Intelligence%20testing

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• Intelligence testing

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• What is Intelligence?
• Intelligence is a construct (i.e, concrete
  observational entities), not a concrete object.
• Researchers disagree on what the definition of
  intelligence should be.
• Although we may not be able to definitively
  answer what intelligence is, we can list
  behaviors which we feel represent some level of
  intelligence.
  For Example
• - Crossing a busy street without looking both
  ways.
• - Being able to solve a Rubiks cube
• - Being able to get a super low airfare on
  priceline.com
• Additionally, none of these behaviors alone can
  be said to represent the entire range of
  intelligent behavior.

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What is Intelligence (cont.)? Scientists
believe that intelligence is a valid and useful
construct for two reasons First, a wide
variety of mental processing tasks show
systematic individual variation. An individual
who performs well on one measure of cognitive
ability, will likely perform well on other
measures of mental processing. Second, this
construct is related to success in a wide variety
of life tasks school performance, training
programs, and work behaviors. So, since
intelligence does exhibit consistent individual
differences and can be used to predict
performance in a number of important areas.
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What is Intelligence (cont.)? Although experts
differ on an exact definition of intelligence
most agree that intelligent behavior has at least
two components 1. The ability to learn from
experience. 2. The ability to adapt to the
surrounding environment.
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Definition of Intelligence

• (1) The ability to learn or understand or to deal
  with new or trying situations the skilled use
  of reason (2) the ability to apply knowledge to
  manipulate one's environment or to think
  abstractly as measured by objective criteria
  (Webster's)
• The cognitive abilities of an individual to
  learn from experience, to reason well, and to
  cope effectively with the demands of daily living.

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History of Intelligence

• - Relatively modern phenomenon - not
  until 1890- Before 1900, psychologists were not
  able distinguish intelligence from other human
  characteristics - Early development of theories
  of intelligence and test construction started in
  England France.- Galton Cattell looked at
  individual differences - i.e., reaction time,
  measures of strength- Classification of
  mentally retarded - treatment was inhumane.

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History of Intelligence
(cont.)- Binet was commissioned by Ministry of
Public Instruction to construct a test that
differentiates children with learning
disabilities from non-learning disabled
children.- Binet-Simon scale was created and
contained 30 items arranged in order of
difficulty. - Most items called for the use of
language, reasoning, or comprehension.-
Binet-Simon scale was revised by Terman (1916)
and renamed Stanford-Binet Intelligence Test -
the term IQ is born.

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History of Intelligence (cont.)
Sir Francis Galton
Charles Spearman
General factor (g)
Louis Thurstone
J. P. Guilford Howard Gardner
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The Biological Basis of IntelligenceGalton
(1822-1911) - view of intelligence is that it is
a single general factor that is the basis.
G factor
A greater ability to form neural connections
which leads to a better general intellectual
performance (i.e. if we are generally
intelligent, we are more likely to develop strong
mechanical, musical, artistic, and other kinds of
ability)

• Better able to learn from experience

• Brain can process information more quickly

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Two Factor Theory of Intelligence
Spearman observed that an individuals scores on
any two cognitively demanding tasks were
positively correlated. This led him to believe
that a general intellectual factor (g), was
responsible for this correlation. Basically His
Idea Was Different types of problems require
different types of abilities. For example, the
abilities needed to fix a car are at least
somewhat different from the abilities needed to
do a geometric proof in math class. But, all
types of problems require an ability to see
relationships between things and to manipulate
those relationships. All types of problems
require g. So performance on all tasks are
determined by a general factor (g) which
determines the ability to see relationships and
manipulate those relationships and more specific
factors (s)
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Fluid and Crystallized Intelligence
Cattell (1963) agreed with Spearman but argued
that g was made up of two types of general
intelligence Fluid Intelligence - the ability
to see relationships, i.e. analogies and number
and digit series completion. For example 2 4 8
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Crystallized Intelligence - an individuals
acquired set of knowledge and skills. In
cognitive psychology, crystallized intelligence
is further divided into Declarative Knowledge
Fact based information Procedural Knowledge How
to do things. Fluid and Crystallized
intelligence measures are correlated, but
distinct
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• Grouping Factors of Intelligence
• Thurstone didnt believe that the g factor could
  explain all variation across cognitive tests.
• Thurstone theorized that there were common group
  factors present in different classes of tests.
• For example, a reading comprehension test and a
  vocabulary test show greater correlation than do
  a reading comprehension test and a measure of
  numerical ability.
• These group factors are independent of one
  another, but still related to g.

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• Grouping Factors of Intelligence (cont.)
• Thurstone hypothesized seven primary mental
  abilities, which together combined to create g
• 1. Verbal Comprehension - vocabulary, reading,
  verbal analogies
• 2. Word Fluency --- anagrams, rhyming tests
• 3. Number -- mathematical operations
• 4. Space - spatial visualizations and mental
  transformation.
• 5. Associative Memory -- rote memory
• 6. Perceptual Speed -- quickness in noticing
  similarities and differences
• 7. Reasoning - skill in inductive, deductive, and
  math problems

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Gardners Theory of Multiple Intelligence
Howard Gardiner argues that there are really many
different and independent types of intelligences.
He suggests that people may be very good at some
of these skills, while not at others.
7 Independent Types of Intelligence
Linguistic (verbal) Logical-mathematical Musical S
patial (artistic) Kinesthetic (athletic) Interpers
onal (social skills) Intrapersonal (personal
adjustment)
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Gardners Seven Intelligences
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Gardners Seven Intelligences
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Measures of Intelligence
Individual Intelligence Tests
- Stanford-Binet Intelligence Scale
- The Wechsler Scales
Group Tests Army Alpha consisted of 8 subtests
measuring verbal, numerical, reasoning
abilities. Army Beta equivalent non-verbal
test and used pictorials nonverbal instruction
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Stanford-Binet Measure of
Intelligence- Students who were not succeeding
in school were being placed in schools for the
mentally retarded. But some of these students
were not mentally retarded at all, but were not
succeeding in school for other reasons. So -
Binet's job was to come up with a test that would
distinguish between those two groups of students.
- Binet's test was later adapted in the United
States by Lewis Terman at Stanford University.
Hence the test is now known as the Stanford/Binet
Test. It includes questions testing vocabulary
knowledge, comprehension, recognition of
absurdities, the ability to reproduce visual
patterns etc.
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The Wechsler ScalesThe most common
current intelligence test is the Weschler
Intelligence test. There are different Weschler
tests for different age groups.

• Wechsler Intelligence Scale for Children (WISC)

• Wechsler Adult Intelligence Scale (WAIS)
  The Wechsler tests gives
  several scores 1. Overall IQ score (M 100, SD
  15)
• Perceptual Reasoning Index
• Verbal Comprehension Index
• Working Memory Index
• Processing Speed Index

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Construction of Intelligence Tests
Mental Age (MA)
Chronological Age (CA)
Intelligence Quotient (IQ)
IQ MA/CA x 100
Ratio IQ
Deviation IQ

• Normal distribution
• Because Mental Age doesnt typically grow after
  25, this method underestimates most adult IQs.

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Construction of
Intelligence Tests- On modern tests, a deviation
IQ is obtained. - By comparing your actual
score on an intelligence test to the average
score on that test, we determine whether you are
above average, below average , or average in
intelligence. - We take the raw data from the
test (your score, the average, and the standard
deviation) and we statistically transform the
score into a distribution where the mean is 100
and the standard deviation is 15.
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Characteristics of Good Intelligent Tests
1. Standardization
2. Norms
3. Objectivity
4. Reliability
5. Validity
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Importance of Intelligence Scores

• Predicts to some extent how well we will do in
  life

• Predictability of Intelligence Scores
• Many occupations are available only to persons
  with college or graduate degrees.
• It takes less time to train persons with higher
  intelligence to a high level of job knowledge and
  skill.
• Persons with higher intelligence tend to perform
  better in complex jobs.

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Race-Ethnic Differences
Differences in intelligence and achievement

• White Americans score 15 points than African
  Americans
• Asian Americans score higher than White
  Americans

Gap is narrowing