Chapter 7 – Assessment: Intellectual and Cognitive Measures Copyright © 2014 John Wiley & Sons,...

Chapter 7 – Chapter 7 – Assessment: Assessment: Intellectual and Intellectual and Cognitive Cognitive MeasuresMeasures

Copyright © 2014 John Wiley & Sons, Inc. Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.All rights reserved.

History of Intelligence TestingHistory of Intelligence Testing

Alfred Binet , with Theodore Simon, published Alfred Binet , with Theodore Simon, published the Binet-Simon Scale in 1905 in Francethe Binet-Simon Scale in 1905 in France

They have been asked by the French They have been asked by the French government to help find a method to identify, government to help find a method to identify, before the onset of formal schooling, children before the onset of formal schooling, children who may not benefit from regular instruction who may not benefit from regular instruction

Their scale was of 30 questions, and was an Their scale was of 30 questions, and was an age-scale- that is- an item was chosen to age-scale- that is- an item was chosen to represent a given age if 75% of the children represent a given age if 75% of the children at that age were able to pass itat that age were able to pass it


Binet Definition of Intelligence Binet Definition of Intelligence

Binet regarded intelligence as a global Binet regarded intelligence as a global capacity, abandoning the attempt to capacity, abandoning the attempt to break it to its “parts” break it to its “parts”

However, he recognized that this global However, he recognized that this global entity is expressed in the processes of entity is expressed in the processes of judgment, practical sense, and the ability judgment, practical sense, and the ability to adapt to the environmentto adapt to the environment

Binet: To choose a direction toward a Binet: To choose a direction toward a goal, to monitor the progress, and to goal, to monitor the progress, and to make adaptations if neededmake adaptations if needed

Binet used the term ”auto-criticism” ( in Binet used the term ”auto-criticism” ( in modern terms “self-monitoring”) modern terms “self-monitoring”)


Current Attempts to Define Current Attempts to Define Intelligence Intelligence

In surveys of experts in In surveys of experts in psychology, education, genetics, psychology, education, genetics, sociology, Intelligence was defined sociology, Intelligence was defined as:as:

Abstract thinking or reasoningAbstract thinking or reasoning Problem-solving abilityProblem-solving ability Capacity to acquire Knowledge Capacity to acquire Knowledge Adaptation to the environment Adaptation to the environment


Wechsler’s Definition Wechsler’s Definition

David Wechsler (1939) defined David Wechsler (1939) defined intelligence as goal-directed intelligence as goal-directed behavior (act purposefully), think behavior (act purposefully), think rationally, and deal effectively rationally, and deal effectively with the environmentwith the environment

An important element in the An important element in the definition of intelligence was the definition of intelligence was the ability to think abstractly. ability to think abstractly.


Factor- Analysis Studies Factor- Analysis Studies

The Factor Analysis procedure generated The Factor Analysis procedure generated further attempts to identify the nature of further attempts to identify the nature of intelligenceintelligence

Thorndike (1938) proposed seven primary Thorndike (1938) proposed seven primary mental abilities, whereas Spearman (1927) mental abilities, whereas Spearman (1927) maintained a general factor (maintained a general factor (g), g), with one or with one or more specific factors more specific factors (s) (s) per test account for per test account for performance on intelligence testperformance on intelligence test

Current evidence strongly support the g Current evidence strongly support the g factor as important in human abilityfactor as important in human ability

Tests with high loadings of g require Tests with high loadings of g require reasoning, comprehension, and hypothesis-reasoning, comprehension, and hypothesis-testing testing


Factor ModelsFactor Models: : Two or more Two or more factors thought to be more or less factors thought to be more or less at the same levelat the same level

Hierarchical ModelsHierarchical Models: : Different Different levels of factors with some factors levels of factors with some factors being sub-domains of other factorsbeing sub-domains of other factors

Information Processing Information Processing ModelsModels: : Less on the organization Less on the organization and more on how the brain and more on how the brain processes informationprocesses information

Theories of Theories of IntelligenceIntelligence


Charles Spearman: Charles Spearman: General General factor factor gg with specific factors with specific factors ss– Based on intercorrelations with tests Based on intercorrelations with tests

of sensory abilitiesof sensory abilities– Idea still is retained in most theories Idea still is retained in most theories

of intelligenceof intelligence– ThurstoneThurstone: : primary mental abilitiesprimary mental abilities

as relatively distinct abilities as relatively distinct abilities

Theories of Theories of Intelligence: Some Intelligence: Some Factor ModelsFactor Models


Raymond Cattell: Raymond Cattell: Believed Believed current tests were too focused on current tests were too focused on verbal and school-based abilitiesverbal and school-based abilities– Fluid intelligenceFluid intelligence: ability to solve : ability to solve

problems without drawing on prior problems without drawing on prior experiences (innate intellectual ability)experiences (innate intellectual ability)

– Crystallized IntelligenceCrystallized Intelligence:: what we what we have learned from life and our have learned from life and our experiences (including formal experiences (including formal education) education)

Theories of Theories of Intelligence: Intelligence: Hierarchical ModelsHierarchical Models


Sternberg’s Sternberg’s Triarchic TheoryTriarchic Theory: : Based on how humans process Based on how humans process information (three components)information (three components)– ComponentialComponential: executive : executive

functioning, performance speed, functioning, performance speed, knowledge acquisitionknowledge acquisition

– Experiential: Experiential: the influence of task the influence of task novelty on problem solvingnovelty on problem solving

– Contextual: Contextual: adaptation, alteration, adaptation, alteration, and selection of the environmentand selection of the environment

Theories of Intelligence: Theories of Intelligence: Information Processing Information Processing ModelsModels


Gardner’s Theory of Multiple Gardner’s Theory of Multiple IntelligencesIntelligences: : Multiple forms of Multiple forms of intelligence ignored in other theoriesintelligence ignored in other theories– LinguisticLinguistic– MusicalMusical– Logical-MathematicalLogical-Mathematical– SpatialSpatial– Bodily-kinestheticBodily-kinesthetic– IntrapersonalIntrapersonal– Interpersonal Interpersonal

Theories of Intelligence: Theories of Intelligence: Information Processing Information Processing ModelsModels

– NaturalistNaturalist– SpiritualSpiritual– ExistentialExistential– MoralMoral


Intelligence is often assessed in Intelligence is often assessed in larger psychological assessmentslarger psychological assessments (e.g., memory problems, (e.g., memory problems, neuropsychological assessments, neuropsychological assessments, head injuries, learning disability head injuries, learning disability evaluations)evaluations)

Premorbid IQPremorbid IQ: : intellectual intellectual functioning prior to an accident or functioning prior to an accident or neurological declineneurological decline

Assessing Intelligence: Assessing Intelligence: Important ConceptsImportant Concepts


Wechsler Adult Intelligence ScaleWechsler Adult Intelligence Scale (WAIS-IV): (WAIS-IV): Designed for ages 16-90Designed for ages 16-90

Wechsler Intelligence Scale for Wechsler Intelligence Scale for ChildrenChildren (WISC-IV): (WISC-IV): Designed for ages 6-Designed for ages 6-1616

Wechsler Preschool and Primary Scale Wechsler Preschool and Primary Scale of Intelligenceof Intelligence (WPPSI-IV): (WPPSI-IV): Ages 2 yrs Ages 2 yrs 6mo. to 7 yrs 3 mo.6mo. to 7 yrs 3 mo.

Wechsler Abbreviated Scale of Wechsler Abbreviated Scale of IntelligenceIntelligence (WASI-II): (WASI-II): Shortened Shortened version designed for ages 6-89version designed for ages 6-89

The Wechsler The Wechsler Intelligence ScalesIntelligence Scales


Early IQ tests measured ‘Early IQ tests measured ‘mental age mental age (MA)(MA)’ (most students at a particular ’ (most students at a particular age got a certain number of items on age got a certain number of items on a test correct) relative to the child’s a test correct) relative to the child’s chronological age (CA)chronological age (CA)

– Ratio IQ:Ratio IQ: MA / CA X 100 MA / CA X 100 7 yr MA / 8 yr CA X 100 = 87.57 yr MA / 8 yr CA X 100 = 87.5 2.5 yr MA / 3 yr CA X 100 = 83.32.5 yr MA / 3 yr CA X 100 = 83.3 20 yr MA / 25 yr CA X 100 = 8020 yr MA / 25 yr CA X 100 = 80 Assumes a linear development of learning Assumes a linear development of learning No longer usedNo longer used



Wechsler developed the Wechsler developed the Deviation IQDeviation IQ as a solution to as a solution to problems of Ratio IQ: problems of Ratio IQ: Mean of 100 Mean of 100 and a standard deviation of 15 – and a standard deviation of 15 – based on the age of the test taker based on the age of the test taker relative to other test-takers at that relative to other test-takers at that ageage

Wechsler scales use a hierarchical Wechsler scales use a hierarchical model (with a general IQ and sub-model (with a general IQ and sub-scale specific abilities)scale specific abilities)



Important caveats:Important caveats: – Correlation does not mean causationCorrelation does not mean causation– Intelligence is not due to heredity or the Intelligence is not due to heredity or the

environment but the interplay of the twoenvironment but the interplay of the two– IQ is not the same as intelligenceIQ is not the same as intelligence

Some findings:Some findings:– About 50-60% of IQ is related to geneticsAbout 50-60% of IQ is related to genetics– Flynn EffectFlynn Effect: IQ appears to be increasing : IQ appears to be increasing

over timeover time– IQ scores plateau at 30IQ scores plateau at 30– Some IQ declines for some at age 70Some IQ declines for some at age 70– Environment accounts for most of the Environment accounts for most of the

differences in IQ in low SES childrendifferences in IQ in low SES children

IQ and its CorrelatesIQ and its Correlates

Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

Test norms may not be Test norms may not be appropiate for all individuals – appropiate for all individuals – e.g., ethnicity, SES, outside the USe.g., ethnicity, SES, outside the US

Test biases may be a part of the test Test biases may be a part of the test – especially questions specifically – especially questions specifically drawing on US related contentdrawing on US related content

Test only focuses on academically Test only focuses on academically related intelligences related intelligences



Previous versions of Wechsler scales Previous versions of Wechsler scales used a Verbal IQ, Performance (non-used a Verbal IQ, Performance (non-verbal) IQ and a Full Scale IQverbal) IQ and a Full Scale IQ

Current versions use Current versions use 4 Index4 Index or or Composite ScoresComposite Scores– Verbal ComprehensionVerbal Comprehension– Perceptual ReasoningPerceptual Reasoning– Working MemoryWorking Memory– Processing SpeedProcessing Speed

Good reliability scores on Wechsler Good reliability scores on Wechsler teststests



Verbal Comprehension ScaleVerbal Comprehension Scale– SimilaritiesSimilarities: Pairs of words (describing : Pairs of words (describing

concepts or objects) presented and the concepts or objects) presented and the subject must explain how the objects are subject must explain how the objects are similarsimilar

– VocabularyVocabulary: Defining a series of orally and : Defining a series of orally and visually presented wordsvisually presented words

– InformationInformation: Questions that address : Questions that address knowledge of events, people, and placesknowledge of events, people, and places

– ComprehensionComprehension: Questions about common : Questions about common concepts and problems and the person must concepts and problems and the person must provide the answer or solutionprovide the answer or solution

WAIS-IV ContentWAIS-IV Content


Perceptual Reasoning ScalePerceptual Reasoning Scale– Block DesignBlock Design: Colored blocks to create : Colored blocks to create

three-dimensional representations of two-three-dimensional representations of two-dimensional geometric patterns.dimensional geometric patterns.

– Matrix ReasoningMatrix Reasoning: Incomplete patterns and, : Incomplete patterns and, from five choices, must select one that from five choices, must select one that completes the patterncompletes the pattern

– Visual PuzzlesVisual Puzzles: Pieces of a puzzle where : Pieces of a puzzle where images are chosen that go together to match images are chosen that go together to match the examplethe example

– Picture CompletionPicture Completion: Pictures of common : Pictures of common objects and settings with a missing partobjects and settings with a missing part

– Figure WeightsFigure Weights: The person must chose the : The person must chose the “weight” depicted in a series of images that “weight” depicted in a series of images that would be equivalent to the “weight” depicted would be equivalent to the “weight” depicted in the examplein the example



Working Memory ScaleWorking Memory Scale– Digit SpanDigit Span: The person is presented : The person is presented

with a series of numbers and must with a series of numbers and must repeat them in the same sequence or in repeat them in the same sequence or in a reversed sequencea reversed sequence

– ArithmeticArithmetic: The person solves : The person solves arithmetic problems and provides the arithmetic problems and provides the answer orallyanswer orally

– Letter-Number SequencingLetter-Number Sequencing: : Sequences of letters and numbers are Sequences of letters and numbers are presented orally and the person repeats presented orally and the person repeats them with the letters in alphabetical them with the letters in alphabetical order and numbers in ascending orderorder and numbers in ascending order



Processing Speed ScaleProcessing Speed Scale– Symbol SearchSymbol Search: The person must indicate, : The person must indicate,

by checking a box, whether target symbols by checking a box, whether target symbols occur in the group of symbols presentedoccur in the group of symbols presented

– CodingCoding: Using a key that matches numbers : Using a key that matches numbers to symbols, the person must rapidly provide to symbols, the person must rapidly provide the correct symbols to a list of numbersthe correct symbols to a list of numbers

– CancellationCancellation: The person is presented with : The person is presented with a series of shapes of different colors and is a series of shapes of different colors and is asked to cross out images that have a asked to cross out images that have a specific shape (e.g., circles) and a specific specific shape (e.g., circles) and a specific colorcolor



From Gardner’s work on From Gardner’s work on Intrapersonal & Interpersonal Intrapersonal & Interpersonal Intelligence – Intelligence – the ability to the ability to understand oneself and othersunderstand oneself and others

Several measures of EI including the Several measures of EI including the Emotional Quotient Inventory and Emotional Quotient Inventory and the MSCEIT (perceiving, using and the MSCEIT (perceiving, using and managing emotions)managing emotions)

Emotional Intelligence Emotional Intelligence (EI)(EI)


EI is positively correlated with:EI is positively correlated with:– Better social relations for children and Better social relations for children and

adults adults – Better family and intimate relationsBetter family and intimate relations– More positive perception by othersMore positive perception by others– Better academic achievement Better academic achievement – Better psychological well-beingBetter psychological well-being

Emotional Intelligence Emotional Intelligence (EI)(EI)


Stanford-Binet VStanford-Binet V: : Designed for Designed for ages 2-85. Also an IQ mean of 100, ages 2-85. Also an IQ mean of 100, SD of 15.SD of 15.– Not as often used outside the US due to Not as often used outside the US due to

lack of content adaptationslack of content adaptations Kaufman Assessment Battery-IIKaufman Assessment Battery-II: :

Focuses on how children and adults Focuses on how children and adults learn and compares to achievement learn and compares to achievement scoresscores

Other Intellectual Other Intellectual Functioning TestsFunctioning Tests


Wechsler Memory Scale IVWechsler Memory Scale IV: : Focuses on episodic memory Focuses on episodic memory (person’s direct experience to (person’s direct experience to visual and auditory stimuli).visual and auditory stimuli).

Wechsler Individual Wechsler Individual Achievement TestAchievement Test (WIAT-III) (WIAT-III) Focuses on academic and problem Focuses on academic and problem solving skills. In conjunction with a solving skills. In conjunction with a Wechsler IQ test a discrepancy Wechsler IQ test a discrepancy between IQ and achievement can between IQ and achievement can help diagnose learning disabilities help diagnose learning disabilities

Other Intellectual Other Intellectual Functioning TestsFunctioning Tests


Chapter 7 – Assessment: Intellectual and Cognitive Measures Copyright © 2014 John Wiley & Sons,...

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