Organization Perceptual Organization Working Memory Working Memory Processing Speed Processing Speed

Copyright ©Allyn & Bacon 2005 Wechsler Scales: Interpretation Very Superior Very Superior Superior Superior High Average High Average Average Average 80-89Low Average 80-89Low Average 70-79Borderline 70-79Borderline < 70Extremely Low < 70Extremely Low

Copyright ©Allyn & Bacon 2005 Wechsler Scales: Levels of Interpretation FSIQ FSIQ V-P difference V-P difference Subtest variability Subtest variability Observations Observations

Copyright ©Allyn & Bacon 2005 Kaufman Scales Kaufman Assessment Battery for Children (K-ABC) Kaufman Assessment Battery for Children (K-ABC) Kaufman Adolescent and Adult Intelligence Test Kaufman Adolescent and Adult Intelligence Test

Copyright ©Allyn & Bacon 2005 Interpreting tests of intelligence Overall IQ Overall IQ Confidence interval Confidence interval Factor Scores Factor Scores Variability among scores Variability among scores Qualitative Qualitative

Copyright ©Allyn & Bacon 2005 Screening Measures Slosson Intelligence Test Slosson Intelligence Test Shipley Institute of Living Scale Shipley Institute of Living Scale Wechsler Abbreviated Scale of Intelligenc (WASI) Wechsler Abbreviated Scale of Intelligenc (WASI) General Ability Measure for Adults (GAMA) General Ability Measure for Adults (GAMA)

Copyright ©Allyn & Bacon 2005 Issues and Controversies Correlates of IQ Correlates of IQ Heritability of IQ Heritability of IQ Malleability of IQ Malleability of IQ Race and IQ Race and IQ

Copyright ©Allyn & Bacon 2005 Preliminary points IQ is a descriptive not explanatory concept IQ is a descriptive not explanatory concept IQ tests should be used to understand not label. IQ tests should be used to understand not label.

Copyright ©Allyn & Bacon 2005 Correlates of IQ Academic performance Academic performance Academic longevity Academic longevity Occupational success Occupational success

Copyright ©Allyn & Bacon 2005 Heritability of IQ

Copyright ©Allyn & Bacon 2005 Heritability: Twin Studies Monozygotic (MZ) or identical twins share 100% of their genetic make-up Monozygotic (MZ) or identical twins share 100% of their genetic make-up Dizogotic (DZ) or fraternal twins share 50% of their genetic make-up Dizogotic (DZ) or fraternal twins share 50% of their genetic make-up Reared together – share environment Reared together – share environment Reared apart – different environment Reared apart – different environment

Copyright ©Allyn & Bacon 2005 Heritability: Twin Studies Correlations between twin pairs MZ twins raised together: r =.86 MZ twins raised together: r =.86 DZ twins raised together: r =.60 DZ twins raised together: r =.60 MZ twins raised apart: r =.68 to.78 MZ twins raised apart: r =.68 to.78 Non-twin siblings raised apart: r =.24 Non-twin siblings raised apart: r =.24

Copyright ©Allyn & Bacon 2005 Heritability estimates Heritability – the percentage of the variance in the population due to heredity Heritability – the percentage of the variance in the population due to heredity IQ heritability estimates range from.50 to.80 IQ heritability estimates range from.50 to.80

Copyright ©Allyn & Bacon 2005 Malleability of IQ Quantity and quality of education Quantity and quality of education Cross cultural differences Cross cultural differences Biological factors (nutrition, lead poisoning, alcohol exposure) Biological factors (nutrition, lead poisoning, alcohol exposure) “Flynn effect” “Flynn effect”

Copyright ©Allyn & Bacon 2005 Race and IQ European Americans score about 15 points higher than African Americans European Americans score about 15 points higher than African Americans European Americans score about 7 points higher than Hispanic Americans European Americans score about 7 points higher than Hispanic Americans European Americans score about 10 points higher than Native Americans European Americans score about 10 points higher than Native Americans Asian Americans score the same or slightly higher than European Americans Asian Americans score the same or slightly higher than European Americans

Copyright ©Allyn & Bacon 2005 Black-White IQ differences Its the tests Its the tests Its economics Its economics Its racism Its racism Its genetics Its genetics

Copyright ©Allyn & Bacon 2005 Intelligence over the lifespan Types of studies Types of studies Cross-sectional studies suggest a gradual decline in IQ starting at about age 30 Cross-sectional studies suggest a gradual decline in IQ starting at about age 30 Longitudinal studies suggest that declines do not begin until about age 60, are gradual and vary across cognitive tasks Longitudinal studies suggest that declines do not begin until about age 60, are gradual and vary across cognitive tasks

Copyright ©Allyn & Bacon 2005 Educational Assessment Tests of aptitude Tests of aptitude Tests of achievement Tests of achievement Learning disabilities Learning disabilities Bill 82 (Ontario) Bill 82 (Ontario)