Week 8.pdf

lOMoARcPSD|5194257 Final exam Notes PSYU3332 Week 8: Intelligent Testing What is Intelligence? 1921 • Power of good responses from the POV of truth or fact • The ability to carry on abstract thinking • The ability to adjust oneself to the environment (flexible) • The ability to adapt oneself to new...

lOMoARcPSD|5194257 Final exam Notes PSYU3332 Week 8: Intelligent Testing What is Intelligence? 1921 • Power of good responses from the POV of truth or fact • The ability to carry on abstract thinking • The ability to adjust oneself to the environment (flexible) • The ability to adapt oneself to new situations in life • The capacity for knowledge and knowledge possessed • A biological mechanism by which the effects of a complicity of stimuli are brought together and given a sort of unified behaviour. • The capacity to redefine the inhibited adjustment in the light of mentally experienced trial and error... to the advantage of the individual as a social animal • The capacity to acquire capacity • The capacity to profit by experience. 1981 Verbal Intelligence • General learning and comprehension • Good vocabulary • Reads with high comprehension • Is intellectually curious Problem Solving Ability • Abstract thinking or reasoning • Can apply knowledge to tasks at hand • Plans ahead • Solves problems well Practical Intelligence • Real-world adaptive behaviours • Sizes-up situations well • Determines how to achieve goals • Displays awareness of the world. Men in white shirts, dark ties and suits Models of intelligence need to explain - Positive manifold • Positive correlation between all the tasks that was conducted in the study - Factors • Tasks form sub groups, correlations between sub groups are even stronger. E.g. if looking at spelling, algebra, reading and geometry – spelling and reading will have a strong correlation, algebra and geometry will have a correlation. Therefore 2 factors (literacy and numeracy) Downloaded by Jackson Pullar ([email protected]) lOMoARcPSD|5194257 Lumper → Charles Spearman • Intelligence can be measured by one test → A “G” test • All cognitive tests positively correlated with each other → Named it positive manifold aka “G” • People with higher IQ have more “G” available to them Splitters → Guilford • Model of intelligence (says there are 120 independent factors of intelligence) • Independent factors can be broken down by content, type of operation and product/outcome. • Described as a “cube” • Measuring intelligence would include having an individual task for each 120 blocks in the cube. E.g. Cognition task → Semantic operations → outcome of Relations (FOR EACH TASK) Thurstone’s Primary Abilities (Splitter) • Broke intelligence down to 7 factors V: Verbal comprehension and meaning - e.g. what does the word delineate mean? W: Word fluency - how many words can be made from the letters G-E-N-E-R-A-T-I-O-N N: Number facility - simple maths e.g. what is 7 x 12 S: Space - are there 2 items the same or mirror images? M: Memory - e.g. repeat these numbers forward and backwards P: Perceptual speed - quickly grasp similarities and differences I: Induction - finding a rule or principal Downloaded by Jackson Pullar ([email protected]) lOMoARcPSD|5194257 Veron’s (1950) Model of Intelligence - Hierarchical model - Study done on army recruits - 13 cognitive tests and found “G” as well as 2 major clumps of factors which were → V: ED and K:M 1. V: ED → Verbal educational factors: mathematics, reading, spelling dictations 2. K:M → Practical, mechanical, spatial and physical activities e.g. knowing letters of alphabets, sound the made. - Underneath each of these factors were specific factors (subsets) These were the individual tasks that fit into the 2 factors. The Current, Most Popular Model → John Carroll • 3 Tier Model known as CHC model • Meta-analysis on every research study that looked at intelligence • Fits every age group, nationality, culture group, time frame (universal model) • Appears to be hierarchical structure to cognitive functions. • There are 8 broad abilities to be measures for intelligence, beyond that tasks are measured individually. • Clinicians job to look at what the child has been tested on and what they haven’t. Downloaded by Jackson Pullar ([email protected]) lOMoARcPSD|5194257 Fluid Intelligence → Gf • Fluid because it’s an ability to be applied easily in another circumstance • Measured by Ravens Matrices Crystallised Intelligence → Gc • Depends on learning and knowledge that can be applied to certain scenarios • Knowing what words mean, using words ins sentences, reading, numerical reasoning. • Gf and Gc are correlated to one another to some extent (0.4-0.5) Downloaded by Jackson Pullar ([email protected]) lOMoARcPSD|5194257 Factors that affect scores on IQ tests a. Nature vs Nurture • Research shows that intelligence does have a genetic component • Correlations between monozygotic and dizygotic twins. b. Environmental Factors 111 twin studies, median of IQs Correlation shows evidence on inheritability of intelligence. MZ share more genes, but as well as environment as they are mistaken as each other. And most of the time same gender as well. Environmental influences can differ between both groups greatly. DZ twins share more of an identical environment than normal siblings. So test between DZ and normal siblings showed that environment is a factor. Results show that a fair bit of evidence shows that intelligence can be attributed to genes, but environment does have a high effect on intelligence as well. Most genetically bound pairs have a higher correlation than least genetically bound pairs. Environmental Influences on IQ • Prenatal and early developmental influences (e.g. complications during labour, birth weight, anoxia) • Malnutrition and Famine • Family Background (e.g. income, education, occupation of parents, family atmosphere) • Psychosocial factors (e.g. quality of language, opportunities for enlarging vocabulary, appreciation of achievement) • Amount of schooling Downloaded by Jackson Pullar ([email protected]) lOMoARcPSD|5194257 Advantages of Individual Tests Individual tests give extra clinical information: 1. How does the person answer 2. Test behaviour (do they give up easily on tasks) • Maximise motivation • Make allowances for fatigue and handicaps • Diagnostic decisions always made with individual tests Essential for: • Young children (esp preschoolers) • Brain damaged patients • Psychologically disturbed • Intellectually disabled • ANY clinical assessment • Individual tests give extra Advantages of Group Tests • The ease and efficiency of scoring and administration • Less skill and training is required on the examiners part • Quite reliable and standardisation samples usually large • Economical as the test booklets are reusable. Disadvantages of Group Tests • Hard to maintain motivation and rapport and assess and allow for factors such as anxiety which are important moderators in test situation • Limited response choice e.g. multiple choice items. Lose the richness obtained in individual tests • The assumption is that the tests are equally applicable to all subjects. Some subjects get bored because the test is too easy, or frustrated because it is too hard. Individual differences are not catered for. Group IQ Tests Formats • Verbal vs Non-Verbal • Power vs Speed (total capacity vs timed period) • MC vs Free re call • Multilevel testing (if they fail, do down a level, if pass go higher) • Adaptive computer testing Computerised Testing • Computerised test tends to lag well behind recent research findings about certain tests so it takes longer for the benefits of research findings to hit the clinical world • Ethical concerns have not yet caught up to the technology • 20% of the population dislike computers…computer testing would be disadvantageous for them • It still misses non-verbal and emotional behaviours such as anxiety that can moderate test performance. Downloaded by Jackson Pullar ([email protected])