The Assessment of Intelligence

Clinical Psychology: Chapter 7

1. What is Intelligence and, and what are the some of the problem

we face in measuring this construct?

Definitions of Intelligence

There is no universally accepted definition of intelligence. However, over the years, most have fallen into one of three classes:

• Definition that emphasize adjustment or adaption to the environment--adaptability to new situations, the capacity to deal with a range of situations

• Definition that focus on the ability to learn-- on educability in the broad sense of the term.

• Definition that emphasize abstract thinking—the ability to use a wide range of symbols and concepts, the ability to use both verbal and numerical symbols

To illustrate a little of the longstanding diversity of definitions, consider the following examples:

Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. (Wechsler, 1993, p. 3)

As a concept, intelligence refers to the whole class of cognitive behaviors which reflect an individual capacity to solve problems.

Intelligence is expressed in terms of adaptive goal-directed behavior.

Intelligence is very general mental capability that among other things, involves the ability to reason, plan, solve problems , think abstractly, comprehend complexes ideas, learn quickly and learn from experiences

Theories of Intelligence

• Analytic ApproachesSpearman (1927) the father of factor

analysis, posited the existence of a g factors (general intelligence) an s factors (specific intelligence). The elements that tests have common are represented by g, whereas the elements unique to a given test are s factors.

Theories of Intelligence

• Cattell’s TheoryThe work of R.B Cattell (1987) emphasizes

the centrality of g. At the same time, Cattell has offered a tentative list of 17 primary ability concepts.

Fluid Crystalized

• Guiford’s ClassificationThe views of Gilford (1967) were quite

different from those of Cattell Spearman, Thurstone, and most other psychometricians. Guilford proposed a Structure of the Intellect (SOI) model and then used a variety of statistical and factor analytic techniques to test it.

Operation Content Product

• Recent DevelopmentsGardener (19983-1999) has described the theory of multiple intelligence.

Linguistic Musical Logical mathematical Spatial Bodily kinesthetic personal

The IQ: It’s Meaning and Its Correlates

• The Intelligence Quotient (IQ)

Ratio IQBinet regarded the mental age (MA)

as an index of mental performance. Each successfully passed on a Binet test signified a certain number of months’ credit. At the conclusion of the test, the item passed were added up and MA emerged.

Deviation IQ

A deviation IQ then involves a comparison of an individual’s performance on an IQ test with that of his or her age peers. Thus IQ score has a similar meaning, even if the two individuals are markedly different in age.

2. What is the relationship between intelligence and

school success as well as between intelligence and

occupational status success?

• Correlates of the IQ

School SuccessIn general IQ’s have been shown to

relate substantially both to success in school and to achievement tests that measures what has been learned (Herrnstein & Murray 1994, Kamphaus, 1993) the correlation between IQ score and grades is about .50 (Neisser et al,. 1996).

Occupational Status and SuccessBecause amount of education would

seem to be, in general, a strong determinate of the kind of job one can obtain, it will come as no surprise to learn that IQ and occupational status are related. This seems to be true whether occupational status is defined in terms of income, rated prestige, or social prestige, or social prestige ( Brody & Brody, 1976) 

Group DifferencesMales tend to score significantly

higher on measures on spatial ability and, after puberty, on measures of quantitative ability. Females tends to score significantly higher on measures of verbal ability (Neisser et. Al., 1996). Among racial/ethnic group Hispanic American and African American tends to obtain significantly lower IQ scores than do European Americans.

3. What do studies suggest regarding the genetic versus environmental influence on

intelligence?

 Heredity and Stability of IQ Score

Behavioral GeneticsBehavioral genetics is a research

specialty in which both genetic and environment influences on the development of behavior are evaluated. Proteins are produced and regulated by genetic codes, and protein interact with physiological intermediaries (hormones, neurotransmitters, structural properties of the nervous system).

 Genetic vs. Environment

Genetic versus environmental influences are not either/ or choices. Clearly both play some role in the development and expression of intelligence. Behavioral genetics do not claim that environmental plays no role in IQ ; rather their data clearly implicate environmental factors and should serve as a stimulus for more research on the nature and effect of these factors on the development intelligence.

4. How are Standford-Binet Edition (SB-4) and Weschsler (WAIS-III, WISC-IV) similar?

How are they different?

The Clinical Assessment of Intelligence

  The Stanford-Binet Scales

The Stanford-Binet was notable for being an age scale. It had 20 age levels, beginning at year II and proceeding through Superior Adults Level III. Each level had six items. Each item passed was converted 1 or 2 months of mental-age credit (depending on whether it was located before or after level V)

The 1986 version is radically different. It is based on a hierarchical model of intelligence . The Stanford-Binet 4th edition (SB-4) contains for general classes of items, and each class consists of several kinds of subtest:

• Verbal Reasoning-Vocabulary, comprehension, absurdities and verbal relations

• Quantitative Reasoning-Quantitative, number series, equation building

• Abstract/Visual Reasoning-Pattern analysis, copying, matrices, paper folding and cutting

• Short-Term Memory-Bead memory, memory for sentences, memory for digits, memory for objects

StandardizationFinal standardization of the SB-

4 included 5013 participants. Using 1980 US census figures, participants were sampled according to geographic region, community size, ethnic group, age group and gender. Socio economic status was considered as well.

Reliability and ValidityInternal consistency reliabilities were

basically in the 80’s and 90’s. Test-Retest reliability for intervals of 2-8 months were (preschoolers) mostly in the 70’s, with a few in the 80’s and 90’s.

As for validity of SB-4 composite scores , a variety of supportive evidence has been obtained (Lawren, Swerdlik and Ryburn, 1992.; Thorndike et. Al,. 1986)

The Wechsler Scales

Earlier version of the Standford-Binet had a number of disatages that lead David Wechsler 1989 to develop the Wechsler-Bellevue Intelligence Scales. This was a test designed for adults one that would offer items whose content was more appropriate for and more motivating to adults than the schools-oriented binet.

The WAIS III

A new version of the Wechsler-Bellevue, known as the Wechsler adult intelligence scale (WAIS-R) was published in 1981. The most recent version, the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) was introduced in 1997.

One major change introduced in the WAIS-III is the inclusion of reversal items in several subtests, all examinees begin with the same to basal item. If a perfect score on it either basal item is not obtained, the preceding items are administered in reverse sequence until a perfect score is achieved for two consecutive items

Following are brief description of 14 WAIS-III subtests. The first seven constitute the verbal substest, the other seven are performance subtest.

1.  Vocabulary2.  Similarities3.  Arithmetic4.  Digit Span5. Information 6. Comprehension7. Letter-Numbering Sequence

 

8. Picture Completion9. Digit Symbol-Coding10.Block Design11.Matrix Reasoning12.Picture Arrangement13.Symbol Search14.Object Assembly

StandardizationReliability and Validity

5. How are intelligence test used in a clinical test used in a clinical situation? What are

some of the limitations regarding their used in these

situations ?

The Clinical Use of Intelligence• The estimation of general intellectual level•  Prediction of Academic Success•  The Appraisal of Style Some Final Observations and Conclusion

An abstractionThe role of the situationGenerality versus specificity of measurement

Reported by: Ella Mae D. Ayen

CAS-06-602A

Thank you

Choose the best answer on the following item. 1. Who developed the first widely accepted test of intelligence?

a. Alfred Binet b. Stanfordc. Raven

2. It refers to the consistency in which individual respond to test stimuli

a. Standardization b. Validityc. Reliability

3. Who was the father of the factor analysis, posited the existence of a g factor (general intelligence) and s factor (specific intelligence)?

a. Stanford b. Spearmanc. Binet

4. The theory in which emphasizes the centrality of g. At the same time, offered tentative list of 17 primary ability concepts.

a.Factor-Analysis Approach b. Cattel’s Theoryc. Guilford’s Classification

5. Who described a theory of multiple intelligent?

a. Binet b. Guilfordc. Gardner

6. How many definitions does intelligence fall into universally accepted?

a.3 b. 4 c. 5

7. He developed the WAIS-IIIa. Binet b. Stanford

c. Wechsler

8. Type of validity where the degree to which items adequately measures the s of various aspects of the variable or construct.

a. Predictive validityb. Construct validityc. Content validity

9. The proposed in “Structure of Intellect” model and then used a variety of statistical and factor analytic.

a. Cattell b. Guilfordc. Gardner

10. The Stanford-Binet fourth Edition (SB-4) is consist of how many general classes of items?a. 4 b. 5 c. 6

11. One of the WAIS-III subtest in which the examinee must defined words that increase in differently.

a.Vocabulary b. Comprehensionc. Information

12. WAIS-III is consists of how many subtest?

a. 14 b. 15 c. 16

13. One of the subtest of SB-4 in which consist of bead memory, memory for digits and memory for object.

a. Verbal reasoningb. Short-term memoryc. Abstract/visual

14. One of the WAIS-III subtest which measures a short-term memory and attention

a. Digit-span b. Informationc. block-design

15. One of the WAIS-III subtest which the examinee must assemble to match the design of a set of cards.

a. Digit-span b. Informationc. block-design

Modify true or false________ 1. Intelligence is defined in terms of the ability to a achieve success in life in terms of one’s personal standards._______ 2. IQ’s have been shown to relate substantially both to success in school and achieve test measures what has been learned._______ 3.Females tend to score significantly higher on measures of spatial ability and after puberty on measures of quantitative.

 

________4. The Wechsler Intelligence Scale for children (WISC) was first develop in 1950.

________ 5. Females tend to score significantly higher on measures of verbal ability.

End