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THEORIES AND ASSESSMENT OF INTELLIGENCE

THEORIES AND ASSESSMENT OF INTELLIGENCE. Intelligence Defined. 1. What intelligence tests measure. 2. Ability or abilities involved in learning and adaptive behavior. 3. Ability to assimilate information and use it effectively in adapting to one’s environment .

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THEORIES AND ASSESSMENT OF INTELLIGENCE

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  1. THEORIES AND ASSESSMENT OF INTELLIGENCE

  2. Intelligence Defined 1. What intelligence tests measure. 2. Ability or abilities involved in learning and adaptive behavior. 3. Ability to assimilate information and use it effectively in adapting to one’s environment.

  3. History of Intelligence Traditional Theories Galton: Quantifiable, measurable, and normally distributed. Spearman: “g” general intelligence “s” specific skills Cattell: Crystallized = acquired knowledge Fluid = innate capacities Guilford: Structural model - Content - Operation - Product

  4. History of Intelligence Contemporary Theories Sternberg: Triarchic model - Componential: internal learning, problem-solving, strategizing. - Experiential: novel vs. familiar - Contextual: situational setting Gardner: Content model - multiple intelligences Goleman:Emotional Intelligence

  5. Intelligence Defined 1. What intelligence tests measure. 2. Ability or abilities involved in learning and adaptive behavior. 3. Ability to assimilate information and use it effectively in adapting to one’s environment.

  6. Features of Assessment Reliability:Consistency of assessment Validity:What are we assessing? Standardization:Content, administration, scoring, normative data, interpretation

  7. Reliability Inter-Rater: Consistency between two raters. Test-Retest: Consistency of scores on a test with the same person, after an interval of time. Parallel Forms: Consistency between two different versions of a test. Internal Consistency: Correlation among items on a test, such as split-half.

  8. Validity Content/Face: Item/test content directly related to attribute being measured. Criterion: Correlation between test & another valid criterion measure. Predictive & concurrent. Construct: Theoretical connection between test & construct being measured.

  9. Standardization Content Administration Procedures Scoring Procedures Normative Data Interpretation

  10. Intelligence Testing Binet & Simon: 1st intelligence test Terman: Stanford revision of Binet-Simon - based on “Ratio IQ”: MA/CA X 100 = IQ WW-I: Army Alpha & Beta Tests Wechsler: Deviation IQ - age based norm groups - statistical IQ: M = 100, SD = 15 - based on Army recruitment tests

  11. Intelligence Tests Stanford-Binet Intelligence Test SB-IV Wechsler Intelligence Scales WPPSI-R WISC-III WAIS-III Kaufman Scales KABC KBIT

  12. Intelligence Testing Stanford-Binet & Wechsler Scales : - largely crystallized, esp. at upper levels for SB-IV - logical-mathematical & linguistic - spatial at young ages - “g” score, with several “s” scores

  13. Intelligence Testing Stanford-Binet: Four levels of scores. 1) “g” = overall IQ Score 2) Crystallized abilities Fluid-analytic abilities Short-term memory 3) Verbal reasoning Quantitative reasoning Abstract-visual reasoning 4) Subtest Scores

  14. Intelligence Testing Stanford-Binet: Four levels of scores. IQ CrystallizedFluidSTM Verbal Quant. Abs./Vis. - Subtest Scores

  15. Intelligence Testing Wechsler Scales: Four levels of scores. 1) “g” = Full Scale IQ 2) Verbal IQ and Performance IQ 3) Verbal Comprehension Index Perceptual Organization Index Freedom From Distractibility (WISC-III) Working Memory (WAIS-III) Processing Speed 4) Subtest Scale Scores

  16. Intelligence Testing Wechsler Scales: Four levels of scores. IQ VerbalPerformance Verbal FD/WM Percept. Proc. Comp. Org. Spd. Subtest Scores

  17. Mental Retardation DSM-IV: 3 Criteria • Significantly subaverage intellectual ability- < 70 IQ or >2 SD below Mean • Concurrent deficits in adaptive functioning- 2 or more of 11 areas • Onset before age 18

  18. Mental Retardation CLASSIFICATION LevelIQEd.MA Mild 69-55 Educable 8-6 to 10-10 Moderate 54-40 Trainable 6-1 to 8-5 Severe 39-25 3-9 to 6-0 Profound < 25 < 3-9

  19. I N T E L L E C T 0 AGE Adult

  20. Mental Retardation DEFICITS IN ADAPTIVE BEHAVIOR Communication Self-Care Home Living Self-Direction Social Skills Academic Skills Work Leisure Health Safety Use of Community Resources

  21. Mental Retardation Causes Biological:- Genetic, Disease, Metabolic D/O Psychosocial:- Poverty, poor education, poor stimulation Biological + Psychosocial:- Infections, toxins, trauma, nutrition, FAS, FTT, pre-mature birth

  22. Heredity vs. Environment Heredity:- Contributes about 50% - Differences within a given group - Sets a range of intellectual potential Environment:- Poverty, poor education, poor stimulation - Differences between different groups - e.g. ethnic groups - Steers development of intellect within the range set by heredity

  23. Heredity vs. Environment Low Adult Intellect High Birth Heredity Environment

  24. Implications How do we interpret and use individual and group differences in intelligence? Good uses vs. Abuses Identify needs/talents Label & stigmatize Enhance opportunities Deny opportunities Promote potential Impede potential Promote well-being Impede well-being Enrich society Infect society Constructive Destructive

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