Week 9 lecture slides.pptx

INTELLIGENCE AND ABILITY TEST PSY61204 Psychological Tests and Measurements Dr Michele Anne Theories of intelligence The six metaphors (Sternberg, 1990) Geographic metaphor Focus is on the structure of intelligence Attempts to identify the major features / factors of intelligence...

INTELLIGENCE AND ABILITY TEST PSY61204 Psychological Tests and Measurements Dr Michele Anne Theories of intelligence The six metaphors (Sternberg, 1990) Geographic metaphor Focus is on the structure of intelligence Attempts to identify the major features / factors of intelligence, and try to assess individual differences on these factors How the mental map changes with age, and how it relates to real life criteria Computational metaphor Intellect or the mind are seen as a computer Focus is on process and commonalities across people and processing rather than on the individual differences How people solving problems and processing information, instead of why one person does better than others The six metaphors (Sternberg, 1990) (cont.) Biological metaphor Intelligence based on brain functions Information comes from studies of the localization of abilities in specific brain areas, electrical activity in the brain, and blood flow in the brain during cognitive processing, Epistemological metaphor Looks as philosophical / theoretical aspects Intelligence development occurs during sensorimotor period (birth-2, direct perception), pre-operational period (2-7, symbols and images), concrete operations period (7-11, physical objects), formal operations period (11 onwards, abstract thinking) The six metaphors (Sternberg, 1990) (cont.) Anthropological metaphor Intelligence is viewed in the context of culture and the external world What is adaptive in one culture may not be adaptive in another IQ test are not generalizable and need to develop tasks that are culturally relevant Sociological metaphor Role of socialization processes in the development of intelligence Observes others in the social environment and internalizes their actions Process that continues over time with continued interactions Structure of intellect (Guilford, 1959) Also known as three faces of intellect Intellectual functions are composed of processes, which are then applied to contents, and result in products Processes Memory, cognition, divergent thinking, convergent production, and evaluation Contents Figural, symbolic, semantic, or behavioral Products Units, classes, relations, systems, transformations, and implications The 3 facets can interact to produce 120 separate abilities Structure of intellect Multiple intelligence (Gardner, 1983) Suggested there are multiple intelligence as opposed to global intelligence, and each area is distinct from each other Seven types of intelligence Linguistic Logical-mathematical Spatial (orientation) Musical Bodily kinesthetic (use one’s body as in athletics or dancing) Interpersonal intelligence (understanding others) Intrapersonal intelligence (understanding oneself) Multiple intelligence Theory of intelligence (Sternberg, 1985) Focuses on 3 types of information processing Metacomponents Higher order processes Performance components Problem solving strategies Knowledge acquisition components Learning and storing new information in memory  Testing of intelligence Intelligence theories Classified into 3 categories Intelligence as a global, unitary ability Two-factor theory Intelligence as composed of multiple abilities Multiple factor theory Unite the two views into a hierarchical Hierarchical theory Two-factor theory (Spearman, 1904) General factor (g) Presence of a single global factor General ability to perform mental processing Intellectual activities share a common area – if you are good in one test, you will be good in all test Specific factors (s) Variations specific to particular test or intellectual functions Some test require special / additional cognitive functions which is outside the general ability Two-factor theory Multiple factor theory Intelligence is composed of broad multiple factors E.g., verbal factor, memory facility with numbers, spatial ability, perceptual speed No agreement on the number of factors Same areas tend to be labeled differently Multiple factor theory Hierarchical theory Also known as the pyramid approach At the top of the pyramid there is Spearman’s g Below that there are two or three major group factors Each are subdivided into minor group factors, and these may be further subdivided into specific factors Hierarchical theory Intelligence quotient (IQ) Measure of performance of mental age in comparison to chronological age Raw score is transformed into z score Mean is 100 and SD is 16 Intelligence quotient (IQ)  Examples of intelligence test Stanford-Binet test Binet-Simon Scale (1905) was the first intelligence test To identify children who were retarded according to 3 levels: moron, imbecile, and idiot Items on this scale included imitating gestures and following simple commands, telling how two objects are alike, defining common words, drawing designs from memory, and repeating spoken digits Stanford-Binet (1916) is a revision of this test Detailed instructions on how to administer the test and how to score the items The term “IQ” was incorporated in the test Stanford-Binet test (cont.) The fourth revision of the Stanford-Binet (1986) is the most recent Earlier versions were predominantly verbal in focus, while this version contained spatial, quantitative, and short-term memory items Earlier versions focused on children, while this revision was designed for use from the age of 2 to adult Standardization sample consisted of more than 5,000 people Stanford-Binet test (cont.) This test follows the hierarchical theory g at the top of the hierarchy is defined as information processing abilities, planning and organizing abilities, and reasoning and adaptation skills Included are Crystallized abilities (academic skills) Verbal reasoning and quantitative reasoning Fluid-analytic abilities (nonverbal abilities involved in spatial thinking) Abstract/visual reasoning Short-term memory Stanford- Binet test Stanford-Binet test (cont.) Stanford-Binet IV Clinician administered Consists of 15 subtests Verbal reasoning, abstract/visual reasoning, quantitative reasoning, and short-term memory Adaptive test Not all items are administered to all subjects, but are determined from subject’s chronological age and performance Basal level Passing four consecutive items, to determine upward or downward progression Ceiling level Three out of four consecutive items are missed, followed by discontinuation of subtest Raw scores converted to standard scores Wechsler test Wechsler argued that Stanford-Binet test had been designed to assess the intelligence of children, and adapted for use with adults simply by adding more difficult items Argued that many intelligence tests gave undue emphasis to verbal tasks, speed of response was often a major component, standardization samples typically included few adults Developed the Wechsler-Bellevue Intelligence Scale (1939), with many of the items adapted from the Binet-Simon tests and the Army Alpha The Wechsler-Bellevue was replaced by the Wechsler Adult Intelligence Scale (WAIS) (1955) Items for the WAIS scales were selected from various other tests, from clinical experience, and from many pilot projects Also created Wechsler Intelligence Scale for Children (WISC) and Wechsler Preschool and Primary Scale of Intelligence (WPPSI) Wechsler test (cont.) The fourth revision of the WAIS (2008) and fifth revision of the WISC (2014) is the most recent WAIS-IV Clinician administered 16-90 years old 10 core subtests and 5 supplemental subtests Full Scale IQ score (FSIQ) Verbal comprehension index (VCI), perceptual reasoning index (PRI), working memory index (WMI), processing speed index (PSI) General ability index (GAI) and Perceptual Ability Index (PAI) WAIS-IV Wechsler test (cont.) WISC-V Clinician administered 6-16 years old 7 core subtests and 9 supplemental subtests Full Scale IQ score (FSIQ) Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), Fluid Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI) General ability index (GAI) and Perceptual Ability Index (PAI) WISC-V Wechsler test (cont.) WAIS-IV & WISC-V Adaptive test Not all items are administered to all subjects, but are determined from subject’s chronological age and performance Basal level Passing four consecutive items, to determine upward or downward progression Ceiling level Three out of four consecutive items are missed, followed by discontinuation of subtest Raw scores converted to standard scores Subtest scores, composite scores, index scores Wechsler IQ classification Academic versus practical intelligence Neisser suggested that most intelligence test measure academic intelligence, which is different from practical intelligence Practical intelligence involves solving tasks as they occur in natural settings and are related to everyday experiences Tacit knowledge Knowledge that is practical yet usually not directly taught, such as how to advance in one’s career Vignettes with situations are created to assess this Questions?