week 5 Lecture 5 Theories & Measurement of Intelligence Catherine Flashcards Preview

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Flashcards in week 5 Lecture 5 Theories & Measurement of Intelligence Catherine Deck (59)
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1
Q

What is Wechsler’s definition of Intelligence?

A

“Intelligence is the capacity to learn & use the skills that are required for successful adaptation to the demands of one’s cultural environment” Wechsler (1961) “The ability to acquire & apply skills & knowledge”

2
Q

What is an important aspect of intelligence, overlooked by the early intelligence tests & theorists?

A

*Cultural influence on intelligence *the Cultural relativity of who is defined as intelligent

3
Q

List the History of Intelligence researchers & approximate key years

A

Mid 1800’s - Sir Francis Galton - genius is heredity Early 1900’s - Alfred Binet - modern intelligence test (Binet-Simon Test) 1920’s - Charles Spearman (g & other factors) Lewis Terman (Stanford-Binet test) Mid 1960’s onwards - David Wechsler (WAIS)

4
Q

What is a main consideration among intelligence researchers?

A

-Whether intelligence is unitary (one thing) or a composite of several independent abilities

5
Q

Name the 3 main approaches to Intelligence

A
  1. The Factor Analytical Approach AKA Psychometric Approach 2. The Information Processing Approach 3. Gardener’s Theory of Multiple Intelligences
6
Q

Name the Main components of the Factor Analytical Approach AKA Psychometric Approach to intelligence

A

*IQ Scores are generally stable *IQ Scores are considered valid -Mental ability is the strongest predictor of work success (Schmidt & Hunter, 1998) -though having a high IQ doesn’t guarantee success *Some factors may link specific abilities: Comprehension, arithmetic, vocabulary, information processing correlate

7
Q

Name the Main Theories of the Factor Analytical Approach AKA Psychometric Approach to intelligence

A

*Spearman’s Two-Factor Theory (g) *Carroll’s Three-Strata Theory *The Carroll-Horne-Cattell (CHC) Model

8
Q

What are the main concepts incorporated in Spearman’s Two-Factor Theory (g)?

A

*Spearman was the first theorist to postulate the theory of general intelligence *Spearman introduced statistical techniques that allowed for testing of different/ competing theories *Spearman proposed a Two-Factor (GENERAL + SPECIFIC) theory of intelligence *Spearman stated that Intelligence = g + (s + e) NB: g is variance all tests have in common; s = specific component; e = error

9
Q

What is g in Spearman’s Two-Factor Theory?

A

*g is Fluid (Gf) vs Crystallised (Gc) intelligence *Fluid intelligence peaks in young adulthood *Fluid intelligence is about creativity, flexible thinking, problem solving abilities *Crystallised peaks around 50-60 years of age *Crystallised intelligence is ability to learn & retain facts & knowledge *Fluid and Crystallised intelligence overlap: if you have strong fluid intelligence, you are likely to have solid crystallised intelligence too

10
Q

Can we measure g?

A

*It is unclear if general intelligence (g) is a marker of how neural networks process efficiently (AKA Neural Efficiency) *g is thought to include motivation, attitude, effort, etc., as well as fluid & crystallised intelligence *Nevertheless, the validity & practically of g is strong (according to the slide!)

11
Q

What are the 7 types of g intelligence?

A

*Gv = Visual Processing *Ga = Auditory Processing Gq = Quantitative Processing Gs = Speed of Processing Grw = Reading & Writing Gsm = Short Term Memory Processing Glr = Long Term Memory Processing

12
Q

What are the 8 forms of Intelligence incorporated in Strata II of Carroll’s Three-Strata Theory?

A

Strata II contains Broad skills: *Fluid *Crystallised *General Memory & Learning *Broad Visual Perception *Broad Auditory Perception *Broad Retrieval Ability *Broad Cognitive Speediness *Processing Speed

13
Q

What are the main concepts incorporated in Carroll’s Three-Strata Theory?

A

Strata III: Generalised intelligence Strata II: Broad Intelligence (8 kinds) Strata I: Narrow intelligence (individual specific abilities) Strata I is dependent on Strata II (broad skill); which likewise, is dependent on Strata III (Generalised skill)

14
Q

What are the main concepts incorporated in The Cattell-Horn-Carroll (CHC) Model?

A

*The CHC Model of cognitive ability has grown *Schneider & McGrew (2012) highlight the complexity of modern day intelligence taxonomies *The CHC model comprises 10 broad abilities with 70 narrow abilities sitting under them *In this model there is no measure of g as they are unable to measure it *The do believe g exists - it sits at the top of the model “untapped” with the 10 broad abilities coming from it

15
Q

What are the 10 + 6 broad abilities, sitting under g, incorporated in The Cattell-Horn-Carroll (CHC) Model?

A

*Gc = Crystalised Comprehension Knowledge *Gf = Fluid Reasoning (Horn:) *Gq = Quantitative Knowledge *Gv = Visual Processing *Ga = Auditory Processing *Gs = Processing Speed *Grw = Reading & writing *Gsm = Short-term memory *Glr = Long-term Storage & Retrieval *Gt = Reaction & Decision Speed —————————- *Gkn = Domain Specific Knowledge *Gps = Psychomotor Speed *Go = Olfactory Abilities *Gh = Tactile Abilities *Gk = Kinaesthetic Abilities *Gp = Psychomotor Abilities

16
Q

What are the Functional groupings of broad intelligence, sitting under g, incorporated in The Cattell-Horne-Carroll (CHC) Model?

A

*Acquired knowledge *Memory (Learning & retrieval) *Motor abilities *General Speed

17
Q

What are the Conceptual groupings of broad intelligence, sitting under g, incorporated in The Cattell-Horn-Carroll (CHC) Model?

A

*Domain Independent general capacities *Sensory Motor Domain Specific Abilities

18
Q

Name the Main Components of Gardener’s Theory of Multiple intelligences

A

*Theory of Multiple Intelligences *No Single over-arching intelligence (g) *Eight independent intelligences

19
Q

Name the Main Components of the Triarchic Theory of intelligence (Sternberg) of the Information Processing Approach

A

This theory looks at how intelligence is acquired: 1. Meta-components (Planning & Monitoring) 2. Performance Components (administrating & using instructions) 3. Knowledge-Acquisition Components (Learning & Knowing what to do in the first place)

20
Q

Name the Main Components of the Information Processing Approach

A

*It is not as accepted in the literature as the CHC model *Simultaneous and successive processing (Luria) *Low level ability affects higher order cognitions *Triarchic Theory of intelligence (Sternberg)

21
Q

Give a brief history of the evolution of the Factor Analytic Approach to intelligence including Spearman, Cattell & Horne, Carroll, & the CHC Model

A

Spearman: intelligence = g + (s + e) g = general intelligence (found when 2 tests overlap), s = specific abilities, e = error Cattell & Horn: Gf (fluid), Gc (crystallised) & 7 specific intelligences Carroll’s 3 strata model: I = General; II = 8 Broad; III = Specific abilities Cattell-Horn-Carroll (CHC) Model: g = present but can’t measure Broad = 10; Narrow = 70 (functional & conceptual groupings)

22
Q

Name the 8 independent intelligences of Gardener’s Theory of Multiple intelligences

A

*Linguistic *Logical-Mathematical *Musical *Bodily-Kinaesthetic *Spatial *Interpersonal *Intrapersonal *Naturalist

23
Q

Name the main issues of Gardener’s Theory of Multiple intelligences

A

*Is Gardener’s theory tapping ability or intelligence? *No Empirical Support for Gardener’s view (currently) *Gardener’s theory has rekindled the debate about unitary versus multifaceted human intelligence

24
Q

The Nature versus Nurture debate was one of the early views of Intelligence. What are the key points of the Nature Debate?

A

*Francis Galton argued that Genius is Heredity *Distinguished men are born not made

25
Q

The Nature versus Nurture debate was one of the early views of Intelligence. What are the key points of the Nurture Debate?

A

*Alphonse de Candolle (1872) argued that heredity was overstated *Argued that heredity ignored the crucial role of upbringing & family

26
Q

What is the modern view of Intelligence with regard the Nature versus Nurture debate?

A

The field of Epigenetics is the study of how the environment influences our genetics. *Nature and Nurture are now known to interact - our genes are modified, change and develop dependent on our life experience

27
Q

What factors influence our intelligence?

A

*Genetics (from our parents) *The Environment *Opportunities *Interaction between our genetics & the environment

28
Q

In what ways is our intelligence shaped by nature?

A

*Certain characteristics (personality, intelligence) are biologically based (i.e. innate) -characteristics transmitted this way are described as heritable -genotypes versus phenotype *heritability estimates the proportion of the phenotypic variance (the behaviour) that can be accounted for by genetic variance *Heritability is a slippery concept much misunderstood

29
Q

What are some key points about heritability

A

*Genotype is the genetic make-up, something in your genes *Phenotype is the outward manifestation of that gene in observable behaviour *When we talk about heritability estimates, it is the proportion of phenotypic variance (observed behaviour) that can be accounted for by the genetic variance

30
Q

What are some key points about heritability

A

*Genotype is the genetic make-up, something in your genes *Phenotype is the outward manifestation of that gene in observable behaviour *When we talk about heritability estimates, it is the proportion of phenotypic variance (observed behaviour) that can be accounted for by the genetic variance

31
Q

Name the three approaches or scientific studies into the heritability of IQ?

A

*Family Design -correlation with 1st degree relatives -cannot disentangle environment *Adoption Studies -1st degree siblings reared apart -biologically unrelated relatives reared together -identical twins reared apart *Twin designs -identical (monozygotic MZ, share 100% DNA) reared together -Non-identical /fraternal (dizygotic, DZ, share 50% DNA) twins reared together

32
Q

Name the three approaches or scientific studies into the heritability of IQ?

A

*Family Design -correlation with 1st degree relatives -cannot disentangle environment *Adoption Studies -1st degree relatives reared apart -biologically unrelated relatives reared together -identical twins reared apart *Twin designs -identical (monozygotic MZ, share 100% DNA) reared together -Non-identical /fraternal (dizygotic, DZ) twins reared together

33
Q

What are the main (correlational) findings of the adoptive studies into heritability?

A

Adoption Studies -identical (MZ) twins reared apart: .78 (high - strong argument for genetic influence of intelligence) -1st degree Siblings reared apart: .24 (low)

34
Q

What are the main (correlational) findings of the twin studies into heritability?

A

Twin designs -identical (Mz) twins reared together: .86 (high) -Non-identical (DZ) twins reared together: .60 (?)

35
Q

What are the main (correlational) findings of the twin studies into heritability?

A

Twin designs -identical (monozygotic MZ, share 100% DNA) reared together -Non-identical /fraternal (dizygotic, DZ, share 50% DNA) twins reared together

36
Q

What are the results of Family, Adoption & Twin Studies?

A

Photo

37
Q

What have the twin studies taught us?

A

*The genetic influence on intelligence is significant -low to no heritability when not genetically related; high heritability with identical twins *The effect of environment explains some variance *The effect of shared environment on IQ scores decreases with age -strikingly different correlations in IQ between unrelated children (.32) and unrelated adolescents & young adults (.02) *Was Galton correct? (to some extent)

38
Q

What are the key points involved in epigenetics?

A

*Epigenetic tags sit on the gene and can turn the gene on or off without interfering with the underlying genetic code on the genome *The epigenome is the gene expression pattern, whcih is shaped by the environment *At fertilisation, most, but not all epigenetic tags are removed *As the embryo develops the epigenome of each twin is similar, but signals from the environment activate the epigenetic tags causing differences between the twins. *Diet, exercise, environment, drug use and so on influence the epigenetic tags on each twin uniquely leading to individual differences in each twin

39
Q

What are the key genetic influences on environmental measures?

A

*The parental influence on intelligence -cannot separate the individual from the environment e.g. is parent’s reading to children nature or nurture?

40
Q

What are the main tests used for testing intelligence?

A

*Children’s testing -The Binet-Simon Test & Stanford-Binet -Generation of IQ *Adult’s testing: -Wechsler Adult intelligence scale (WAIS) -Verbal (GK, Vocab, Comprehension, Arithmetic) -Performance (Object assembly, Picture completion) -Cattell’s Culture Fair test - non-verbal IQ -Progressive Matrices

41
Q

What has influenced the progress of intelligence testing since 1910?

A

*Enhanced Cognitive Theory *Leading to Better Cognitive tests *Improvements in understanding of cognitive ability *Better educational and clinical support & intervention

42
Q

What have been the main changes in intelligence testing as it has progressed

A

*Theories have moved from a single theory of ‘g’ (SB, SB-R, SB-3) *to include pairs of ability (WISC, WAIS, WISC-R, WAIS-R, SB-4), *to testing now offering a more comprehensive testing of broad and specific abilities (SB-5, WISC-III, WAIS-III, WISC-IV,)

43
Q

The Binet-Simon was the first test of intelligence, created in 1905. What were the main aspects it covered?

A

*It was a test for children (aged 5-12 years) *The focus was on Judgement, attention & reasoning

44
Q

Lewis Terman took the Binet-Simon test to America and standardised. What did he neglect to do?

A

Whilst Terman improved the test, he neglected to ensure it had cross-cultural sensitivity

45
Q

In 1916 the Stanford-Binet was formed. What did William Stern bring to the mix?

A

William Stern produced the Mental Age measure for IQ: Mental Age divided by Chronological Age x 100 = IQ thus if child performs to age IQ = 100 if 8yr old has mental age of 10 = 125 If 16 yr old has mental age of 20 = 125 *However, this process does not work with adults!

46
Q

Provide a brief history of the Stanford-Binet intelligence test

A

*Initially developed for children/young people 1908 - first developed by Binet-Simon 1916 - SB-1 first Stanford-Binet test 1937 - SB-2 -age extended to 22 years old -standardised & scoring standards improved 1960 - SB-3 -Deviation IQ introduced 1986 - SB-4 -Incorporated Gf, Gc, Gsm (visual reasoning, quantitative reasoning, short term memory) 2003 - SB-5

47
Q

What are the psychometric properties of the Stanford-Binet - 5 (SB-5)?

A

*Internal consistency Testing: r= 0.95 - 0.98 *Test-Retest Reliability = r = 0.95 - 0.98 Inter-Scorer Reliability = r = ~0.90 Validity = High

48
Q

What are some of the other properties of the Stanford-Binet - 5 (SB-5)?

A

*Developed by Lewis Terman & Maude Merill *It is founded on the CHC model of intelligence *It is based on verbal & non-verbal sub-sets *It provides composite scores and an overall IQ score *It has excellent psychometric robustness

49
Q

What is the format of the Stanford-Binet - 5 (SB-5)?

A

*Book 1 = routing book (starting point is gauged from the routing book) * Book 2 = Non-verbal tests * Book 3 = verbal tests The Sub-tests are: -Fluid Reasoning -Knowledge -Quantitative Reasoning -Visual Processing -Working Memory

50
Q

What is the interpretation scale of the Stanford-Binet - 5 (SB-5)?

A

145-160 = Very Gifted 130-144 = Gifted 120 - 130 = Superior 110-119 = High Average 90 - 109 = Average 80 - 89 = Low Average 70 - 79 = Borderline Impaired 55 - 69 = Mildly Impaired 40 - 54 = Moderately Impaired

51
Q

Provide some key developmental aspects of the Wechsler Adult intelligence Scale (WAIS-IV)

A

*It is based on a points scale NOT an Age scale *WAIS, WAIR-R, & WAIS-III: were tests of Verbal and Performance Scales organised with ascending difficulty *In 2003 the WAIS IV was developed to change this *The WAIS-IV is made of 10 core sub-sets and 5 supplemental sub-sets

52
Q

What are the 10 core sub-sets of the Wechsler Adult intelligence Scale (WAIS-IV)

A
  1. Block Design 2. Similarities (how is summer like to winter?) 3. Digit Span (List of numbers to remember) 4. Matrix Reasoning (complete the pattern) 5. Vocabulary (what does this word mean?) 6. Arithmetic (maths) 7 Symbol Search (Match the pattern) 8 Visual Puzzles (which shapes make the big one) 9 Information (Responses to questions) 10 Coding (symbols represent letters/numbers, Processing Speed is included)
53
Q

What are the 4 indices of the Wechsler Adult intelligence Scale (WAIS-IV) and which of the 10 core sub-sets do they encompass

A

*Perceptual Reasoning Scale -1. Block Design, 4. Matrix Reasoning, 8 Visual Puzzles *Verbal Comprehension Scale -2. Similarities, 5. Vocabulary, 9 Information *Working Memory Scale -3. Digit Span, 6. Arithmetic *Processing Speed Scale -7 Symbol Search, 10 Coding

54
Q

What are the 5 Supplemental Subsets of the Wechsler Adult intelligence Scale (WAIS-IV) and which can be substituted with one of the 10 core sub-sets?

A
  1. Letter-Number Sequencing 2. Figure Weights 3. Comprehension 4. Cancellation 5. Picture Completion *Letter-Number Sequencing (e.g. 1, 3, c, 7, have to recall the letters then the numbers still in order) can be substituted for 3. Digit Span core sub-test
55
Q

Provide some background detail of the Wechsler intelligence Scale for Children (WICS-IV)

A

*This test is focused on the CHC Model of Intelligence *The Outcomes are the same as the WAIS (Full Scale IQ, 4 sub-sets) *Standardisation is stratified & based on 2,200 6-16.11 year olds

56
Q

List the similarities between the SB-5 and the WAIS-IV

A

* developed in 2003 * normed to 2,200 people (stratified) * take about same completion time * Full Scale IQ &sub-tests *Short forms *CHC model & presence of g *Very comparable scoring generally

57
Q

The Bar-on Emotional Quotient Inventory (EQ-I) Is a measure of Emotional Intelligence, what are some key points about this test?

A

*EQ-I comprises 133 items e.g. I am in touch with my emotions *the EQ-I is not suitable for children *The EQ-I Relates to potential for performance rather than actual performance *The EQ-I has 15 Factorial components e.g. self regard, problem solving, stress tolerance, happiness,

58
Q

When choosing an intelligence test, what considerations will help you choose the most appropriate test?

A

*The Sample: -young, impaired, pre-morbid? *Reliability & Validity *Time *What do you want to achieve? *what are the Gold Standards?

59
Q

What are the WAIS-IV Sub-Tests?

A