CHAPTER 9: INTELLIGENCE AND ITS MEASURING

Question 1

It is a multifaceted capacity that can manifest in various ways throughout a person’s life. It generally includes the abilities to:

acquire and apply knowledge
reason logically
plan and solve problems
infer and judge perceptively
grasp concepts and visualize ideas
pay attention and be intuitive
use language and thoughts fluently
adapt effectively to new situations

Answer 1

Intelligence

Question 2

He believed that intelligence was rooted in sensory abilities, reasoning that sharper senses meant better perception of the world, leading to more intelligent judgments. He considered sensory discrimination (e.g., vision, hearing) as a basis for intelligence testing. He also pioneered the idea that intelligence is hereditary, making him one of the first to introduce the nature vs. nurture debate in this area.

Answer 2

Francis Galton

Question 3

_____, along with Henri (1895), criticized Galton’s approach and advocated for more complex measurements of intellectual ability. Unlike Galton, who saw intelligence as distinct abilities measured separately, he believed that mental abilities interact and cannot be meaningfully separated. For example, in recalling digits, memory and concentration work together. This interdependence led him to emphasize that intelligence involves reasoning, judgment, memory, and abstraction. Although he did not give a formal definition of intelligence, he viewed it as a holistic, interacting set of mental processes, not isolated sensory functions.

Answer 3

Alfred Binet

Question 4

He defined intelligence as a global ability to act purposefully, think rationally, and deal with the environment. It consists of different, interconnected abilities, but isn’t just their sum. He also emphasized nonintellective factors like drive and persistence in assessing intelligence. He measured intelligence through verbal and performance abilities, though this distinction is mostly of historical interest now.

Answer 4

David Wechsler

Question 5

He viewed intelligence as an evolving biological adaptation to the world. He believed that cognitive development occurs through interaction with the environment, where psychological structures reorganize over time. He proposed four stages of cognitive development that are universal but may occur at different rates. These stages unfold due to the interaction of biological factors and learning, and their order is fixed.

Answer 5

Jean Piaget

Question 6

It refers to the complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence.

Answer 6

Interactionism

Question 7

Thurstone (1938) developed this test, which consisted of separate tests, each designed to measure one _ _ _: verbal meaning, perceptual speed, reasoning, number facility, rote memory, word fluency, and spatial relations.

Answer 7

Primary Mental Abilities (PMA)

Question 8

The focus is squarely on identifying the ability or group of abilities deemed to constitute intelligence.

Answer 8

Factor-analytic Theories

Question 9

It is a group of statistical techniques designed to determine the existence of underlying relationships between sets of variables, including test scores.

Answer 9

Factor Analysis

Question 10

This theory states that intelligence has two components: General intelligence (g) & Specific abilities (s). People who do well in one intellectual area tend to do well in others because of g, the general mental capacity affecting all cognitive performance.

Answer 10

Theory of General Intelligence (Spearman’s Two-Factor Theory)

Question 11

It refers to a single, underlying mental ability that influences performance across a wide variety of cognitive tasks.

Answer 11

General intelligence (g)

Question 12

It refers to the skills that are unique to particular tasks (e.g., mathematical skill, verbal ability).

Answer 12

Specific abilities (s)

Question 13

According to Spearman, these are abilities that lie between general intelligence (g) and specific abilities (s). These are shared by a group of related tasks, but not all cognitive tasks. They represent intermediate-level mental abilities.

Answer 13

Group Factors

Question 14

Main Contribution: Theory of Multiple Intelligences (1983, 1994).

Types: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal (later added naturalistic and existential).

Key Insight: Intelligence is not unitary; each type is distinct and relatively independent.

Stance on g: Opposed to a singular intelligence factor.

Answer 14

Howard Gardner

Question 15

Main Contribution: Proposed Fluid (Gf) and Crystallized (Gc) Intelligence.

Horn’s Expansion: Added 7+ broad factors like Gv (visual), Ga (auditory), Gsm (short-term memory), Gq (quantitative), Grw (Reading & Writing), Glr (long-term storage and retrieval).

Stance on g: Rejected the inclusion of a general factor (g) in their model.

Answer 15

Raymond Cattell & John Horn

Question 16

Main Contribution: Developed the Three-Stratum Theory of Intelligence.

Stance on g: Accepted and placed it at the highest level of the hierarchy.

Answer 16

John Carroll

Question 17

Main Contribution: Created the CHC Theory (Cattell-Horn-Carroll model).

Integration: Blended Cattell-Horn and Carroll’s models into a unified taxonomy.
Broad Abilities: 10+ broad cognitive abilities (e.g., Gf, Gc, Gv, Ga, Gsm, Glr, Gq, Grw, Gs, Gt).

Stance on g: Excluded g for practical, educational assessment reasons, despite acknowledging its existence.

Answer 17

Kevin McGrew & Dawn Flanagan

Question 18

Main Contribution: Proposed three clusters of intelligence:

Added g: Defined it as the brain’s capacity for forming neural connections (modifiable bonds).

Key Insight: Intelligence is based on the number and speed of these bonds.

Answer 18

E.L. Thorndike

Question 19

The “_” factor represents a person’s overall mental ability; it underlies all intelligent behavior.

The “_” factors account for individual differences in performing specific tasks.

Answer 19

g;s

Question 20

It refers to the innate, biologically-based capacity to solve novel problems, engage in abstract reasoning, and adapt to new situations without relying on prior knowledge or experience. (Nonverbal, abstract problem-solving, independent of culture.)

Answer 20

Fluid Intelligence (Gf)

Question 21

It refers to the accumulated knowledge, skills, and experiences acquired through education, culture, and life. It reflects a person’s ability to use learned information and past experiences to solve problems. (Learned knowledge and skills, culture-dependent.)

Answer 21

Crystallized Intelligence (Gc)

Question 22

It refers to the abilities that decline with age and tend not to return to preinjury levels following brain damage, according to Horn.

Answer 22

Vulnerable Abilities (Gv)

Question 23

They tend not to decline with age and may return to preinjury levels following brain damage, according to Horn.

Answer 23

Maintained Abilities (Gq)

Question 24

Stratum ___: General intelligence (g). The single, overarching general cognitive ability that influences performance across all intellectual tasks.

Answer 24

Stratum III

Question 25

Stratum __: Broad abilities (Gf, Gc, Gv, Ga, etc.). Major domains of cognitive functioning are influenced by g; broader than specific tasks but narrower than general intelligence.

Answer 25

Stratum II

Question 26

Stratum ___: Narrow abilities (e.g., spelling, memory span). Specific, fine-grained skills that make up each broad ability; directly observable in individual tasks or test items.

Answer 26

Stratum I

Question 27

It is a comprehensive, empirically-supported model of human cognitive abilities that integrates the work of Raymond Cattell, John Horn, and John Carroll. It represents the most widely accepted framework for understanding intelligence in modern psychological and educational testing.

Answer 27

CHC Theory (Cattell-Horn-Carroll model)

Question 28

A type of psychological assessment focused on evaluating a student’s cognitive, academic, and emotional functioning to understand learning strengths and difficulties, typically conducted in educational settings.

Answer 28

Psychoeducational Assessment

Question 29

An approach to assessment that involves selecting and interpreting tests from multiple test batteries to provide a more comprehensive evaluation of a student’s cognitive abilities.

Answer 29

Cross-battery Assessment

Question 30

________ intelligence (dealing with people) ________ intelligence (dealing with objects) ________ intelligence (dealing with symbols)

Answer 30

Social; Concrete; Abstract

Question 31

This approach focuses on the mechanisms by which information is processed—how information is processed, rather than what is processed.

Answer 31

Information-processing View

Question 32

Information is integrated all at one time. Information is integrated and synthesized at once and as a whole.

Answer 32

Simultaneous (or parallel) Processing

Question 33

Each bit of information is individually processed in sequence, it is logical and analytic in nature; piece by piece and one piece after the other, information is arranged and rearranged so that it makes sense.

Answer 33

Successive (or sequential) Processing

Question 34

It is an acronym for planning, attention, simultaneous, and successive. In this model, planning refers to strategy development for problem solving; attention (also referred to as arousal) refers to receptivity to information; and simultaneous and successive refer to the type of information processing employed.

Answer 34

PASS Model

Question 35

The _____________________________ is a widely used, standardized intelligence test designed to assess individuals from ages 2 to 85+. It is based on the Cattell-Horn-Carroll (CHC) theory of intelligence and measures five core cognitive abilities: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory—each assessed through both verbal and nonverbal subtests. The test yields a Full Scale IQ, Verbal and Nonverbal IQs, Abbreviated Battery IQ, and five Factor Index scores, with a mean of 100 and standard deviation of 15 for composites, and 10 (SD = 3) for subtests.

Answer 35

Stanford-Binet Intelligence Scales: Fifth Edition (SB5)

Question 36

An item to be substituted for a regular item under specified conditions (such as the situation in which the examiner failed to properly administer the regular item).

Answer 36

Alternate Item

Question 37

The age level at which an individual appears to be functioning intellectually, as indicated by the level of items responded to correctly.

Answer 37

Mental Age

Question 38

It is the ratio of the test taker’s mental age divided by his or her chronological age, multiplied by 100 to eliminate decimals.

Answer 38

Ratio IQ

Question 39

It reflects a comparison of the performance of the individual with the performance of others of the same age in the standardization sample.

Answer 39

Deviation IQ

Question 40

Different items were grouped by age.

Answer 40

Age Scale

Question 41

It is a test organized into subtests by category of item, not by age at which most test takers are presumed capable of responding in the way that is keyed as correct.

Answer 41

Point Scale

Question 42

It is formerly described as a deviation IQ score, may be defined as a test score or index derived from the combination of, and/or a mathematical transformation of, one or more subtest scores.

Answer 42

Test Composite

Question 43

It may be defined as a task used to direct or route the examinee to a particular level of questions. The purpose of the ________, then, is to direct an examinee to test items that have a high probability of being at an optimal level of difficulty.

Answer 43

Routing Test

Question 44

These are designed to illustrate the task required and assure the examiner that the examinee understands.

Answer 44

Teaching Items

Question 45

It refers to the lowest level of the items on a subtest.

Answer 45

Floor

Question 46

It is the highest-level item of the subtest.

Answer 46

Ceiling

Question 47

It is used to describe a subtest with reference to a specific test taker’s performance, and a base-level criterion that must be met for testing on the subtest to continue.

Answer 47

Basal Level

Question 48

It refers to the observable actions, reactions, and attitudes displayed by an examinee during the administration of a psychological test that are not directly part of the test items or formal scoring. These behaviors provide qualitative insights into the individual’s emotional state, coping strategies, motivation, attention, cooperation, anxiety, fatigue, and overall test-taking approach.

Answer 48

Extra-test Behavior

Question 49

The one that is administered to obtain a composite score.

Answer 49

Core Subtest

Question 50

It is used for purposes such as providing additional clinical information or extending the number of abilities or processes sampled.

Answer 50

Supplemental Subtest (or Optional Subtest)

Question 51

It is an abbreviated version of a longer intelligence test, designed to reduce time for administration, scoring, and interpretation.

Answer 51

Short Form

Question 52

This test would be administered to Army recruits who could read. It contained tasks such as general information questions, analogies, and scrambled sentences to reassemble.

Answer 52

Army Alpha Test

Question 53

A test designed for administration to foreign-born recruits with poor knowledge of English or to illiterate recruits (defined as “someone who could not read a newspaper or write a letter home”).

Answer 53

Army Beta Test

Question 54

It is an instrument or procedure used to identify a particular trait or constellation of traits at a gross or imprecise level.

Answer 54

Screening Tool

Question 55

It is a psychological dimension that characterizes the consistency with which one acquires and processes information.

Answer 55

Cognitive Style

Question 56

It is a deductive reasoning process that entails recall and consideration of facts and a series of logical judgments to narrow down solutions and eventually arrive at one solution.

Answer 56

Convergent Thinking

Question 57

It is a reasoning process in which thought is free to move in many different directions, making several solutions possible. This type of thinking requires flexibility of thought, originality, and imagination. There is much less emphasis on recall of facts than in convergent thinking.

Answer 57

Divergent Thinking

Question 58

Tasks like Consequences and Unusual Uses; verbal (e.g., word fluency) and nonverbal (e.g., sketches)

Answer 58

Guilford’s Tasks

Question 59

Find a fourth word associated with three given words (Mednick, 1962)

Answer 59

Remote Associates Test (RAT)

Question 60

Word, picture, and sound-based stimuli; measures thought processes behind creativity

Answer 60

Torrance Tests of Creative Thinking (TTCT)

Question 61

It may be defined as the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture.

Answer 61

Culture Loading

Question 62

A test or assessment process designed to minimize the influence of culture with regard to various aspects of the evaluation procedures, such as administration instructions, item content, responses required of test takers, and interpretations made from the resulting data.

Answer 62

Culture-fair Intelligence Test

Question 63

It is a shorthand reference to the progressive rise in intelligence test scores that is expected to occur on a normed test of intelligence from the date when the test was first normed.

Answer 63

Flynn Effect