L8. intelligence measurement and assessment Flashcards
what is intelligence
main theorists of intelligence
A multifaceted capacity, abilities to –> acquire + apply knowledge, reason logically, make sound judgements + solve problems, infer perceptively, grasp and visualise concepts
- NO universal agreement, it is a controversial construct
Francis Galton 19220 1911
- One of first to consider WHAT intelligence is, consider speed + accuracy + heritability
Alfred Binet
- critical of galton
-did not think you could distinctly measure intelligence
- could not look at measures completely on their own, need a number of tests to infer intelligence
Wechsler’s 1896 - 1981
- One of first to consider it in aggregate or global capacity
- Summing scores across subtests
- act purposefully, think rationally and have effective interactions w environment
Jean Piaget 1896- 1980
- Mostly developmental / cognitive psych
- intelligence is adaption to outside world
- Described 4 stages of cognitive development + peoples capacity / speed at doing so was an indicator of a persons development
Charles Spearman 1904
- a general reasoning ability/ applicability to different fields
- Abilities –> the cognitive (info processing) traits implicated in solving problems
Factor analytic theories of intelligence
Factor analytic theory
- focus on identifying the ability or groups of abilities that constitute intelligence
- General approach, used to administer battery tests covering the spectrum abilities + to submit the correlations to factor analysis
Spearman
Thurston
Guildford and Gardner
Cattell horn
Carroll
cattell-horn-carroll
Factor analytic theories of intelligence
spearman two-factor theory
- intelligence measures tend to correlate positively with each other (positive manifold)
- proposed a general intellectual ability factor ‘g’ which is partially tapped by all other mental abilities.
- ‘g’ = type of electrochemical MENTAL ENERGY, potion of variance all abilities have in common
- said that abstract reasoning was the best measure of g however, cannot be measured by a single test
- ’s’ Remaining portions considered MANY SPECIFIC abilities
- Tests with high Pos correlation = highly saturated with g = better thought to predict overall intelligence
- tests with Low/moderate Corr are seen as high in s factors
later acknowledged an intermediate class of factors common to a group of activities but not to all (not just g and s) e.g. linguistic, mechanical + arithmetical abilities
Factor analytic theories of intelligence
Thurston’s primary mental abilities
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- 1938 argued ‘g’ was a statistical artifact from a factor analysis + suggested intelligence is 7 independent primary abilities (PMAs) + had tests to measure:
o Verbal Comprehension
o Reasoning
o Perceptual Speed
o Numerical ability
o Word Fluency
o Associative memory
o Spatial Visualisation - Administer to intellectually homogenous of children (of able skill), found PMAs were independent
- When administered to heterogenous group –> failed + PMAs moderately correlated
- 1947 - accepting existence of ‘g’ factor > PMAs but should be focusing on the PMAs not the ‘g’ factor still
Factor analytic theories of intelligence
Guildford and Gardner
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- de-emphasis role of g, believd in group factors
- Guildford 1967 –> Structural of Intellect Model of 120 independent ability factors
- Gardner –> Theory of Multiple Intelligence
logical-mathematical,
bodily - kinaesthetic,
linguistic,
musical,
spatial,
interpersonal
intrapersonal (dealing with others vs yourself) - not consistent with factor analytic studies that support existence of ‘g’
Factor analytic theories of intelligence
Cattell Horn Model
Raymond B. Cattell 1941 + Modified by John Horn
‘g’ breaks down to:
- FLUID intelligence (gf)
- Purely general ability to discriminate + perceive relations between any fundaments (that have not come across anymore), increase in teens + slowly declines (today not so much)
- Low gf = limits rate which can acquire + retain new knowledge
- High gf = fewer constraints on ability to learn –> moderated by INVESTMENT so the higher your fluid + having opportunity (time and effort) to exercise this, then goes onto crystallised - CRYSTALLISED Intelligence (gc)
- Discriminatory habits long established in particular fields which no longer require gf for their operation
- Both gf + gc = general ability factors + STRONGLY CORRELATED because gf somewhat causes gc by investment so ‘g’ emerges (positive manifold)
horn proposed 8 other broad ability factors:
o Quantitative knowledge
o ST memory
o Visual processing
o LT retrieval
o Processing speed
o Correct Decision speed
o Reading/ writing
Factor analytic theories of intelligence
Carroll three stratum Model
- Third Stratum (general ability)
- General factor ‘g’ - unitary construct responsible for positive manifold - Second Stratum (broad abilities)
- fluid + crystallised plus several additional abilities + processes
- General memory, learning, broad visual perception, broad auditory perception, broad retrieval capacity, broad cog speediness, processing speed/ decision speed - First Stratum (narrow abilities)
- Various level factors (general reasoning, quantitative reasoning, Piagetian reasoning) and / or speed
Factor analytic theories of intelligence
Cattel-Horn-Carroll
- reported a systematic exploratory factor analysis of over 460 human cog ability datasets
THIRD Order general Factors
- correlations between second-order F’s
- Is possible to examine the loadings of primary factors onto the third orders
- The third order ‘g’ factor has informative loadings: inductive reasoning, visualisation, quantitative reasoning + verbal ability
- Suggest this factor is ‘truly general’ - it loads all those components we would regard as typical intelligence
- Existence of ‘g’ factor supports idea of general reasoning ability + evidence that this comes from fluid + crystallised correlating
SECOND Order broad Factors
- factor analysis of correlations between factors, account for less variance in human abilities
–> FLUID / CRYSTALLISED (split the ‘g’ factor)- fundamental to problem solving
- Higher order ability factors:
Visual Perception - ability to visualise, important to solve some problems e.g. figure closure
Cognitive speed - seen in writing and mental arithmetic
Retrieval capacity - fluency factor, ability to retrieval material quickly from memory e.g. conversational speech
Memory factor - based on ST, task in which memorising plays a role
Auditory P - involved in all tasks of auditory discrimination, the weakest factor
PRIMARY ability (first order/ top stratum) factors –> when the correlations between the individual tests covering the spectrum of abilities are subjected to factor analysis
E.g. –>
* These factors account for most of the variance
* Reliably indicated when used appropriate factor analysis
* these factors are CORRELATED (some more than others) so can be simplified by –>
information-processing theories of intelligence
individual vs group
Information-Processing theories
- Explains + identifies the specific mental processes that constitute intelligence (not as important)
- How info is processed rather than what
- two types of testing:
- Group
- can be used in groups of participants
- less skill to administer
- less time
- ravens matrices,
- millhill,
- chrichton scales,
- culture fair test - Individual
- test participants’ individuals
- takes long time and administers need specialised training
- Stanford binet
- Wechsler adult intelligence scale
information-processing theories of intelligence
individual test Stanford Binet
- 2- 85yrs
- yields composite scores from 10 SUBTESTS
- Based on the CHC theory
- Has 5 index scores (IQ) corresponding to the five factors the test is presumed to measure. measured w 2 tests each:
- Fluid Intelligence–> Fluid reasoning
- Crystallised –> knowledge
- Quant knowledge –. Quant reasoning
- Visual processing –> VSP
- ST memory -> working memory
Assessing SB5
* ICR = Very High .97 .98
* Test- retest R = High .7’s to low .9’s
* Criterion V = correlated with WAIS
* Factor analytic support for SB5 construct validity
* Some questions regarding structure with clinical populations (test is based on a ‘normal’ pop, do not know e.g. if same for autistic sample)
information-processing theories of intelligence
individual test WAIS
WAIS- IV = current Wechsler Adult Intelligence Scale
o 10 Core subtests = to obtain a composite score
o 5 Supplemental subtests= to provide additional clinical info, or extend the number of abilities / processes sampled, sometimes used instead of core e.g. if examiner incorrectly administered a core subtest
* Subtests load on four factors / Index scores:
* Verbal Comprehension Scale (1)
* Perceptual Reasoning
* Working memory
* Processing Speed Scale (4) – use coding to measure
- Also have a General Ability Index (GAI) - composite of indexes 1 + 2
- Also a cognitive proficiency index (CPI) - composite of indexes 3 + 4
Assessing WAIS
- subtests and composite score ICR .9
- Validity been verified through –> concurrent Validity studies + convergent + discriminant V studies
Information processing theories of intelligence
Group tests - Ravens, Mill-hill, culture-fair
- Raven’s Matrices
- Incomplete sequences of diagrams testing NON-VERBAL intelligence, requires the r’ship between the diagrams + rules to be applied to select the correct answer
- Designed to measure –> ability to make sense of complexity + store and reproduce info
- Factor analytic indicates matrices are the BEST loading test for –> fluid intelligence - Mill- Hill and Crichton Scales
- 2 Vocabulary/ Vocab tests designed to use with raven’s matrices
- BEST measure for CRYSTALLISED intelligence / Best crystallised - The Culture - Fair Test
* For FLUID intelligence diff to Ravens as has a variety of items + addition to matrices to overcome problems of specific variances
* All items are NONVERBAL:
o Mazes
o Figure Matrices
o Classifications
o Series
* Tasks reflect experience, knowledge + skill COMMON to diff cultures aka supposedly less bias
