1. Chapter 7 – Assessment: Intellectual and Cognitive Measures Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

2. History of Intelligence Testing Alfred Binet, with Theodore Simon, published the Binet-Simon Scale in 1905 in France Alfred Binet, with Theodore Simon, published the Binet-Simon Scale in 1905 in France They have been asked by the French government to help find a method to identify, before the onset of formal schooling, children who may not benefit from regular instruction They have been asked by the French government to help find a method to identify, before the onset of formal schooling, children who may not benefit from regular instruction Their scale was of 30 questions, and was an age-scale- that is- an item was chosen to represent a given age if 75% of the children at that age were able to pass it Their scale was of 30 questions, and was an age-scale- that is- an item was chosen to represent a given age if 75% of the children at that age were able to pass it Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

3. Binet Definition of Intelligence Binet regarded intelligence as a global capacity, abandoning the attempt to break it to its “parts” Binet regarded intelligence as a global capacity, abandoning the attempt to break it to its “parts” However, he recognized that this global entity is expressed in the processes of judgment, practical sense, and the ability to adapt to the environment However, he recognized that this global entity is expressed in the processes of judgment, practical sense, and the ability to adapt to the environment Binet: To choose a direction toward a goal, to monitor the progress, and to make adaptations if needed Binet: To choose a direction toward a goal, to monitor the progress, and to make adaptations if needed Binet used the term ”auto-criticism” ( in modern terms “self-monitoring”) Binet used the term ”auto-criticism” ( in modern terms “self-monitoring”) Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

4. Current Attempts to Define Intelligence In surveys of experts in psychology, education, genetics, sociology, Intelligence was defined as: In surveys of experts in psychology, education, genetics, sociology, Intelligence was defined as: Abstract thinking or reasoning Abstract thinking or reasoning Problem-solving ability Problem-solving ability Capacity to acquire Knowledge Capacity to acquire Knowledge Adaptation to the environment Adaptation to the environment Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

5. Wechsler’s Definition David Wechsler (1939) defined intelligence as goal-directed behavior (act purposefully), think rationally, and deal effectively with the environment David Wechsler (1939) defined intelligence as goal-directed behavior (act purposefully), think rationally, and deal effectively with the environment An important element in the definition of intelligence was the ability to think abstractly. An important element in the definition of intelligence was the ability to think abstractly. Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

6. Factor- Analysis Studies The Factor Analysis procedure generated further attempts to identify the nature of intelligence The Factor Analysis procedure generated further attempts to identify the nature of intelligence Thorndike (1938) proposed seven primary mental abilities, whereas Spearman (1927) maintained a general factor (g), with one or more specific factors (s) per test account for performance on intelligence test Thorndike (1938) proposed seven primary mental abilities, whereas Spearman (1927) maintained a general factor (g), with one or more specific factors (s) per test account for performance on intelligence test Current evidence strongly support the g factor as important in human ability Current evidence strongly support the g factor as important in human ability Tests with high loadings of g require reasoning, comprehension, and hypothesis- testing Tests with high loadings of g require reasoning, comprehension, and hypothesis- testing Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

7. Factor Models: Two or more factors thought to be more or less at the same level Factor Models: Two or more factors thought to be more or less at the same level Hierarchical Models: Different levels of factors with some factors being sub- domains of other factors Hierarchical Models: Different levels of factors with some factors being sub- domains of other factors Information Processing Models: Less on the organization and more on how the brain processes information Information Processing Models: Less on the organization and more on how the brain processes information Theories of Intelligence Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

8. Charles Spearman: General factor g with specific factors s Charles Spearman: General factor g with specific factors s –Based on intercorrelations with tests of sensory abilities –Idea still is retained in most theories of intelligence –Thurstone: primary mental abilities as relatively distinct abilities Theories of Intelligence: Some Factor Models Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

9. Raymond Cattell: Believed current tests were too focused on verbal and school-based abilities Raymond Cattell: Believed current tests were too focused on verbal and school-based abilities –Fluid intelligence: ability to solve problems without drawing on prior experiences (innate intellectual ability) –Crystallized Intelligence: what we have learned from life and our experiences (including formal education) Theories of Intelligence: Hierarchical Models Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

10. Sternberg’s Triarchic Theory: Based on how humans process information (three components) Sternberg’s Triarchic Theory: Based on how humans process information (three components) –Componential: executive functioning, performance speed, knowledge acquisition –Experiential: the influence of task novelty on problem solving –Contextual: adaptation, alteration, and selection of the environment Theories of Intelligence: Information Processing Models Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

11. Gardner’s Theory of Multiple Intelligences: Multiple forms of intelligence ignored in other theories Gardner’s Theory of Multiple Intelligences: Multiple forms of intelligence ignored in other theories –Linguistic –Musical –Logical-Mathematical –Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal Theories of Intelligence: Information Processing Models –Naturalist –Spiritual –Existential –Moral Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

12. Intelligence is often assessed in larger psychological assessments (e.g., memory problems, neuropsychological assessments, head injuries, learning disability evaluations) Intelligence is often assessed in larger psychological assessments (e.g., memory problems, neuropsychological assessments, head injuries, learning disability evaluations) Premorbid IQ: intellectual functioning prior to an accident or neurological decline Premorbid IQ: intellectual functioning prior to an accident or neurological decline Assessing Intelligence: Important Concepts Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

13. Wechsler Adult Intelligence Scale (WAIS-IV): Designed for ages 16-90 Wechsler Adult Intelligence Scale (WAIS-IV): Designed for ages 16-90 Wechsler Intelligence Scale for Children (WISC-IV): Designed for ages 6-16 Wechsler Intelligence Scale for Children (WISC-IV): Designed for ages 6-16 Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): Ages 2 yrs 6mo. to 7 yrs 3 mo. Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): Ages 2 yrs 6mo. to 7 yrs 3 mo. Wechsler Abbreviated Scale of Intelligence (WASI-II): Shortened version designed for ages 6-89 Wechsler Abbreviated Scale of Intelligence (WASI-II): Shortened version designed for ages 6-89 The Wechsler Intelligence Scales Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

14. Early IQ tests measured ‘mental age (MA)’ (most students at a particular age got a certain number of items on a test correct) relative to the child’s chronological age (CA) –Ratio IQ: MA / CA X 100 7 yr MA / 8 yr CA X 100 = 87.5 7 yr MA / 8 yr CA X 100 = 87.5 2.5 yr MA / 3 yr CA X 100 = 83.3 2.5 yr MA / 3 yr CA X 100 = 83.3 20 yr MA / 25 yr CA X 100 = 80 20 yr MA / 25 yr CA X 100 = 80 Assumes a linear development of learning Assumes a linear development of learning No longer used No longer used The Wechsler Intelligence Scales Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

15. Wechsler developed the Deviation IQ as a solution to problems of Ratio IQ: Mean of 100 and a standard deviation of 15 – based on the age of the test taker relative to other test- takers at that age Wechsler developed the Deviation IQ as a solution to problems of Ratio IQ: Mean of 100 and a standard deviation of 15 – based on the age of the test taker relative to other test- takers at that age Wechsler scales use a hierarchical model (with a general IQ and sub-scale specific abilities) Wechsler scales use a hierarchical model (with a general IQ and sub-scale specific abilities) The Wechsler Intelligence Scales Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

16. Important caveats: Important caveats: –Correlation does not mean causation –Intelligence is not due to heredity or the environment but the interplay of the two –IQ is not the same as intelligence Some findings: Some findings: –About 50-60% of IQ is related to genetics –Flynn Effect: IQ appears to be increasing over time –IQ scores plateau at 30 –Some IQ declines for some at age 70 –Environment accounts for most of the differences in IQ in low SES children IQ and its Correlates Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

17. Test norms may not be appropiate for all individuals – e.g., ethnicity, SES, outside the US Test norms may not be appropiate for all individuals – e.g., ethnicity, SES, outside the US Test biases may be a part of the test – especially questions specifically drawing on US related content Test biases may be a part of the test – especially questions specifically drawing on US related content Test only focuses on academically related intelligences Test only focuses on academically related intelligences The Wechsler Intelligence Scales Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

18. Previous versions of Wechsler scales used a Verbal IQ, Performance (non-verbal) IQ and a Full Scale IQ Previous versions of Wechsler scales used a Verbal IQ, Performance (non-verbal) IQ and a Full Scale IQ Current versions use 4 Index or Composite Scores Current versions use 4 Index or Composite Scores –Verbal Comprehension –Perceptual Reasoning –Working Memory –Processing Speed Good reliability scores on Wechsler tests Good reliability scores on Wechsler tests The Wechsler Intelligence Scales Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

19. Verbal Comprehension Scale Verbal Comprehension Scale –Similarities: Pairs of words (describing concepts or objects) presented and the subject must explain how the objects are similar –Vocabulary: Defining a series of orally and visually presented words –Information: Questions that address knowledge of events, people, and places –Comprehension: Questions about common concepts and problems and the person must provide the answer or solution WAIS-IV Content Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

20. Perceptual Reasoning Scale Perceptual Reasoning Scale –Block Design: Colored blocks to create three- dimensional representations of two-dimensional geometric patterns. –Matrix Reasoning: Incomplete patterns and, from five choices, must select one that completes the pattern –Visual Puzzles: Pieces of a puzzle where images are chosen that go together to match the example –Picture Completion: Pictures of common objects and settings with a missing part –Figure Weights: The person must chose the “weight” depicted in a series of images that would be equivalent to the “weight” depicted in the example WAIS-IV Content Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

21. Working Memory Scale Working Memory Scale –Digit Span: The person is presented with a series of numbers and must repeat them in the same sequence or in a reversed sequence –Arithmetic: The person solves arithmetic problems and provides the answer orally –Letter-Number Sequencing: Sequences of letters and numbers are presented orally and the person repeats them with the letters in alphabetical order and numbers in ascending order WAIS-IV Content Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

22. Processing Speed Scale Processing Speed Scale –Symbol Search: The person must indicate, by checking a box, whether target symbols occur in the group of symbols presented –Coding: Using a key that matches numbers to symbols, the person must rapidly provide the correct symbols to a list of numbers –Cancellation: The person is presented with a series of shapes of different colors and is asked to cross out images that have a specific shape (e.g., circles) and a specific color WAIS-IV Content Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

23. From Gardner’s work on Intrapersonal & Interpersonal Intelligence – the ability to understand oneself and others From Gardner’s work on Intrapersonal & Interpersonal Intelligence – the ability to understand oneself and others Several measures of EI including the Emotional Quotient Inventory and the MSCEIT (perceiving, using and managing emotions) Several measures of EI including the Emotional Quotient Inventory and the MSCEIT (perceiving, using and managing emotions) Emotional Intelligence (EI) Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

24. EI is positively correlated with: EI is positively correlated with: –Better social relations for children and adults –Better family and intimate relations –More positive perception by others –Better academic achievement –Better psychological well-being Emotional Intelligence (EI) Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

25. Stanford-Binet V: Designed for ages 2- 85. Also an IQ mean of 100, SD of 15. Stanford-Binet V: Designed for ages 2- 85. Also an IQ mean of 100, SD of 15. –Not as often used outside the US due to lack of content adaptations Kaufman Assessment Battery-II: Focuses on how children and adults learn and compares to achievement scores Kaufman Assessment Battery-II: Focuses on how children and adults learn and compares to achievement scores Other Intellectual Functioning Tests Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

26. Wechsler Memory Scale IV: Focuses on episodic memory (person’s direct experience to visual and auditory stimuli). Wechsler Memory Scale IV: Focuses on episodic memory (person’s direct experience to visual and auditory stimuli). Wechsler Individual Achievement Test (WIAT-III) Focuses on academic and problem solving skills. In conjunction with a Wechsler IQ test a discrepancy between IQ and achievement can help diagnose learning disabilities Wechsler Individual Achievement Test (WIAT-III) Focuses on academic and problem solving skills. In conjunction with a Wechsler IQ test a discrepancy between IQ and achievement can help diagnose learning disabilities Other Intellectual Functioning Tests Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.