Chatper 9: Intelligence

Question 1

3 abilities incorporated by most definitions of intelligence

Answer 1

Problem solving
Abstract reasoning
Ability to acquire knowledge

Question 2

Percentage of intelligence that is heritable

Answer 2

50%

Question 3

How environment can influence intelligence

Answer 3

Growing up in enriched environment (stimuli and education): maximize genetic range
Growing up in impoverished environment: minimize genetic range

Question 4

What intelligence is often correlated with

Answer 4

Highest degree achieved

Question 5

Aptitude vs. achievement tests

Answer 5

Aptitude tests measure cognitive abilities; skills tested have been accumulated across life experience
Achievement tests measure what has been learned as the result of instruction

Question 6

What both achievement and aptitude tests measure

Answer 6

Developed abilities

Question 7

What kind of test is an intelligence test?

Answer 7

Aptitude test

Question 8

Correlation between achievement and aptitude

Answer 8

0.7

Question 9

Why professionals have a love/hate relationship with intelligence tests

Answer 9

Good: reliable and valid (psychometrically sound, predict academic success, fairly stable over time)
Bad: limited (make complex construct into 1 number), misunderstood and overused

Question 10

Original determination of IQ (used by Binet)

Answer 10

Mental age/chronological age * 100

Question 11

How IQ is currently determined

Answer 11

Raw score compared to age/grade appropriate norm sample

M=100, SD=15

Question 12

Group administered tests: who administers and who scores?

Answer 12

Standardized: anyone can administer (teachers, etc.), but professionals interpret

Question 13

Group administered tests: what happens to items as test progresses?

Answer 13

Items become more difficult

Question 14

Group administered tests: what is often included?

Answer 14

Time limits

Question 15

Group administered tests: content focuses on which skills most?

Answer 15

Verbal skills

Question 16

Example of group administered test commonly used in school settings

Answer 16

Otis-Lennon School Ability Test

Question 17

Individually administered tests: how standardized?

Answer 17

Very standardized
No feedback given during testing regarding performance or test
Additional queries only when specified (only can say “Tell me more about that.”)
Answers are recorded verbatim

Question 18

Individually administered tests: what happens to items as test progresses?

Answer 18

Items increase in difficulty

Question 19

Individually administered tests: starting point

Answer 19

Starting point determined by age/grade

Reversals sometimes needed (person gets 1st question wrong: must back down in level)

Question 20

Individually administered tests: ending point

Answer 20

Testing ends when person answers 5 questions wrong in a row

Question 21

Individually administered tests: skills tested

Answer 21

Verbal and performance

Question 22

3 individually administered IQ tests for adults

Answer 22

Wechsler Adult Intelligence Scale (WAIS; most commonly used)
Stanford-Binet
Woodcock-Johnson Tests of Cognitive Abilities

Question 23

IQ tests for children

Answer 23

Test used depends on age (tests exist for babies all the way up to teenagers)
Child versions of 3 main IQ tests for adults exist (exception: WAIS is called WISC, Wechsler Intelligence Scale for Children)

Question 24

WAIS: who administers?

Answer 24

Psychologists or psychometrists

Question 25

WAIS: how long does it take to administer and score?

Answer 25

2-3 hours

Question 26

WAIS: norm set

Answer 26

Adults aged 16-92

Question 27

WAIS: subtests and index scores

Answer 27

15 subtests combine to make 4 index scores: Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), Processing Speed Index (PSI) 4 index scores combined to make Full Scale IQ score

Question 28

WISC: basics

Answer 28

2-3 hours to administer and score Administered by professionals Normed for children aged 6-16

Question 29

Stanford-Binet: norm set

Answer 29

People aged 2-85 years

Question 30

Stanford-Binet: indexes and IQ scores

Answer 30

5 factor indexes: Fluid Reasoning (ability to use logic), Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory Verbal and performance for each of 5 indexes is measured 3 composite IQ scores: verbal IQ, nonverbal IQ, full scale IQ

Question 31

Score range difference between WAIS/WISC and Stanford-Binet

Answer 31

Stanford-Binet: possible to score higher than 160 (not possible for WAIS or WISC)

Question 32

Woodcock-Johnson: norm set

Answer 32

People aged 2-90

Question 33

What Woodcock-Johnson is based on

Answer 33

Cattell-Horn-Carroll theory of 10 types of intelligence

Question 34

Woodcock-Johnson: subtests and scores

Answer 34

20 subtests 7 composite scores Full scale IQ

Question 35

What kind of a construct is IQ?

Answer 35

Unitary construct

Question 36

For an IQ test, what do you do if factor scores are vastly different?

Answer 36

Present factor scores rather than overall score

Question 37

Full scale IQ refers to...

Answer 37

Overall, composite IQ (# reported)

Question 38

What is critical to scoring and interpreting the IQ test?

Answer 38

Behavioral observations: must determine if factors in examinee's behavior (e.g. motivation, mood, illness, etc.) influence performance

Question 39

2 disorders that include intelligence in the criteria

Answer 39

``` Intellectual disability (IQ less than 70, impairments across multiple domains- occupational, educational, social function, activities of daily living) Learning disorders (discrepancy between intelligence and achievement; math, reading, written expression) Neither is based on intelligence alone ```

Question 40

Response to intervention

Answer 40

Method of preventing struggling students from being placed in special ed Students are provided regular instruction: progress is monitored If they don't progress, they get additional instruction: progress is monitored Those who still don't respond receive special education or special education evaluation

Question 41

Factors that influence choice of aptitude/intelligence test

Answer 41

Referral question (information necessary about person's level of intellectual function) Person who is being tested (age/grade level, matching appropriate norm set for test, physical/sensory limitations) Psychometric properties of test (reliable and valid) Intelligence vs. achievement comparisons (best to choose test that is co-normed with achievement)