Intelligence

1
Intelligence

• How is intelligence measured?
• Binets 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
• Spearmans g and s
• Thurstones primary mental abilities
• Guildfords Structure of Intellect

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
Guildfords (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 CattellsFluid 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
Sternbergs (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
• Ones experience with a task helps determine
  whether ones 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
• Termans longitudinal study with school children
• Family environment hypothesis

9
Binets 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