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Intelligence and General Ability Testing
Chapter 7
Models of Intelligence
Psychometric approach
Cattel-Horn-Carroll model
Developmental progressions
Information processing
Other theories
Psychometric Approach
Based on premise that intelligence can be described in terms of mental factors (Bjorkland, 2005)
Spearman’s (1927) 2-factor model g (general ability factor) Specific factors
Guilford’s (1988) structure-of-intelligence theory Mental operations Content areas Products
Psychometric Approach (cont.)
Thurstone’s (1938) 7 primary mental abilities Verbal comprehension Word fluency Number facility Perceptual speed Memory Space Reasoning
Vernon’s (1950) hierarchical theory g v:ed & k:m
Cattel-Horn-Carrol Model
One of the more influential contemporary theories
g is composed of two second-order factors Fluid abilities (Gf) Crystallized abilities (Gc)
Developmental Progressions
Intelligence can be better understood by examining how intelligence develops; learning and environment influence the process
Jean Piaget’s (1972) theory Stages of development:
Sensorimotor Preoperational Concrete Formal operations
Intellectual functions: Assimilation Accomodation
Ceci’s (1990, 1993) bioecological model Intellectual abilities are highly influenced by context
Information-Processing
These models focus on how individuals process information
Luria’s (1966) theory Simultaneous processing Sequential processing
Sternberg’s (1985, 1988) triarchic theory Internal world of individual or mental processes
that underlie intelligence Experiential subtheory Individual’s contextual or external world
Other Theories Gardner’s (1993) theory of multiple
intelligences Any set of adult competencies that are valued in a
culture merits consideration as a potential intelligence. 9 relatively independent “Frames of mind”
1. Linguistic2. Logical-mathematical3. Musical4. Spatial5. Bodily-kinesthetic6. Interpersonal7. Intrapersonal8. Naturalist9. Existential
Measures need to value intellectual capacities in a wide range of domains, and the methods should be appropriate for the domain.
Individual Intelligence Testing
Wechsler Scales
Stanford-Binet Intelligence Scale
Kaufman Instruments
Additonal Individual Instruments
Wechsler Scales
Wechsler Adult Intelligence Scale – III (WAIS-III, 1997)
Wechsler Intelligence Scale for Children – IV (WISC-IV, 2003)
Wechsler Preschool and Primary Scale of Intelligence – III (WPPSI-III, 2002) Wechsler Memory Scale – III (1997)
WAIS-III
Verbal IQ, Performance IQ, Full Scale IQ
Composite Scores: Verbal Comprehension
Index Perceptual Organization
Index Working Memory Index Processing Speed Index
Uses basal and ceiling levels.
Scales: Verbal
Vocabulary Similarities Arithmetic Digit Span Information Comprehension Letter-Number
Sequencing Performance
Picture Completion Digit-Symbol Coding Block Design Matrix Reasoning Picture Arrangement Symbol Search Object Assembly
WISC-IV
Full Scale IQ – no longer use Verbal IQ and Performance IQ like earlier versions; now use Four Index Scores:
Stanford-Binet Intelligence Test – 5
For use with individuals 2 years – 85 years Verbal IQ, Nonverbal IQ, Full Scale IQ Five factors for both verbal and nonverbal
areas1. Fluid Reasoning2. Knowledge3. Quantitative Reasoning4. Visual-Spatial Processing5. Working Memory
Basal level, ceiling level, routing test
Kaufman Instruments
Kaufman Assessment Battery for Children, Second Edition (KABC-II, 2004)
Kaufman Adolescent and Adult Intelligence Test (KAIT, 1993)
Not as widely used as Wechsler instruments
Integration of different theoretical approaches
KABC-II
Designed to assess children 3 to 18
Yields 4 or 5 scales depending on whether the Cattell-Horn-Carroll (CHC) or Luria approach is used
CHC perspective; composite = Fluid-Crystallized Index
Short-Term Memory Visual Processing Long-term Storage and Retrieval Fluid Reasoning Crystallized Abilities
Luria perspective; global score = Mental Processing Index
Sequential Processing Simultaneous Processing Learning Ability Planning Ability
KAIT
Designed for individuals 11-85 years
3 intelligence scales: Fluid (Gf) Crystallized (Gc) Composite
6 subtests: 3 assess fluid intelligence 3 assess crystallized intelligence
Additional Individual Instruments
Differential Ability Scales-Second Edition (Elliot, 2006)
Slossen Intelligence Test-Revised, Third Edition (Nicholson & Hibpshman, 1990)
Raven’s Standard Progressive Matrices (Raven, Court, & Raven, 1983)
Peabody Picture Vocabulary Test – III (Dunn & Dunn, 1997)
Test of Nonverbal Intelligence – 3 (Brown, Sherbenou, & Johnsen, 1997)
Group Intelligence Testing
Given more often than individual intelligence tests, usually in schools
Not as easy to monitor test-taker’s behavior during assessment
Require more reading than individual tests
Must consider other factors of individual (culture, gender, background info, language proficiency) in interpreting results
Group Intelligence Testing (cont.)
Cognitive Abilities Test (CogAT)
Otis-Lennon School Ability Test, 8th edition (OLSAT-8)
Naglieri Nonverbal Ability Test (NNAT)
Multidimensional Aptitude Battery – II (MAB-II)
Wonderlic Personnel Test (WPT)
Is Intelligence Stable?
Infants and young children have the least stable intelligence test scores
Early research indicated intelligence gradually declines after age 20 – not supported by later research
More recent research indicates intelligence gradually increases from childhood to middle age and then levels off
Declines tend to occur in areas of fluid intelligence
What Do Intelligence Scores Predict?
Intelligence tests appear to be related to academic performance
The relationships among IQ scores, occupational success, and income are not simple
Validity generalization Refers to findings that the same test score data may be
predictive for all jobs – if a test is valid for a few occupations, the test is valid for all jobs in that cluster.
GATB validity coefficients can be generalized to other occupations.
Concerns regarding the use of the “Job Family method” and minority groups
Is Intelligence Hereditary?
One of the most controversial issues in intelligence testing
Determining estimates of the genetic contribution to intelligence is difficult
In general, the heritability indexes for intelligence tend to be approximately .50
Both genetic and environmental factors have significant effects on intellectual development, with IQ scores seemingly to be related to the interaction between the two
What Environmental Factors Influence Intelligence?
Culture and language
School attendance
Other effects of schooling; quality of schools
Family environment
Environmental toxins
Are There Group Differences in Intelligence?
Gender There do not appear to be general intellectual
differences between men and women Men may be better at visual-spatial tasks Women may be better at verbal tasks
Ethnicity African-Americans, Hispanics, and Native Americans
tend to score lower on intelligence tests than European-Americans or Asian-Americans
Differences often due to socioeconomic influences, linguistic factors, culture factors, etc.
What is the Flynn effect?
James Flynn (1984, 1987) first to identify steadily increasing intelligence test scores in recent years
Gains in IQ not reflected in gains in achievement
Possible explanations: better nutrition, more test sophistication, changes in education and opportunities, changes in parenting practices