1. Intelligence How is intelligence measured?
Binet’s test of intelligence
The concept of mental age
The intelligence quotient
The Stanford-Binet test
Other tests of intelligence
The Wechsler scales
The Kaufman assessment battery for children
Infant intelligence
The Bayley scales of infant development
Habituation and preference measures
What is intelligence?
The Psychometric view
Nature/nurture and the stability of intelligence
Is intelligence a single attribute?
Factor analysis
Spearman’s “g” and “s”
Thurstone’s primary mental abilities
Guildford’s Structure of Intellect
Cattell’s Fluid versus Crystallized intelligence
The information processing view
Sternberg’s triarchic theory of intelligence
Context, experience, and information-processing skills
What do intelligence tests predict?
Scholastic achievement
Occupational status
Health, adjustment, and life satisfaction
Common uses (and abuses) of IQ tests
A historical look at IQ testing
Uses of IQ tests
Terman’s mass testing of children
Yerkes’ army mental testing

2. Measures of Intelligence
The Stanford-Binet test
Mental age and chronological age
The Intelligence Quotient (IQ)
The Wechsler Scales
The Kaufman Assessment battery for children
Sequential skills
Simultaneous skills
Measures of Infant Intelligence
Bayley Scales of Infant Development
Subscales of development
The Developmental Quotient (DQ)
Habituation and preferential looking measures

3. The Psychometric View of Intelligence
Intelligence can be thought of as a trait, or set of traits, that characterize some people to a greater extent than other people
Four different psychometric view
The ability to carry out abstract thinking (Terman, 1921)
The capacity of an individual to act purposefully and think rationally, and to deal effectively with the environment (Wechsler, 1944)
Innate, general cognitive ability (Burt, 1955)
All of the knowledge a person has acquired (Robinson & Robinson, 1965)

4. Factor Analysis Test Items: 1 2 3 4 5 6 7 8 9 10
Highly correlated test items:
1, 3, 4, 8
2, 5, 9, 10
6, 10
Factor Structure:
Questions related to verbal ability
Questions related to mathematical reasoning
Questions related to spatial abilities

5. Guildford’s (1967) Structure of Intellect Model
Content: What a person thinks about
Operations: The kinds of thinking required
Products: The kinds of answers required

6. Raymond Cattell’s Fluid versus Crystallized Intelligence
Fluid intelligence:
The ability to solve abstract relational problems that have not been explicitly taught and are free of cultural influences
Ex., Verbal analogies, memory for lists, etc.
Crystallized intelligence:
The ability to solve problems that depend on knowledge acquired in school or through other experiences
Ex., General information, word comprehension
Developmental flavor

7. Sternberg’s (1985) Triarchic Theory of Intelligence
Information processing components:
Context:
Acts qualify as intelligent depending on the social or sociocultural context in which they occur
Experience:
One’s experience with a task helps determine whether one’s actions qualify as intelligent behavior
Information-processing skills:
Estimates of intelligence should also include “how” a person produces an intelligent response, as well as the correctness of that response

8. What Do Intelligence Tests Measure?
IQ and scholastic achievement
IQ predicts academic achievement
Caveats
IQ and occupational success
IQ and job prestige
IQ and job performance
IQ and health, adjustment, and life satisfaction
Terman’s longitudinal study with school children
Family environment hypothesis

9. Binet’s Principles for the Use of the Intelligence Measure
The scores are a practical device; they do not support any theory of intellect. They do not define anything innate or permanent. We do not designate what they measure as “intelligence.”
The scale is a rough, empirical guide for identifying mild-retarded and learning disabled children who need special help. It is not a device for ranking normal children.
Whatever the cause of difficulty in children identified for help, emphasis shall be placed on improvement through special training. Low scores shall not be used to mark children as innately incapable
Gould, 1981, p. 155