Intelligence Tests PDF

8 Intelligence Tests What is Intelligence? We may define intelligence as a multifaceted capacity that manifests itself in different ways across the life span. In general, intelligence includes the abilities to: ￮ acquire and apply knowledge ￮ reason logically ￮ plan e...

8 Intelligence Tests What is Intelligence? We may define intelligence as a multifaceted capacity that manifests itself in different ways across the life span. In general, intelligence includes the abilities to: ￮ acquire and apply knowledge ￮ reason logically ￮ plan effectively ￮ infer perceptively ￮ make sound judgments and solve problems ￮ grasp and visualize concepts ￮ pay attention ￮ be intuitive ￮ find the right words and thoughts with facility ￮ cope with, adjust to, and make the most of new situations 4 (Cohen et al., 2013) What is Intelligence? Alfred Binet: Intelligence is “the tendency to take and maintain a definite direction; the capacity to make adaptations for the purpose of attaining a desired end, and the power of autocriticism” (cited in Terman, 1916, p. 45). Spearman (1923): Intelligence is the ability to educe either relations or correlates. Freeman (1955): Intelligence is “adjustment or adaptation of the individual to his total environment,” “the ability to learn,” and “the ability to carry on abstract thinking” (pp. 60–61). 5 (Kaplan & Saccuzzo, 2018) What is Intelligence? Das (1973): Intelligence is “the ability to plan and structure one’s behavior with an end in view” (p. 27). H. Gardner (1983): Defined intelligence in terms of the ability “to resolve genuine problems or difficulties as they are encountered” (p. 60), Sternberg (1986, 1988): Defined intelligence in terms of “mental activities involved in purposive adaptation to, shaping of, and selection of real- world environments relevant to one’s life” (1986, p. 33). 6 (Kaplan & Saccuzzo, 2018) What is Intelligence? Anderson (2001, 2013): Intelligence is two- dimensional and based on individual differences in information-processing speed and executive functioning influenced largely by inhibitory processes. Other views depict intelligence as a blend of abilities, including personality and various aspects of memory (Deary, Penke, & Johnson, 2010). 7 (Kaplan & Saccuzzo, 2018) Measuring Intelligence 8 Measuring Intelligence The measurement of intelligence entails sampling an examinee’s performance on different types of tests and tasks as a function of developmental level. At all developmental levels, the intellectual assessment process also provides a standardized situation from which the examinee’s approach to the various tasks can be closely observed. 9 (Cohen et al., 2013) Piaget’s Stages of Cognitive Development 10 Tests of Intelligence From the test user’s standpoint, several considerations figure into a test’s appeal: ￮ The theory (if any) on which the test is based ￮ The ease with which the test can be administered ￮ The ease with which the test can be scored ￮ The ease with which results can be interpreted for a particular purpose ￮ The adequacy and appropriateness of the norms ￮ The acceptability of the published reliability and validity indices ￮ The test’s utility in terms of costs versus benefits 11 (Cohen et al., 2013) Stanford-Binet Intelligence Scales The fifth edition of the Stanford-Binet (SB5; Roid, 2003a) was designed for administration to assessees as young as 2 and as old as 85 (or older). The test yields a number of composite scores, including a Full Scale IQ derived from the administration of ten subtests. Subtest scores all have a mean of 10 and a standard deviation of 3. 12 (Cohen et al., 2013) Stanford-Binet Intelligence Scales Other composite scores are an Abbreviated Battery IQ score, a Verbal IQ score, and a Nonverbal IQ score. All composite scores have a mean set at 100 and a standard deviation of 15. In addition, the test yields five Factor Index scores corresponding to each of the five factors that the test is presumed to measure. 13 (Cohen et al., 2013) CHC and Corresponding SB5 Factors CHC Factor Name SB5 Factor Name Brief Definition Sample SB5 Subtest Fluid Intelligence Fluid Reasoning Novel problem solving; Object Series/Matrices (Gf) (FR) understanding of (nonverbal) relationships that are not culturally bound Verbal Analogies (verbal) Crystallized Knowledge Knowledge Skills and knowledge Picture Absurdities (Gc) (KN) acquired by formal and (nonverbal) informal education Vocabulary (verbal) Quantitative Knowledge Quantitative Reasoning Knowledge of Verbal Quantitative (Gq) (QR) mathematical thinking Reasoning (verbal) including number concepts, estimation, Nonverbal Quantitative problem solving and Reasoning (nonverbal) measurement 14 (Cohen et al., 2013) CHC and Corresponding SB5 Factors CHC Factor Name SB5 Factor Name Brief Definition Sample SB5 Subtest Visual Processing Visual-Spatial Processing Ability to see patterns Position and Direction (Gv) (VS) and relationships and (verbal) spatial orientation as well as the gestalt Form Board among diverse visual (nonverbal) stimuli Short-Term Memory Working Memory Cognitive Processes of Memory for Sentences (Gsm) (WM) temporarily storing and (verbal) then transforming or sorting information in Delayed Response memory (nonverbal) 15 (Cohen et al., 2013) Stanford-Binet Intelligence Scales PSYCHOMETRIC SOUNDNESS To determine the reliability of the SB5 Full Scale IQ with the norming sample, an internal- consistency reliability formula designed for the sum of multiple tests (Nunnally, 1967, p. 229) was employed. The calculated coefficients for the SB5 Full Scale IQ were consistently high (.97 to.98) across age groups, as was the reliability for the Abbreviated Battery IQ (average of.91). 16 (Cohen et al., 2013) Stanford-Binet Intelligence Scales PSYCHOMETRIC SOUNDNESS Test-retest reliability coefficients reported in the manual were also high. Inter-scorer reliability coefficients reported in the SB5 Technical Manual ranged from.74 to.97 with an overall median of.90. Items showing especially poor inter-scorer agreement had been deleted during the test development process. 17 (Cohen et al., 2013) Stanford-Binet Intelligence Scales TEST ADMINISTRATION Developers of intelligence tests, particularly tests designed for use with children, have traditionally been sensitive to the need for adaptive testing, or testing individually tailored to the testtaker. Other terms used to refer to adaptive testing include tailored testing, sequential testing, branched testing, and response-contingent testing. 18 (Cohen et al., 2013) Stanford-Binet Intelligence Scales TEST ADMINISTRATION Adaptive testing helps ensure that the early test or subtest items are not so difficult as to frustrate the testtaker and not so easy as to lull the testtaker into a false sense of security or a state of mind in which the task will not be taken seriously enough. 19 (Cohen et al., 2013) Stanford-Binet Intelligence Scales TEST ADMINISTRATION Three other advantages of beginning an intelligence test or subtest at an optimal level of difficulty are that 1. it allows the test user to collect the maximum amount of information in the minimum amount of time, 2. it facilitates rapport, and 3. it minimizes the potential for examinee fatigue from being administered too many items. 20 (Cohen et al., 2013) Stanford-Binet Intelligence Scales TEST ADMINISTRATION A routing test may be defined as a task used to direct or route the examinee to a particular level of questions. A purpose of the routing test, then, is to direct an examinee to test items that have a high probability of being at an optimal level of difficulty. ￮ There are two routing tests on the SB5, each of which may be referred to by either their activity names (Object Series/Matrices and Vocabulary) or their factor-related names (Nonverbal Fluid Reasoning and Verbal Knowledge). 21 (Cohen et al., 2013) Stanford-Binet Intelligence Scales SCORING AND INTERPRETATION For the SB5, here are the cutoff boundaries with their corresponding nominal categories: Measured IQ Range Category 145–160 Very gifted or highly advanced 130–144 Gifted or very advanced 120–129 Superior 110–119 High average 90–109 Average 80–89 Low average 70–79 Borderline impaired or delayed 55–69 Mildly impaired or delayed 40–54 Moderately impaired or delayed 22 (Cohen et al., 2013) Wechsler Intelligence Scales Today, there are three Wechsler intelligence tests: 1. Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV), 2. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), and 3. Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV). 23 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 1. INFORMATION ￮ Questions that are wide-ranging and tap general knowledge, learning, and memory, are asked. ￮ Interests, education, cultural background, and reading skills are some influencing factors in the score achieved. ￮ e.g., In what continent is Brazil? 24 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 2. COMPREHENSION ￮ In general, these questions tap social comprehension, the ability to organize and apply knowledge, and what is colloquially referred to as “common sense.” ￮ e.g., Why should children be cautious in speaking to strangers? 25 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 3. SIMILARITIES ￮ This is the general type of question that appears in this subtest. ￮ Pairs of words are presented to the examinee, and the task is to determine how they are alike. ￮ The ability to analyze relationships and engage in logical, abstract thinking are two cognitive abilities tapped by this type of test. ￮ e.g., How are a pen and a pencil alike? 26 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 4. ARITHMETIC ￮ Arithmetic problems are presented and solved verbally. ￮ At lower levels, the task may involve simple counting. ￮ Learning of arithmetic, alertness and concentration, and short-term auditory memory are some of the intellectual abilities tapped by this test. 27 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 5. VOCABULARY ￮ The task is to define words. ￮ This test is thought to be a good measure of general intelligence, although education and cultural opportunity clearly contribute to success on it. 28 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 6. RECEPTIVE VOCABULARY ￮ The task is to select from four pictures what the examiner has said aloud. ￮ This tests taps auditory discrimination and processing, auditory memory, and the integration of visual perception and auditory input. 29 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 7. PICTURE NAMING ￮ The task is to name a picture displayed in a book of stimulus pictures. ￮ This test taps expressive language and word retrieval ability. 30 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 8. DIGIT SPAN ￮ The examiner verbally presents a series of numbers, and the examinee’s task is to repeat the numbers in the same sequence or backward. ￮ This subtest taps auditory short-term memory, encoding, and attention. 31 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 9. LETTER NUMBER SEQUENCING ￮ Letters and numbers are orally presented in a mixed-up order. ￮ The task is to repeat the list with numbers in ascending order and letters in alphabetical order. ￮ Success on this subtest requires attention, sequencing ability, mental manipulation, and processing speed. 32 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 10. PICTURE COMPLETION ￮ The subject’s task here is to identify what important part is missing from a picture. ￮ This subtest draws on visual perception abilities, alertness, memory, concentration, attention to detail, and ability to differentiate essential from nonessential detail. ￮ e.g., testtaker might be shown a picture of a chair with one leg missing 33 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 11. PICTURE ARRANGEMENT ￮ In the genre of a comic-strip panel, this subtest requires the testtaker to re-sort a scrambled set of cards with pictures on them into a story that makes sense. ￮ Because the testtaker must understand the whole story before a successful re-sorting will occur, this subtest is thought to tap the ability to comprehend or “size up” a situation. ￮ Additionally, attention, concentration, and ability to see temporal and cause-and-effect 34 relationships are tapped. (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 12. BLOCK DESIGN ￮ A design with colored blocks is illustrated either with blocks themselves or with a picture of the finished design, and the examinee’s task is to reproduce the design. ￮ This test draws on perceptual-motor skills, psychomotor speed, and the ability to analyze and synthesize. 35 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 13. OBJECT ASSEMBLY ￮ The task here is to assemble, as quickly as possible, a cut-up picture of a familiar object. ￮ Some of the abilities called on here include pattern recognition, assembly skills, and psychomotor speed. ￮ Useful qualitative information pertinent to the examinee’s work habits may also be obtained here by careful observation of the approach to the task. ￮ For example, does the examinee give up easily 36 (Cohen et al., 2013) or persist in the face of difficulty? General Types of Items Used in Wechsler Tests 14. CODING ￮ If you were given the dot-and-dash equivalents of several letters in Morse code and then had to write out letters in Morse code as quickly as you could, you would be completing a coding task. ￮ The Wechsler coding task involves using a code from a printed key. ￮ The test is thought to draw on factors such as attention, learning ability, psychomotor speed, and concentration ability. 37 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 15. SYMBOL SEARCH ￮ The task is to visually scan two groups of symbols, one search group and one target group, and determine whether the target symbol appears in the search group. ￮ The test is presumed to tap cognitive processing speed. 38 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 16. MATRIX REASONING ￮ A nonverbal analogy-like task involving an incomplete matrix designed to tap perceptual organizing abilities and reasoning. 39 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 17. WORD REASONING ￮ The task is to identify the common concept being described with a series of clues. ￮ This test taps verbal abstraction ability and the ability to generate alternative concepts. 40 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 18. PICTURE CONCEPTS ￮ The task is to select one picture from two or three rows of pictures to form a group with a common characteristic. ￮ It is designed to tap the ability to abstract as well as categorical reasoning ability. 41 (Cohen et al., 2013) General Types of Items Used in Wechsler Tests 19. CANCELLATION ￮ The task is to scan either a structured or an unstructured arrangement of visual stimuli and mark targeted images within a specified time limit. ￮ This subtest taps visual selective attention and related abilities. 42 (Cohen et al., 2013) Wechsler Adult Intelligence Scale– 4th Edition (WAIS-IV) The WAIS-IV is the most recent edition to the family of Wechsler adult scales designed to measure cognitive ability in individuals from age 16 years to 90 years, 11 months. 43 (Cohen et al., 2013) Wechsler Adult Intelligence Scale– 4th Edition (WAIS-IV) It is made up of subtests that are designated either as core or supplemental. ￮ A core subtest is one that is administered to obtain a composite score. ￮ Under usual circumstances, a supplemental subtest (also sometimes referred to as an optional subtest) is used for purposes such as providing additional clinical information or extending the number of abilities or processes sampled. 44 (Cohen et al., 2013) WAIS-IV Subtests Grouped According to Indexes Verbal Perceptual Reasoning Working Memory Processing Speed Scale Comprehension Scale Scale Scale Similarities Block Design Digit Span Symbol Search Vocabulary Matrix Reasoning Arithmetic Coding Information Visual Puzzles Comprehension Picture Completion Letter-Number Cancellation (ages 16-69) Figure Weights (ages 16- Sequencing (ages 16- 69) 69) 45 (Cohen et al., 2013) Wechsler Adult Intelligence Scale– 4th Edition (WAIS-IV) PSYCHOMETRIC SOUNDNESS The manual for the WAIS-IV (Coalson & Raiford, 2008) presents data from a number of studies attesting to the reliability, validity, and overall psychometric soundness of the test. High internal consistency reliability estimates were found for all subtests and composite scores for which an estimate of internal consistency is appropriate. 46 (Cohen et al., 2013) Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV) The WISC-IV represents the culmination of a five- year research program involving several research stages from conceptual development through final assembly and evaluation. The WISC-IV is a test of intellectual ability for children ages 6 to 16 years. 47 (Cohen et al., 2013) Cognitive and Nonverbal Factors on the WISC-IV Compared to the SB5 WISC-IV SB5 Cognitive Factors Working Memory Working Memory Processing Speed Visual-Spatial Processing Verbal Comprehension Knowledge Perceptual Reasoning Fluid Reasoning Quantitative Reasoning Nonverbal Factors Working Memory Working Memory Processing Speed Visual-Spatial Processing Perceptual Reasoning Fluid Reasoning Quantitative Reasoning Knowledge 48 (Cohen et al., 2013) Wechsler Preschool and Primary Scale of Intelligence– 3rd Edition (WPPSI-III) The WPPSI was the first major intelligence test that “adequately sampled the total population of the United States, including racial minorities” (Zimmerman & Woo- Sam, 1978, p. 10). It was designed to assess the intelligence of children from ages 2 years 6 months through 7 years 3 months. 49 (Cohen et al., 2013)  50 (Cohen et al., 2013)