Psychological Testing Quiz PDF

10Psychological testing Montag, 25. November 2024 08:16 HISTPSY_S 0_Psychol summary Seite 1  S1 ol... summary Seite 2 summary Seite 3 summar...

10Psychological testing Montag, 25. November 2024 08:16 HISTPSY_S 0_Psychol summary Seite 1  S1 ol... summary Seite 2 summary Seite 3 summary Seite 4  Phrenology: Introduction and Naming: The first "true science of mind" was cranioscopy, introduced by Franz Joseph Gall in the early 19th century, later renamed phrenology by Johann Gaspar Spurzheim. Major Contributors: Franz Joseph Gall: Viennese physician and neuroanatomist who laid the groundwork. Johann Gaspar Spurzheim : Gall's associate who promoted phrenology widely. George Combe: Scotsman who popularized phrenology further, developed a two -volume system, and wrote The Constitution of Man. Basic Principles of Phrenology: The brain is the organ of the mind. The mind can be divided into multiple faculties. These faculties are innate and located in specific brain areas. The skull's surface reflects the underlying brain's development. Promotion and Popularization: Gall and Spurzheim traveled through Europe and the United States promoting phrenology. Phrenology was used to advocate for reforms in education, religion, and penology. Legacy: Gall and Spurzheim recognized the significance of gray matter and introduced the concept of functional localization in the cerebral cortex. Their contributions are credited with laying the groundwork for psychology as a science. Francis Galton and the Anthropometric Laboratory: 1. Anthropometric Laboratory: In the mid-1880s and 1890s, Francis Galton's laboratory in London offered physical measurements and tests for a small fee. 2. Locations: The lab was initially at the International Health Exhibition, then at the University of Cambridge, the South Kensington Museum, and finally the Clarendon Museum at Oxford. 3. Purpose: Galton aimed to gather data for research through these measurements, which included sensory acuity, stature, strength, and lung capacity. 4. Pioneer Methods: He was a pioneer in using test batteries, control groups, and statistical methods such as regression and correlation. 5. Complement to Academic Exams: Galton saw these measurements as indicators of physical efficiency to complement academic examinations. 6. Test Details: Tests included eyesight keenness, hearing, height, weight, breathing capacity, and strength. Galton used specialized instruments, some of which he invented. 7. Normative Data: He developed normative distributions and percentile ranks for these measurements based on large sample sizes. 8. Impact on Intelligence: While not directly measuring intelligence, Galton believed sensory measures influenced the breadth of experience upon which intelligence operates. 9. Legacy and Influence: His methods laid the foundation for scientific measurement of individual differences, influencing future research in the UK, US, and Europe. 10. Prominent Figures: Key figures in subsequent mental testing included Charles E. Spearman, James McKeen Cattell, Franz Boas, Alfred Binet, among others. summary Seite 5 summary Seite 6  ### Key Points: Intelligence and Eugenics - **Historical Context**: The use of intelligence testing results for eugenics policies, such as compulsory sterilization, is highlighted by the 1927 Supreme Court case Buck v. Bell. - **Francis Galton**: Coined the term "eugenics" in 1883 and advocated for the improvement of the human race through selective breeding. - **Early Supporters**: Many early intelligence authorities favored eugenics, including J. McKeen Cattell, Raymond B. Cattell, Henry H. Goddard, Lewis M. Terman, Edward L. Thorndike, and Robert M. Yerkes. - **Advocacy and Policies**: Eugenics policies, like the sterilization of the "feeble-minded," were supported by influential figures and seen as scientific contributions before the atrocities of Nazi Germany exposed their dangers. - **Rejection of eugenetics**: Alfred Binet and David Wechslerrejected eugenics, promoting the idea that intelligence can be developed and criticizing eugenicist ideologies. - **Contemporary Issues**: Scholarship in the biology and heredity of intelligence remains controversial, with lingering perceptions of intelligence research being tied to elitism, racism, and exclusion. James Mckeen Cattel James McKeen Cattell and the end of anthropometrics: 1. **Early Life and Education**: Cattell was born in 1860 and graduated as valedictorian from Lafayette College in 1880. He studied in Germany and at Johns Hopkins University. 2. **Work with Wilhelm Wundt**: Cattell studied with Wilhelm Wundt in Leipzig, contributing to early experimental psychology. 3. **Move to Cambridge**: In 1887, he moved to Cambridge and collaborated with Francis Galton, setting up the Anthropometric Laboratory. 4. **Contributions to Psychology**: Cattell's work focused on moving psychological research towards experimental observation and measurement. 5. **Positions Held**: He held positions at the University of Pennsylvania and Columbia University, establishing experimental psychology labs and mentoring notable psychologists. 6. **Intelligence Testing**: Cattell introduced the term "mental tests" in 1890 and developed the Cattell-Columbia Tests to measure intelligence through a combination of sensory, motor, and cognitive tasks. 7. **Sharp's Dissertation**: Stella Sharp's 1899 dissertation criticized the simplicity of Cattell's tests and emphasized the need for testing complex mental processes. 8. **Wissler's Study**: Clark Wissler's 1901 study found negligible correlations between Cattell's tests and academic performance, discrediting Cattell's approach to intelligence testing. 9. **Legacy and Modern Reassessment**: Despite the initial discrediting, elements of Cattell's and Galton's approaches are being revisited in modern research, particularly the relation between reaction time and intelligence. These points capture the essence of Cattell's contributions and the challenges faced by his anthropometric approach. Nachricht an Copilot ### Key Points: Vernon's Hierarchical Model - **First Truly Hierarchical Model**: Proposed by Philip E. Vernon. - **Higher-Order g Factor**: Dominates two lower-order factors. - **v:ed (Verbal:Educational)**: Includes verbal, number, reasoning, attention, and fluency factors. - **k:m (Spatial:Mechanical)**: Encompasses spatial ability, mechanical ability, psychomotor coordination, reaction time, drawing, handwork, and various technical abilities. - **Subsumption of Minor Group Factors**: Both v:ed and k:m subsume various minor group factors, which then dominate very narrow and specific factors. - **Support for Verbal-Performance Dichotomy**: Vernon's model supported the traditional verbal-performance split associated with the Wechsler intelligence scales. - **Complexity Acknowledged**: Vernon suggested that it might be an oversimplification to assume only two factors at the level below g. summary Seite 7 summary Seite 8  ### Key Points: Vernon's Hierarchical Model - **First Truly Hierarchical Model**: Proposed by Philip E. Vernon. - **Higher-Order g Factor**: Dominates two lower-order factors. - **v:ed (Verbal:Educational)**: Includes verbal, number, reasoning, attention, and fluency factors. - **k:m (Spatial:Mechanical)**: Encompasses spatial ability, mechanical ability, psychomotor coordination, reaction time, drawing, handwork, and various technical abilities. - **Subsumption of Minor Group Factors**: Both v:ed and k:m subsume various minor group factors, which then dominate very narrow and specific factors. - **Support for Verbal-Performance Dichotomy**: Vernon's model supported the traditional verbal-performance split associated with the Wechsler intelligence scales. - **Complexity Acknowledged**: Vernon suggested that it might be an oversimplification to assume only two factors at the level below g. summary Seite 9 summary Seite 10  Here's a summary of the key points from the text "To g or Not to g?": - **General Factor of Intelligence (g)**: - **Affirmation**: The 1994 "Mainstream Science on Intelligence" statement affirmed the existence of general intelligence (g). - **Hedging**: The 1996 "Intelligence: Knowns and Unknowns" statement was more cautious, noting that some theorists find the g-based factor hierarchy misleading. - **Historical Development**: - **Charles E. Spearman**: In 1904, he discovered the g factor from positive intercorrelations in various cognitive tests. He corrected for measurement error, showing that all intellectual activities share a fundamental function. He described g as a general mental energy. - **Critics**: Edward L. Thorndike and others challenged Spearman's concept of g, finding little support for it in similar studies. - **Ongoing Debate**: Until his death, Spearman engaged in scholarly debates about g with Thorndike, Godfrey Thomson, Truman L. Kelley, and Louis L. Thurstone. - **Acceptance by Leading Figures**: - **Alfred Binet**: Initially hesitant but later embraced the concept of a general factor. - **Lewis M. Terman**: Accepted that IQ scores provided a good estimate of g. - **David Wechsler**: Praised Spearman's theory as one of psychology's great discoveries. - **Current Status of g**: - **Consensus**: A survey of experts found that g is an important determinant of real -world outcomes. - **Challenges**: The concept continues to be challenged on theoretical and statistical grounds by figures such as Stephen J. Gould, Raymond B. Cattell, J. P. Das, Howard Gardner, and Robert J. Sternberg. John L. Horn pointed out issues with extracting g from the positive manifold. This captures the essence of the ongoing debate and historical context surrounding the general factor of intelligence, psychometric g. If you need more detailed information or specific aspects highlighted, let me know! summary Seite 11 summary Seite 12  juhtrfg ### Key Points: To g or Not to g? - **General Intelligence (g)**: The general factor of intelligence, known as psychometric g, is a key but contentious concept in intelligence testing. - **Historical Affirmation**: The 1994 “Mainstream Science on Intelligence” statement affirmed the existence of g, but the 1996 “Intelligence: Knowns and Unknowns” report was more cautious, noting some theorists found g misleading. - **Spearman's Discovery (1904)**: Charles E. Spearman introduced g, derived from positive correlations among various cognitive abilities. He described it as a general mental energy. - **Support and Correlations**: Research shows that g correlates with scholastic performance, job success, and other real-world outcomes. - **Criticism of g**: Critics like Edward L. Thorndike challenged g, finding weak correlations between sensory discrimination and general intelligence. - **Ongoing Debate**: Spearman defended g throughout his career, while other scholars like Godfrey Thomson, Truman L. Kelley, and Louis L. Thurstone debated its validity. - **Acceptance by Test Developers**: Leading intelligence test developers like Alfred Binet, Lewis M. Terman, and David Wechsler accepted the concept of g. - **Current Consensus**: Surveys of experts indicate a consensus on the importance of g in determining real-world outcomes. - **Theoretical and Statistical Challenges**: The concept of g continues to be challenged by theorists like Stephen J. Gould, Raymond B. Cattell, J.P. Das, Howard Gardner, and Robert J. Sternberg, as well as John L. Horn, who pointed out statistical fallacies in extracting g. summary Seite 13 summary Seite 14  Binet - **Father of Intelligence Tests** - **Innovative Outsider** - **Self-Educated Psychologist** - **Voracious Reader** - **Remarkably Productive** - **Versatile Researcher** - **Intelligence Test Developer** - **Nearly 300 Works Authored** - **Pioneering Experimental Investigations** - **Loner and Reserved** - **Domineering** - **Disconnection from Professional Community** - **2005 Centennial Recognition** - **Early Career Setback at Salpêtrière Hospital** - **Skepticism of Theories** - **Director at Laboratory of Physiological Psychology, Sorbonne** - **Collaborations with Théodore Simon** In 1890, Alfred Binet conducted experimental studies on his daughters, Madeleine and Alice, analyzing their cognitive and personality traits through various tasks. Madeleine was calm and focused, while Alice was more imaginative and emotional. Binet's tasks included word association, recall, and reaction times. He meticulously observed and recorded their responses and performance styles, noting differences in attention and memory. His findings suggested that complex tasks were more sensitive to developmental changes, leading to the conclusion that mental development from childhood to adulthood is reflected in task performance. Binet's work culminated in the 1903 publication "L’étude Expérimentale de l’Intelligence." In 1895, Alfred Binet and Henri outlined a project to develop an intelligence test focusing on 10 mental faculties, such as memory, attention, and imagination. They argued that higher -order processes showed greater variability among individuals than simpler processes, making them better measures of intelligence. In 1904, the French Ministry of Public Instruction tasked a commission with studying education for abnormal children, where Binet saw an opportunity to standardize intelligence testing. Collaborating with Simon, they created the Binet -Simon Intelligence Scale in 1905, which combined various cognitive tasks to estimate intelligence. Despite the commission's report supporting special classes for exceptional students, Binet's efforts had little impact on French educational practices due to legislative decisions i n 1909, which favored medical examinations over psychological assessments. The 1908 revision of the Binet–Simon Scale introduced the "graded scale of intelligence," which featured 56 tests arranged by difficulty to estimate a student's mental level, later interpreted as mental age. The scale allowed for assessing intellectual disability based on a delay in mental level. Henry H. Goddard recognized the significance of the Binet -Simon Scale and became its leading advocate in the United States, promoting its use widely. The scale represented a major shift in psychology by assessing complex mental abilities rather than simple sensory and motor processes. It was standardized, norm-referenced, reliable, developmentally sensitive, efficient, and provided clinical assessment for diagnosing intellectual disabilities and identifying cognitively advanced students. The Binet-Simon Scale laid the foundation for the study of intelligence and cognitive abilities. summary Seite 15 summary Seite 16  lewis m. terman: Defender of the Discipline **Summary of Lewis M. Terman: Defender of the Discipline** Lewis M. Terman was a key figure in the early development of intelligence testing. He is best known for revising the Binet-Simon Intelligence Scale, creating the Stanford-Binet Intelligence Scale. Terman played a significant role in developing intelligence tests for the U.S. Army, co - authoring the National Intelligence Tests and the Terman Group Test of Mental Ability, as well as leading the Genetic Studies of Genius. Born into a large farming family in Indiana, Terman excelled in academics, skipping grades and earning multiple degrees by age 21. He worked as a teacher and principal before pursuing higher education in psychology. His career at Stanford University began in 1909, where he remained until his death. Terman's work included a progressive vision for large-scale testing to identify individual differences in schoolchildren and to recognize gifted children. Despite battling tuberculosis, he continued his groundbreaking research. Terman's master’s thesis and doctoral dissertation focused on leadership and intelligence, respectively. His studies concluded that intelligence was largely inherited, downplaying the role of environment. Terman's efforts in revising the Binet-Simon Scale led to the 1916 Stanford- Binet, which set the standard for intelligence testing and introduced the concept of IQ. **Significance**: Terman is remembered for his pioneering work in intelligence testing, particularly in the education system, and his influence in the field of psychology remains significant. Lewis M. Terman adapted Binet's testing format to allow flexibility in starting test levels, creating a fast-paced testing experience with varied tasks. His Stanford-Binet test became the most widely used psychological test in the U.S. for decades, undergoing several revisions to include parallel forms and an updated structure. The Stanford-Binet test was highly successful, with annual test administrations increasing significantly over the years. Terman's work greatly influenced the use of intelligence and achievement tests in schools. He was instrumental in the "Oakland experiment," which systematically used these tests to group students by ability. This approach led to the development of specialized curricula for different ability levels and received strong support from educators. Terman also edited and published a series of books focusing on student testing and educational adjustments, further cementing his impact on the field. Significance: Terman's innovations in intelligence testing, particularly in educational settings, have had a lasting impact on the field of psychology and the way student abilities are assessed and addressed. Key Points on Large-Scale Assessments and the Army Mental Tests During WWI, psychologists developed the first large-scale intelligence tests for the U.S. Army within 18 months. By November 1918, over 1.7 million Army enlisted men and officers had been tested. Despite initial military resistance, the success of these tests highlighted the value of mental testing to the general public. The tests showcased psychology's practical applications, leading to its integration into the American education system. The U.S. military, initially unprepared for war, lacked systematic ways to assess recruits and officers. Robert M. Yerkes, president of the APA, led the effort to involve psychologists in addressing military needs. Internal conflicts within the APA posed initial challenges, but Yerkes's efforts were ultimately successful. The success of the Army mental tests marked a significant milestone for psychology, emphasizing its potential in various sectors, particularly education. **Key Points on Yerkes’s Committee and Arthur Otis** - **Formation of the Committee**: The Committee on the Psychological Examining of Recruits was formed with members including Robert M. Yerkes, Walter V. Bingham, Henry H. Goddard, Thomas H. Haines, Lewis M. Terman, F. Lyman Wells, and Guy M. Whipple. - **Goals of the Tests**: The tests aimed to eliminate unfit recruits and identify those with exceptionally superior ability for potential officer roles. - **Test Format Decision**: The committee decided on group-administered tests over brief individual tests for better reliability and uniformity. - **Contribution of Arthur Otis**: Lewis Terman presented group-administered tests developed by his student Arthur S. Otis. Four of the ten tests in the original Army scale were based on the Otis scale. - **Selection Criteria for Tests**: Criteria included suitability for group use, interest, economy of administration time, objectivity, ease of scoring, resistance to coaching and cheating, among others. - **Development and Trials**: Psychologists across the country contributed to writing test items. Pilot studies were conducted, followed by larger trials with thousands of recruits and students. - **Examination Alpha and Beta**: Examination Alpha was the initial test, and Examination Beta was developed for recruits who were illiterate or had limited English proficiency. - **Expansion and Training**: By January 1918, a division of psychology was created in the Sanitary Corps. A school for military psychology was organized at Fort Oglethorpe, Georgia, training officers and enlisted men in psychological examining. - **Wide-Scale Implementation**: By the end of the war, psychological examining occurred at 35 army training camps and several army hospitals. Army Alpha: Designed for fluent and literate English speakers with at least a fourth-grade education and five years of U.S. residency. It consisted of eight tests, administered to groups as large as 500, and took 40-50 minutes to complete. Army Beta: A nonverbal scale for examinees with inadequate English proficiency or illiteracy, and also given to low scorers on Alpha. It required pantomimed demonstrations and brief verbal directions, administered to groups as large as 60, and took 50-60 minutes to complete. Administration Process: Men were separated based on their ability to read English. Alpha examinees completed tasks with written responses, while Beta examinees relied on pantomimed instructions. Scoring and Reporting: Intelligence ratings were typically reported within 24 hours and recorded on service records. Individual exams were reserved for checks on questionable group results. Grade Ratings: Scores ranged from A (very superior) to E (very inferior), indicating suitability for various military roles. Higher grades indicated potential for officer roles, while lower grades suggested limited capacities. Challenges and Impact: Yerkes’s division faced resistance from the military. Despite this, the tests identified high and low intelligence recruits effectively, although minority, foreign-born, and illiterate recruits were often rated very low. The tests provided valuable but limited insight for personnel decisions. Military Objectives: The program aimed to eliminate unfit recruits, identify exceptional intelligence for special roles, balance military units' intelligence, and assist personnel officers in classification. Final Note: The success of the tests showed intelligence levels but did not measure other crucial soldier traits like loyalty or bravery. The Army mental tests provided essential but not sole criteria for military service decisions. **Key Points on World War II Assessment Procedures** - **Continuation and Streamlining**: Walter V. Bingham streamlined and re -implemented Scott's World War I personnel selection plan during World War II. - **Committee Leadership**: Bingham chaired the Committee on Classification of Military Personnel, appointed by the National Research Council in 1940. - **Army General Classification Test**: Replaced the Army Alpha, administered in about 40 minutes, and consisted of vocabulary, arithmetic, and block-counting items. Grades A to E were replaced with levels I to V. - **Non-Language Tests**: Developed for illiterate and non-English-speaking recruits, standardizing their assessment. - **Army Individual Test**: Replaced the Wechsler Mental Ability Scale in 1944, included verbal and nonverbal subtests, and was well-constructed but had diagnostic limitations. - **Specialized Trade and Aptitude Tests**: Developed for specific military roles like mechanical and clerical aptitude. - **Personnel Research Section**: Established by Bingham, quickly earned the military's trust, leading to the creation of the Army Research Institute. - **Military Priorities**: Bingham focused on projects aiding the Army's victory, contrasting with Yerkes's scientific advancement agenda from World War I. ### Key Points: Cattell, Horn, and Carroll’s Model of Fluid and Crystallized Intelligence - **Introduction of Gf and Gc**: Raymond B. Cattell proposed fluid (Gf) and crystallized (Gc) intelligence in 1941. Fluid intelligence involves reasoning and problem-solving in new situations, while crystallized intelligence involves accumulated knowledge and learning. - **Fluid Intelligence (Gf)**: Described as the ability to reason, adapt to new situations, and utilize different cognitive skills depending on the problem at hand. - **Crystallized Intelligence (Gc)**: Refers to stored knowledge and the ability to acquire more knowledge through familiar learning strategies. - **Development and Expansion**: John L. Horn expanded Cattell’s model, showing different developmental trajectories for Gf and Gc and increasing the number of ability factors. - **Further Expansion**: The number of ability factors grew over time, with McGrew listing 15 or 16 broad ability factors by 2009. - **Carroll’s Contribution**: John B. Carroll integrated Cattell and Horn’s work into a hierarchical, multiple-stratum model with general intelligence (g) at the top, broad factors at the second stratum, and narrow factors at the lowest stratum. - **Carroll’s Methodology**: Conducted extensive factor analyses on over a thousand datasets, solidifying the hierarchical model. - **CHC Framework**: The Cattell-Horn-Carroll (CHC) model, combining elements of their theories, has become a significant framework in contemporary intelligence testing. - **Impact on Intelligence Testing**: The CHC framework influences modern intelligence tests and continues to evolve. summary Seite 17  Development from Simon-Binet Scale to Stanford-Binet Scales 1905 simon and Binet published teir first scale it aimed to assess a childs general development & practical judgement, intension was to identify children with learning difficulties There were few revisions of the test 1911 the third revision of the Binet -Simon scale extenden the scale into adult range. Each age level had 5 Test, for each passed subtest it was like a plus of one fifth of a year passing behind the basal level(grund level, the basic so to say) -> William Stern then coined the term Intelligence quotient (IQ) proposed to use ratio between mental age and chronological age als measurement of intelligence IQ= mental Age (measured in the Binet Test) / chronological Age Goddard translated the Intelligence scale into English and made it more known like that Lewis Terman created the Stanford -Binet Intelligence scale and used it also to identify individuals with above average level of intelligence (not only children with learning difficulties and so on) he also proposed a new formula: IQ= 100* mental Age/Chronological age summary Seite 18  - **Further Expansion**: The number of ability factors grew over time, with McGrew listing 15 or 16 broad ability factors by 2009. - **Carroll’s Contribution**: John B. Carroll integrated Cattell and Horn’s work into a hierarchical, multiple-stratum model with general intelligence (g) at the top, broad factors at the second stratum, and narrow factors at the lowest stratum. - **Carroll’s Methodology**: Conducted extensive factor analyses on over a thousand datasets, solidifying the hierarchical model. - **CHC Framework**: The Cattell-Horn-Carroll (CHC) model, combining elements of their theories, has become a significant framework in contemporary intelligence testing. - **Impact on Intelligence Testing**: The CHC framework influences modern intelligence tests and continues to evolve. **Key Points on Scott’s System of Personnel Selection** - **Pioneering Industrial Psychologist**: Walter Dill Scott applied experimental methodology to business problems and developed a multimethod quantitative personnel selection approach in 1916. - **Salesman Rating Scale**: Scott's approach included historical information from former employers, intellectual and technical ability tests, and multiple interview ratings. - **Military Application**: Scott realized his methods could apply to the military. He developed a Rating Scale for Selecting Captains, refining it with feedback from officers. - **Committee on Classification of Personnel in the Army**: Formed in August 1917, the committee implemented a comprehensive classification and assignment system, the largest personnel selection program attempted at that time. Scott was the director, and Bingham was the executive secretary. - **Personnel System Components**: - Soldier’s (or Officer’s) Qualification Card: Included test scores and interviews to obtain occupational history and leadership experience. - Specialized Trade Tests: Measured specific proficiencies, yielding scores from "Expert" to "Novice." - Officers’ Rating Scale: Used for selecting and promoting officers based on physical qualities, intelligence, leadership, personal qualities, and general value. - **Effectiveness**: Scott’s system was more valued by the military than Yerkes’s testing program. Scott adapted his system to military needs and partnered with military personnel. - **Outcome**: Scott’s procedures were institutionalized within the Army, and he received the Distinguished Service Medal. His methods provided a systematic context for using test scores in practical decision-making. **Key Points on the Practical Clinician** - **Dominance of Wechsler Intelligence Scales**: Since the 1960s, David Wechsler's intelligence scales have become the leading intelligence tests, surpassing the Stanford -Binet. - **Continued Relevance**: Wechsler's tests remain the dominant tools in intelligence assessment for school psychologists, clinical psychologists, and neuropsychologists, and are widely taught in training programs. - **Unexpected Success**: Wechsler emigrated from Romania, faced significant personal challenges, and initially had a relatively ordinary academic record. His career was influenced by his brother, Israel S. Wechsler, a pioneering neurologist. - **Military Service**: Wechsler served as an Army mental test examiner during WWI, gaining assessment experience and professional contacts. - **Educational Background**: Wechsler completed his undergraduate degree at the College of the City of New York and pursued graduate studies in psychology at Columbia University, obtaining his master's in 1917 and his doctorate in 1925. - **Columbia University Influence**: Columbia provided a conducive environment for applied psychology training, with influential faculty members like J. McKeen Cattell, Robert S. Woodworth, and Edward L. Thorndike. - **First Test Battery**: For his master's thesis, Wechsler created a clinical memory battery, marking his initial attempt to build a comprehensive test battery. summary Seite 19  Cattel Horn carrol Model Intelligence in 2 distinct forms => Fluid and crystallized intelligence Fluid intelligence: raw intelligence; processing power -> independent from culture and environment Crystallized intelligence: dependent from culture and environment Three-Stratum Hierarchy in CHC Theory: The Cattell-Horn-Carroll (CHC) theory structures cognitive abilities into three levels (strata): 1. Stratum I (Narrow Abilities): These are specific skills, such as spelling ability or reaction time. 2. Stratum II (Broad Abilities): These include broader cognitive domains like: ○ Fluid Intelligence (Gf): The ability to solve new problems. ○ Crystallized Intelligence (Gc) : Knowledge acquired from experience. ○ Visual-Spatial Abilities (Gv): The ability to perceive and manipulate visual information. ○ Working Memory (Gwm): The ability to hold and manipulate information. ○ Processing Speed (Gs): The speed of performing simple cognitive tasks. 3. Stratum III (General Ability): This is the overall general intelligence factor, often referred to as"g". Relation between CHC Theory and Wechsler Scales: The Wechsler scales include specific tasks to measure different cognitive abilities and fit within the CHC framework. For example: Verbal Comprehension: Assessed through tasks like vocabulary and similarities. Working Memory: Assessed through tasks like digit span and arithmetic. Processing Speed: Assessed through tasks like symbol search and coding. While verbal comprehension, working memory, and processing speed are specific abilities, the CHC theory's three-stratum hierarchy provides a broader framework to understand and organize these and other cognitive abilities. In essence, the CHC theory offers a comprehensive model to categorize cognitive abilities, and the Wechsler scales are tools that measure these abilities within that model. crystallized summary Seite 20  - **Educational Background**: Wechsler completed his undergraduate degree at the College of the City of New York and pursued graduate studies in psychology at Columbia University, obtaining his master's in 1917 and his doctorate in 1925. - **Columbia University Influence**: Columbia provided a conducive environment for applied psychology training, with influential faculty members like J. McKeen Cattell, Robert S. Woodworth, and Edward L. Thorndike. - **First Test Battery**: For his master's thesis, Wechsler created a clinical memory battery, marking his initial attempt to build a comprehensive test battery. - **Methodology**: Wechsler's approach involved adapting and synthesizing practical and clinically useful procedures from other authors into his test batteries. **Key Points on David Wechsler's World War I Service** - **Draft Registration**: Wechsler initially avoided the draft by claiming conscientious objector status, alien (noncitizen) status, and physical deficiencies. - **Army Mental Test Examiner**: Wechsler joined as an Army mental test examiner through connections, avoiding combat and gaining significant assessment experience. - **Training at Camp Greenleaf**: Wechsler was trained in various psychological tests, military practices, and received instruction in military psychology. - **Naturalization**: Wechsler became a naturalized U.S. citizen in June 1918 under a new law allowing aliens in the armed forces to bypass certain requirements. - **Service at Camp Logan**: He administered individual psychological assessments to recruits with limited English proficiency or illiteracy, influencing his ideas about assessment. - **Core Ideas and Contributions**: Wechsler's experiences led to his development of an intelligence scale combining verbal and nonverbal tests and the value of individual assessments. - **AEF University Program**: After the armistice, Wechsler participated in educational programs in Europe, working with notable figures like Charles E. Spearman and Karl Pearson. - **Post-War Studies**: Wechsler continued his studies in France and completed his doctorate at Columbia University, leveraging his military service experiences to shape his career in assessment and test development. Here are the key points regarding David Wechsler's World War I service: - **Draft Registration**: Wechsler registered for the draft in April 1917, claiming status as a conscientious objector, alien status (Romanian citizen), and citing physical disabilities (nearsightedness and physical unfitness) to avoid being drafted. - **Public Perception**: Conscientious objectors were treated with contempt and risked arrest or imprisonment. Noncitizen status put Wechsler at risk of deportation. - **Becoming an Army Mental Test Examiner**: Wechsler was identified through back-channel communications and, in May 1918, was inducted to receive instruction in military psychology at Camp Greenleaf, Georgia. - **Training**: He was trained in the Army Alpha, Army Beta, Stanford-Binet, Yerkes Point Scale, and other tests, along with military practices. - **Naturalization**: In June 1918, Wechsler became a naturalized U.S. citizen under new legislation allowing aliens in the armed forces to expedite naturalization. - **Service at Camp Logan**: Assigned to Camp Logan in August 1918, he conducted psychological assessments for recruits with limited English proficiency or illiteracy. - **Development of Assessment Ideas**: During his time as an Army examiner, Wechsler developed ideas for an intelligence scale combining verbal and nonverbal tests. - **Post-War Activities**: Participated in the AEF University program in France and London, gaining further education and professional contacts that shaped his career in assessment and test development. - **Discharge**: Wechsler was honorably discharged from the military in July 1919. ### Key Points: Bellevue Psychiatric Hospital and Other Clinical Experiences - **Post-Fellowship Travels**: Wechsler traveled through France, Switzerland, and Italy before returning to the U.S. to practice psychology in New York. - **Early Career**: - **Summer 1922**: Worked with F.L. Wells at the Psychopathic Hospital in Boston. - **1922-1924**: Psychologist at the New York Bureau of Children’s Guidance. - **The Psychological Corporation**: - **1925-1927**: Worked with J. McKeen Cattell, developing projects like a driving simulator and psychometric tests for taxicab drivers. - **Bellevue Hospital**: - **1932**: Hired as a psychologist after the death of two staff psychologists. - **1933**: Bellevue Psychiatric Hospital opened with a capacity of 600 patients. - **By 1941**: Became chief psychologist and faculty member at NYU College of Medicine. - **1967**: Retired from Bellevue, pioneering the role of psychologists in psychiatric hospitals. - **Clinical Contributions**: - Emphasized the use of psychological testing in practical patient care. - His experiences shaped the development of intelligence scales and assessment methods. ### Key Points: Creation and Development of the Wechsler Intelligence Scales - **Test Development Approach**: Wechsler synthesized existing tests into clinically useful and streamlined measures for practicing psychologists. - **Initial Funding**: The Bellevue Intelligence Scale was developed with a Works Progress Administration grant during the Great Depression. - **Development Timeline**: The test took 7 years to develop and underwent trials in 1937 and 1938. - **Need for New Test**: The inadequacy of the Stanford-Binet for adults and the Army mental tests for clinical decision making prompted the development of a new adult intelligence test. - **Subtest Selection**: Wechsler chose subtests from existing, clinically useful, and psychometrically adequate tests to create a cohesive battery. - **Standardization Sample**: The sample consisted of 1,586 participants from New York, stratified by age, sex, education, and occupation, limited to English-speaking white examinees. - **Subtest Structure**: The Bellevue consisted of 10 subtests, sequenced by difficulty, with Verbal IQ and Performance IQ scores. - **Deviation IQ**: Wechsler introduced deviation IQ, based on statistical distance from the normative mean. - **Publication and Reception**: The Bellevue Intelligence Scale was introduced in 1937 and published in 1939. It was praised for its organization and diagnostic value but criticized for technical and theoretical shortcomings. - **Success and Impact**: The Wechsler-Bellevue became widely used and stimulated significant psychometric research. - **Military Use**: Wechsler served as a consultant during World War II, developing tests for the military, though they had limited use. - **Subsequent Tests**: Wechsler developed several other intelligence scales, including the WISC, WAIS, and WPPSI. His tests have undergone multiple editions and remain popular for their efficiency and practicality. summary Seite 21  Working Memory: Assessed through tasks like digit span and arithmetic. Processing Speed: Assessed through tasks like symbol search and coding. While verbal comprehension, working memory, and processing speed are specific abilities, the CHC theory's three-stratum hierarchy provides a broader framework to understand and organize these and other cognitive abilities. In essence, the CHC theory offers a comprehensive model to categorize cognitive abilities, and the Wechsler scales are tools that measure these abilities within that model. crystallized Three Stratum Hierarchy (CHC Theory): 1. Stratum I: Narrow abilities (specific skills such as spelling ability or auditory discrimination). 2. Stratum II: Broad abilities (groupings of related narrow abilities, such as fluid intelligence (Gf), crystallized intelligence (Gc), visual- spatial abilities (Gv), and others). 3. Stratum III: General ability (g) (the overall general intelligence factor). Most actual IQ Formula summary Seite 22  The origins of contemporary intelligence testingare rooted in the pseudoscience of phrenology and the visionary work of Sir Francis Galton. Galton's efforts inspired the search for effective intelligence measurement methods and introduced important statistical tools for norm-referenced assessment. His influence extended to psychologist J. McKeen Cattell, who argued for the inclusion of mental tests in establishing psychology as a science measuring individual differences. Although Cattell’s test battery was eventually discredited, he remained an influential figure in scientific psychology in American universities. Interestingly, the problem of creating a functional intelligence test was eventually resolved by an outsider named Alfred Binet. Despite having few friends, no beneficial institutional connections, and working without pay, Binet managed to contribute significantly to the field through his own journal, where he reviewed contemporary works summary Seite 23 summary Seite 24 summary Seite 25 summary Seite 26 summary Seite 27 summary Seite 28