Theories of Intelligence and GMA

Theories of Intelligence

• Alfred Binet posited intelligence as the tendency to maintain a definite direction, adapt to attain a desired end, and use autocriticism.
• Spearman defined intelligence as the ability to educe relations or correlates.

Binet's Principles of Test Construction

• Binet defined intelligence as the capacity to find and maintain direction, make strategic adaptations, and engage in self-criticism for strategy adjustments.
• He was guided by two principles in defining human intelligence: age differentiation and general mental ability.

Principles of Human Intelligence

• Age Differentiation: Older children are differentiated from younger ones by greater capabilities, determining an individual's mental age.
• General Mental Ability: Defined as the total product of separate and distinct elements of intelligence.

Spearman's Model of GMA

• Spearman's theory of intelligence includes a general factor (g) and numerous specific factors.
• Psychometric g is characterized by positive correlations among diverse ability tests administered to unbiased population samples, termed positive manifold, influenced by g.
• Factor analysis, was developed by Spearman to support the notion of g.

Implications of General Mental Intelligence (g)

• A person's intelligence can be represented by a single score, g, reflecting the shared variance in performance across tests.

The gf-gc Theory of Intelligence

• Recent theories suggest human intelligence can be conceptualized in terms of multiple intelligences.
• Fluid intelligence involves abilities for reasoning, thinking, and acquiring new knowledge.
• Crystallized intelligence represents acquired knowledge and understanding.

Early Binet Scales (Individual Intelligence Tests)

• The 1905 Binet-Simon Scale consisted of 30 items in increasing difficulty, using classifications like moron, imbecile, and idiot.
• It lacked adequate measuring units for results, normative data, and validity evidence, with norms based on 50 children considered normal.
• The 1908 Scale was an age scale with items grouped by age level, heavily weighted on language, reading, and verbal skills, and introduced the concept of mental age.
• The 1916 Stanford-Binet Intelligence Scale retained age differentiation, general mental ability, and mental age principles, increased standardization sample size, and introduced the IQ concept (now outdated).
• The 1937 Scale increased the maximum possible mental age to 22 years and 10 months, improved scoring standards to reduce ambiguities and increase interscorer reliability.
• A 1960 revision rejected the IQ concept and added deviation IQ (M=100; SD=16).

STANDFORD - BINET INTELLIGENCE SCALE - V

• Standardized test to measure intellectual ability in individuals from ages 2 to 89.11 years of age.
• It assesses strengths and weaknesses in cognitive processes and is based on the Cattell-Horn-Carroll (CHC) theory.

Stanford-Binet, Fifth Edition Domains

• Fluid Reasoning: Ability to solve problems using inductive or deductive reasoning
• Knowledge: Accumulated fund of general information
• Quantitative Reasoning: Facility with numbers and numerical problem solving
• Visual-Spatial Processing: Ability to see patterns, relationships, and spatial orientations
• Working Memory: Class of memory processes for inspecting, sorting, or transforming information.

Test Factors

• Fluid Reasoning is the ability to solve problems using inductive or deductive reasoning.
• Knowledge is a person's accumulated fund of general information.
• Quantitative Reasoning is an individual's facility with numbers and numerical problem solving.
• Visual-Spatial Processing measures an individual's ability to see patterns, relationships, spatial orientations, or gestalt.
• Working Memory is a class of memory processes in which diverse information stored in short-term memory is inspected, sorted or transformed.

Psychometric Properties of the Stanford-Binet test

• FSIQ: .98
• NV & V: .95 to .96
• Factor scores: .90 to .92
• Test-Retest: .70 to .90

Uses for the Stanford-Binet test

• Clinical and neuropsychological assessment
• Early childhood assessment
• Psychoeducational evaluations
• Forensic contexts
• Research on abilities and aptitudes

WECHSLER ADULT INTELLIGENCE SCALE- IV

• Measures cognitive ability of individuals ages 16 years and 11 months to 90 years old, developed by David Wechsler.
• Revisions were made in 1939, 1946, 1955 1981, 1997, 2008
• The WAIS-IV measures the cognitive ability of individuals ages 16 years and 11 months to 90 years old.

Wechsler Scales

• Full-Scale Intellectual Quotient (FSIQ) is derived from 10 subtest scores to estimate global intellectual functioning.
• Verbal Comprehension measures the ability to understand, use and think with spoken language and retrieval from long-term memory.
• Perceptual Reasoning measures the ability to interpret, organize, and think with visual information and fluid reasoning.
• Working Memory measures the ability to sustain attention, concentrate, and exert mental control.
• Processing Speed measures the ability to process simple or routine visual information quickly and efficiently.
• Wechsler Scales requires level C for administration and use.
• Wechsler Scales Purpose: -Educational planning -Career placement -Psychiatric illness or brain injury

WECHSLER INTELLIGENCE SCALE FOR CHILDREN - V

• Measures general intelligence and specific indices including verbal comprehension, perceptual reasoning, fluid reasoning, working memory, and processing speed.
• Revisions: WISC-1949, WISC-R 1974, WISC-III, WISC-IV, WISC - V

Indices Measured

• Verbal Comprehension measures verbal reasoning, understanding, concept formation, knowledge, and crystallized intelligence.
• Visual Spatial Index measure nonverbal reasoning, concept formation, visual-motor coordination, analysis and synthesis of abstract formation.
• Fluid Reasoning Index assesses quantitative reasoning, classification and spatial ability, knowledge of part to whole relationships.
• Working Memory Index evaluates the ability to sustain auditory attention, concentrate, and exert mental control.
• Processing Speed Index measures how quickly and accurately a child is able to process information.
• The WISC - V normative sample consisted of 2,200 children between the ages of 6 to 16 years and 11 months, and is used as a clinical and educational tool with treatment plans.

SCIENCE RESEARCH ASSOCIATE VERBAL (SRA Verbal)

• Developed by Thurstone T.G, and Thurstone, L.L. It is an 84 item short test that measures individual's overall adaptability and flexibility in comprehending and following instructions.
• Items are of two forms: Vocabulary (Linguistic) and Arithmetic Reasoning (Quantitative).

SRA continued...

• Linguistic (L) represents proficiency in the use of language.
• Quantitative (Q) represents efficiency in perceiving and solving mathematical problems.

SRA Details

• Useful for educational and industrial placement.
• For persons familiar with the English language.
• Requires level B
• Timed (15 minutes)
• The score level depends on power and speed of response.

Purdue Non Language Test

• Developed by Joseph Tiffin in 1958, as an experimental “culture fair” test on mental ability.
• Consists of five designs or geometric shapes.
• For ages 13 years old and above.
• 25 minutes to answer.
• 48 items in every forms.
• Raw score will be converted to scale score from the manual.

OTIS-LENON MENTAL ABILITY TEST

• Multiple choice intelligence test uses verbal, nonverbal, pictures, figures, and quantitative reasoning questions to measure student ability and for educational placement.
• For children from Kinder to 12
• For education placement, strength and weaknesses
• 60-80 minutes to complete a 40-70 question test.
• OLMAT assessed the ff:
• Verbal Comprehension-following directions, identifying antonyms, sentence arrangement, & completion.
• Verbal Reasoning- logical selection, verbal analogies, verbal classification, and inferences.
• Pictorial reasoning- picture classification, picture analogies, and picture series.
• Figural reasoning- figural classification, figural analogies, and figure series.
• Quantitative Reasoning- number series, numeric inference, and number matrices.