ch07 (done).ppt

CHAPTER 7 – ASSESSMENT: INTELLECTUAL AND COGNITIVE MEASURES COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE Factor Models: Two or more factors thought to be more or less at the same level Hierarchical Models: Different levels of factors with some fa...

CHAPTER 7 – ASSESSMENT: INTELLECTUAL AND COGNITIVE MEASURES COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE Factor Models: Two or more factors thought to be more or less at the same level Hierarchical Models: Different levels of factors with some factors being sub-domains of other factors Information Processing Models: Less on the organization and more on how the brain processes information COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE: SOME FACTOR MODELS Charles Spearman: General factor g with specific factors s Charles Spearman developed his two-factor theory of intelligence using factor analysis.His research not only led him to develop the concept of the g factor of general intelligence, but also the s factor of specific intellectual abilities.[  Based on intercorrelations with tests of sensory abilities  Idea still is retained in most theories of intelligence COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE: SOME FACTOR MODELS Charles Spearman: General factor g with specific factors s Charles Spearman developed his two-factor theory of intelligence using factor analysis.His research not only led him to develop the concept of the g factor of general intelligence, but also the s factor of specific intellectual abilities. In factor analysis, related variables are tested for correlation to each other, then the correlation of the related items are evaluated to find clusters or groups of the variables. Spearman tested how well people performed on various tasks relating to intelligence. Such tasks include: distinguishing pitch, perceiving weight and colors, directions, and mathematics. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE: SOME FACTOR MODELS Charles Spearman: General factor g with specific factors s When analyzing the data he collected, Spearman noted that those that did well in one area also scored higher in other areas. With this data, Spearman concluded that there must be one central factor that influences our cognitive abilities. Spearman termed this general intelligence g.  Based on intercorrelations with tests of sensory abilities  Idea still is retained in most theories of intelligence COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: HIERARCHICAL MODELS Raymond Cattell: Believed current tests were too focused on verbal and school- based abilities In psychology, fluid and crystallized intelligence (respectively abbreviated Gf and Gc) are factors of general intelligence, originally identified by Raymond Cattell. Concepts of fluid and crystallized intelligence were further developed by Cattell's student, John L. Horn.  Fluid intelligence: ability to solve problems without drawing on prior experiences (innate intellectual ability)  Crystallized Intelligence: what we have learned from life and our experiences (including formal education) COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: HIERARCHICAL MODELS  Fluid intelligence: ability to solve problems without drawing on prior experiences (innate intellectual ability)  Fluid intelligence or fluid reasoning is the capacity to reason and solve novel problems, independent of any knowledge from the past.  It is the ability to analyze novel problems, identify patterns and relationships that underpin these problems and the extrapolation of these using logic.  It is necessary for all logical problem solving, e.g., in scientific, mathematical, and technical problem solving.  Fluid reasoning includes inductive reasoning and deductive reasoning. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: HIERARCHICAL MODELS  Crystallized Intelligence: what we have learned from life and our experiences (including formal education)  Crystallized intelligence is the ability to use skills, knowledge, and experience. It does not equate to memory, but it does rely on accessing information from long-term memory.  Crystallized intelligence is one’s lifetime of intellectual achievement, as demonstrated largely through one's vocabulary and general knowledge.  This improves somewhat with age, as experiences tend to expand one's knowledge. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE: HIERARCHICAL MODELS Fluid intelligence includes such abilities as pattern recognition, abstract reasoning, and problem- solving. Evidence is consistent with the view that Gf is more affected by brain injury. Deficits in fluid intelligence are found on some measures in individuals with Autism spectrum disorders, including Asperger syndrome, whereas enhanced performance on other tasks measuring fluid intelligence has been found in this population. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORİES OF INTELLIGENCE: HIERARCHICAL MODELS Crystallized intelligence is possibly more amenable to change as it relies on specific, acquired knowledge. When learning new facts, someone's fund of knowledge is expanded. Vocabulary tests and the verbal subscale of the WAIS are considered good measures of Gc. Crystallized intelligence relates to the study of aging. Belsky claims this declines with age. In life, knowledge that is not used can be forgotten. Belsky believes that there is at least one age of maximum crystallized intelligence; after which forgetting exceeds the rate at which knowledge is acquired. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: INFORMATION PROCESSING MODELS Sternberg’s Triarchic Theory: Based on how humans process information (three components) Sternberg’s definition of human intelligence is “(a) mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life” (Sternberg, 1985, p. 45), which means that intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg’s theory comprises three parts: componential, experiential, and practical. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: INFORMATION PROCESSING MODELS  Componential:analytical subtheory executive functioning, performance speed, knowledge acquisition  Sternberg associated the componential subtheory with analytical giftedness. This is one of three types of giftedness that Sternberg recognizes. Analytical giftedness is influential in being able to take apart problems and being able to see solutions not often seen. Unfortunately, individuals with only this type are not as adept at creating unique ideas of their own. This form of giftedness is the type that is tested most often (Sternberg, 1997). COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: INFORMATION PROCESSING MODELS  Experiential: creative subtheory the influence of task novelty on problem solving  Sternberg’s 2nd stage of his theory is his experiential subtheory. This stage deals mainly with how well a task is performed with regard to how familiar it is. Sternberg splits the role of experience into two parts: novelty and automation.  A novel situation is one that you have never experienced before. People that are adept at managing a novel situation can take the task and find new ways of solving it that the majority of people would not notice (Sternberg, 1997).  A process that has been automated has been performed multiple times and can now be done with little or no extra thought. Once a process is automatized, it can be run in parallel with the same or other processes. The problem with novelty and automation is that being skilled in one component does not ensure that you are skilled in the other (Sternberg, 1997). COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THEORIES OF INTELLIGENCE: INFORMATION PROCESSING MODELS  Contextual:Practical subtheory adaptation, alteration, and selection of the environment  Sternberg’s third subtheory of intelligence, called practical or contextual, “deals with the mental activity involved in attaining fit to context” (Sternberg, 1985, p. 45). Through the three processes of adaptation, shaping, and selection, individuals create an ideal fit between themselves and their environment. This type of intelligence is often referred to as "street smarts."  Adaptation occurs when one makes a change within oneself in order to better adjust to one’s surroundings (Sternberg, 1985). For example, when the weather changes and temperatures drop, people adapt by wearing extra layers of clothing to remain warm. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE: INFORMATION PROCESSING MODELS Gardner’s Theory of Multiple Intelligences: Multiple forms of intelligence ignored in other theories  Linguistic – Naturalist  Musical – Spiritual  Logical-Mathematical – Existential  Spatial – Moral  Bodily-kinesthetic  Intrapersonal  Interpersonal COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORİES OF INTELLIGENCE: INFORMATION PROCESSİNG MODELS The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) 'modalities', rather than seeing intelligence as dominated by a single general ability. Gardner articulated eight criteria for a behavior to be considered an intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORİES OF INTELLIGENCE: INFORMATION PROCESSİNG MODELS According to Gardner, an intelligence is "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. https://theoriesincareertech.wikispaces.com/Theory+of+Multiple+Intelligence COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THEORIES OF INTELLIGENCE: INFORMATION PROCESSING MODELS Linguistic Intelligence (word smart) example: journalist Logical-mathematical Intelligence (number/reasoning smart) example: engineer Spatial Intelligence (picture smart) example: architect Bodily-Kinesthetic Intelligence (body smart) example: physical therapist Musical Intelligence (music smart) example: musician Interpersonal Intelligence (people smart) example: salesman Intrapersonal Intelligence (self smart) example: actor COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  ASSESSING INTELLIGENCE: IMPORTANT CONCEPTS Intelligence is often assessed in larger psychological assessments (e.g., memory problems, neuropsychological assessments, head injuries, learning disability evaluations) Premorbid IQ: intellectual functioning prior to an accident or neurological decline COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THE WECHSLER INTELLIGENCE SCALES Wechsler Adult Intelligence Scale (WAIS-IV): Designed for ages 16-90 Wechsler Intelligence Scale for Children (WISC-IV): Designed for ages 6-16 Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): Ages 2 yrs 6mo. to 7 yrs 3 mo. Wechsler Abbreviated Scale of Intelligence (WASI-II): Shortened version designed for ages 6-89 COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THE WECHSLER INTELLIGENCE SCALES Early IQ tests measured ‘mental age (MA)’ (most students at a particular age got a certain number of items on a test correct) relative to the child’s chronological age (CA)  Ratio IQ: MA / CA X 100  7 yr MA / 8 yr CA X 100 = 87.5  2.5 yr MA / 3 yr CA X 100 = 83.3  20 yr MA / 25 yr CA X 100 = 80  Assumes a linear development of learning  No longer used COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  THE WECHSLER INTELLIGENCE SCALES Wechsler developed the Deviation IQ as a solution to problems of Ratio IQ: Mean of 100 and a standard deviation of 15 – based on the age of the test taker relative to other test-takers at that age Wechsler scales use a hierarchical model (with a general IQ and sub-scale specific abilities) COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  IQ AND ITS CORRELATES Important caveats:  Correlation does not mean causation  Intelligence is not due to heredity or the environment but the interplay of the two  IQ is not the same as intelligence Some findings:  About 50-60% of IQ is related to genetics  Flynn Effect: IQ appears to be increasing over time  IQ scores plateau at 30  Some IQ declines for some at age 70  Environment accounts for most of the differences in IQ in low SES children Caveat:uyarı COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS THE WECHSLER INTELLIGENCE SCALES Test norms may not be appropiate for all individuals – e.g., ethnicity, SES, outside the US Test biases may be a part of the test – especially questions specifically drawing on US related content Test only focuses on academically related intelligences COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. THE WECHSLER INTELLIGENCE SCALES Previous versions of Wechsler scales used a Verbal IQ, Performance (non-verbal) IQ and a Full Scale IQ Current versions use 4 Index or Composite Scores  Verbal Comprehension  Perceptual Reasoning  Working Memory  Processing Speed Good reliability scores on Wechsler tests COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS  WAIS-IV CONTENT Verbal Comprehension Scale  Similarities: Pairs of words (describing concepts or objects) presented and the subject must explain how the objects are similar  Vocabulary: Defining a series of orally and visually presented words  Information: Questions that address knowledge of events, people, and places  Comprehension: Questions about common concepts and problems and the person must provide the answer or solution COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS  WAIS-IV CONTENT Perceptual Reasoning Scale  Block Design: Colored blocks to create three-dimensional representations of two-dimensional geometric patterns.  Matrix Reasoning: Incomplete patterns and, from five choices, must select one that completes the pattern  Visual Puzzles: Pieces of a puzzle where images are chosen that go together to match the example  Picture Completion: Pictures of common objects and settings with a missing part  Figure Weights: The person must chose the “weight” depicted in a series of images that would be equivalent to the “weight” depicted in the example COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. WAIS-IV CONTENT Working Memory Scale  Digit Span: The person is presented with a series of numbers and must repeat them in the same sequence or in a reversed sequence  Arithmetic: The person solves arithmetic problems and provides the answer orally  Letter-Number Sequencing: Sequences of letters and numbers are presented orally and the person repeats them with the letters in alphabetical order and numbers in ascending order COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS  WAIS-IV CONTENT Processing Speed Scale  Symbol Search: The person must indicate, by checking a box, whether target symbols occur in the group of symbols presented  Coding: Using a key that matches numbers to symbols, the person must rapidly provide the correct symbols to a list of numbers  Cancellation: The person is presented with a series of shapes of different colors and is asked to cross out images that have a specific shape (e.g., circles) and a specific color COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. WAIS-R TÜRKİYE Bu araştırmanın amacı, Wechsler Yetişkinler için Zekâ Ölçeği Gözden Geçirilmiş Formu’nun (WAIS-R) Türk kültürüne uygun normlarının belirlenebilmesi için bir ön çalışmanın yapılması ve standardizasyon çalışması için gerekli ön verilerin elde edilmesidir. Bu amaç doğrultusunda, oluşturulan WAIS-R Türkçe formu 16-70 yaş arasındaki, üç farklı sosyoekonomik düzeyden 67 kadın ve 67 erkek, toplam 134 kişiye uygulanarak ön çalışmanın verileri toplanmıştır. Yapılan istatistik çözümlemeler sonucunda özellikle Genel Bilgi, Resim Tamamlama, Yargılama, Resim Düzenleme ve Küplerle Desen alt ölçekleri maddelerinin zorluk sıralamalarında bazı değişiklikler olduğu görülmüştür. Nilhan SEZGİN; Gülbahar BAŞTUĞ; Sibel YARGICI KARAAĞAÇ; Banu YILMAZ WECHSLER YETİŞKİNLER İÇİN ZEKÂ ÖLÇEĞİ GÖZDEN GEÇİRİLMİŞ FORMU (WAIS-R) TÜRKİYE STANDARDİZASYONU: ÖN ÇALIŞMA Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi 54, 1 (2014), 451-480 COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. WAIS-R TÜRKİYE Varyans analizi sonuçları ile, sosyoekonomik düzey temel etkisinin WAIS-R'ın 11 alt ölçek ham puanlarının hepsi üzerinde, anlamlı olduğu saptanmış; farkın yönünün genel olarak üst sosyoekonomik düzey lehinde olduğu belirlenmiştir. Genel Bilgi, Sözcük Dağarcığı, Aritmetik ve Yargılama alt ölçekleri dışında diğer alt ölçeklerde yaş temel etkisi belirlenirken, cinsiyet temel etkisinin sadece Genel Bilgi ve Aritmetik alt ölçeğinde anlamlı olduğu saptanmıştır. Şifre alt ölçeğinde ise yaş ve sosyoekonomik düzey değişkenlerinin ikili ortak etkisinin istatistiksel olarak anlamlı olduğu belirlenmiştir. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. WAIS-R TÜRKİYE WAIS-R’ın tüm alt ölçekleri ve tüm ölçek için hesaplanan Spearman-Brown ve Cronbach Alpha katsayıları oldukça yüksektir. Alt ölçeklerden alınan ham puanların birbirleriyle olan ilişkilerini belirlemek amacıyla hesaplanan korelasyon katsayılarının da yüksek ve anlamlı olduğu saptanmıştır. WAIS-R’ın olası standardizasyon çalışması ile ilgili öneriler bu bulgular ışığında tartışılmıştır. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.  EMOTIONAL INTELLIGENCE (EI) From Gardner’s work on Intrapersonal & Interpersonal Intelligence – the ability to understand oneself and others Emotional intelligence is the ability to identify and manage your own emotions and the emotions of others. It is generally said to include 3 skills: 1. Emotional awareness, including the ability to identify your own emotions and those of others; 2. The ability to harness emotions and apply them to tasks like thinking and problems solving; COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. EMOTIONAL INTELLIGENCE (EI) EI is positively correlated with:  Better social relations for children and adults  Better family and intimate relations  More positive perception by others  Better academic achievement  Better psychological well-being COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. OTHER INTELLECTUAL FUNCTIONING TESTS Stanford-Binet V: Designed for ages 2-85. Also an IQ mean of 100, SD of 15.  Not as often used outside the US due to lack of content adaptations Kaufman Assessment Battery-II: Focuses on how children and adults learn and compares to achievement scores COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED. OTHER INTELLECTUAL FUNCTIONING TESTS Wechsler Memory Scale IV: Focuses on episodic memory (person’s direct experience to visual and auditory stimuli). Wechsler Individual Achievement Test (WIAT-III) Focuses on academic and problem solving skills. In conjunction with a Wechsler IQ test a discrepancy between IQ and achievement can help diagnose learning disabilities COPYRIGHT © 2014 JOHN WILEY & SONS, INC. ALL RIGHTS RESERVED.