Unit 5, Intelligence measurement (Ch.9 Text)

Question 1

Galton and intelligence

Answer 1

• roots of intelligence were to be found in the ability to discriminate between small differences in sensations
  -created many ingenious devices to measure sensory acuity and discrimination in hopes of finding a link between sensation and intelligence
  -. Subsequent research has shown that there is indeed a positive correlation between sensory acuity and intelligence test scores, but the correlations are generally small
• Galton is remembered as the first person to publish on the heritability of intelligence, thus anticipating later nature-nurture debates

Question 2

Binet and intelligence

Answer 2

Binet argued that when one solves a particular problem, the abilities used cannot be separated because they interact to produce the solution.
- Although Binet never explicitly defined intelligence, he discussed its components in terms of reasoning, judgment, memory, and abstraction
- his tests were designed to identify children who needed special education services.

Question 3

Wechsler’s “aggregate” or “global” capacity:

Answer 3

-Intelligence, operationally defined, is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment
-aggregate or global because it is composed of elements or abilities which, though not entirely independent, are qualitatively differentiable
-Included among those factors are “capabilities more of the nature of conative, affective, or personality traits [that] include such traits as drive, persistence, and goal awareness [as well as] an individual’s potential to perceive and respond to social, moral and aesthetic values”

Question 4

Interactionism

Answer 4

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

Question 5

Louis L. Thurstone and PMAs

Answer 5

intelligence as composed of what he termed primary mental abilities (PMAs). Thurstone (1938) developed and published the Primary Mental Abilities test, which consisted of separate tests, each designed to measure one PMA: verbal meaning, perceptual speed, reasoning, number facility, rote memory, word fluency, and spatial relations. Although the test was not widely used, this early model of multiple abilities inspired other theorists and test developers to explore various components of intelligence and ways to measure them.

Question 6

factor analytic vs information processing theories

Answer 6

In factor-analytic theories, the focus is squarely on identifying the ability or groups of abilities deemed to constitute intelligence. In information-processing theories, the focus is on identifying the specific mental processes that occur when intelligence is applied to solving a problem

Question 7

factor analysis

Answer 7

Factor analysis helps us discover the smallest number of psychological dimensions (or factors) that can account for the various behaviors, symptoms, and test scores we observe
-Factor analysis tells us which items load on which factors, but it cannot interpret the meaning of the factors

Question 8

2nd and third-order factors.

Answer 8

If a large number of factors are identified and if there are substantial correlations among factors, then this new correlation matrix can also be factor-analyzed to obtain second-order factors. These factors, in turn, can be analyzed to obtain third-order factors. Theoretically, it is possible to have even higher-order factors, but most researchers rarely find it necessary to go beyond third-order factors.

Question 9

when is exploratory factor analysis used

Question 10

when is confirmatory factor analysis used

Answer 10

confirmatory factor analysis to test highly specific hypotheses

Question 11

fit statistics,

Answer 11

Confirmatory factor analysis produces a number of statistics, called fit statistics, that tell us which of the models or hypotheses we tested are most in agreement with the data.

Question 12

two-factor theory of intelligence/ spearman

Answer 12

He found that measures of intelligence tended to correlate to various degrees with each other. Spearman (1927) formalized these observations into an influential theory of general intelligence that postulated the existence of a general intellectual ability factor (denoted by an italic lowercase g) that is partially tapped by all other mental abilities. This theory is sometimes referred to as a two-factor theory of intelligence because every ability test was thought to be influenced by the general factor g and a specific ability s, with each s unique to each test
In addition to being influenced by the general factor and a specific ability, each test was also influenced by irrelevant factors, denoted as e for measurement error.

Question 13

high positive correlations with g

Answer 13

Tests that exhibited high positive correlations with other intelligence tests were thought to be highly saturated with g, whereas tests with low or moderate correlations with other intelligence tests were viewed as possible measures of specific factors (such as visual or motor ability). The greater the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence.

Question 14

g factor and evidence

Answer 14

Geary (2018), a highly respected intelligence researcher, proposed that g may have its basis in the efficiency with which mitochondria produce energy in neurons. Time will tell if this version of Spearman’s hypothesis has merit. The tests that correlate most strongly with g are tests of inductive reasoning in which examinees discern patterns and abstract rules that govern a phenomenon

Question 15

group factors

Answer 15

, they acknowledged the existence of an intermediate class of factors common to a group of activities but not to all. This class of factors, called group factors, is neither as general as g nor as specific as s. Examples of these broad group factors include verbal, spatial, and arithmetical abilities.

Question 16

thurstone and primary abilties

Answer 16

Thurstone (1938) initially conceived of intelligence as being composed of seven “primary abilities.” However, after designing tests to measure these abilities and noting a moderate correlation between the tests, Thurstone became convinced it was difficult, if not impossible, to develop an intelligence test that did not tap g

Question 17

Gardner’s intelligences

Answer 17

developed a theory of multiple (seven, actually) intelligences: logical-mathematical, bodily-kinesthetic, linguistic, musical, spatial, interpersonal, and intrapersonal
Interpersonal intelligence is the ability to understand other people: what motivates them, how they work, how to work cooperatively with them.
Intrapersonal intelligence, a seventh kind of intelligence, is a correlative ability, turned inward. It is a capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life

Question 18

emotional intelligence

Answer 18

Aspects of Gardner’s writings, particularly his descriptions of interpersonal intelligence and intrapersonal intelligence, have found expression in what Mayer and colleagues have called emotional intelligence (Mayer et al., 2016; Salovey & Mayer, 1990). They hypothesize the existence of specific brain modules that allow people to perceive, understand, use, and manage emotions intelligently. This proposal has been quite controversial, but evidence has been accumulating such that the idea is no longer so easily dismissed

Question 19

theory of intelligence first proposed by Raymond B. Cattell (1941, 1971) and subsequently modified by Horn (gf)

Answer 19

Cattell (1943) presented evidence that there was not one general factor of intelligence, but at least two general factors. Cattell’s first general factor, general fluid intelligence (Gf), is essentially equivalent to Spearman’s g, in that its function is to identify novel patterns, solve unfamiliar problems, and acquire new knowledge\
-general crystallized intelligence (Gc) is a repository of knowledge and skills that have proved useful in solving problems in the past

Question 20

fluid intelligence and age

Answer 20

Because fluid intelligence is vulnerable to the effects of brain injuries, neurotoxins, malnutrition, and disease, it typically peaks in early adulthood and declines steadily over subsequent decades. Thankfully, more recent age cohorts appear to be declining more slowly, most likely because of better education, better health care, healthier lifestyles, and reduced exposure to neurotoxins

Question 21

crystalized intelligence

Answer 21

The abilities that make up crystallized intelligence are dependent on exposure to a particular culture as well as on formal and informal education (vocabulary, for example). The abilities that make up fluid intelligence are nonverbal, relatively culture-free, and independent of specific instruction.

Question 22

vulnerable vs maintained abilities cattel

Answer 22

are vulnerable abilities in that they decline with age and tend not to return to preinjury levels following brain damage. Others of these abilities (such as Gq) are maintained abilities; they tend not to decline with age and may return to preinjury levels following brain damage.
gq= quantitative processing
gv: visual processing

Question 23

John Carroll was

Question 24

three-stratum theory of cognitive abilities

Answer 24

Carroll’s interpretation of the data differed sharply from Gf-Gc theory on only question. He believed that the data clearly showed that Spearman’s general factor sat atop the hierarchy of broad and narrow abilities. Thus, he called his model of intelligence the three-stratum theory of cognitive abilities because he thought intelligence is best described at three levels (or strata): general, broad, and narrow

Question 25

what does the three stratum theory include

Answer 25

Stratum I (Specific Abilities): This level represents narrow, specific cognitive abilities, such as memory span, vocabulary, or spatial reasoning. Stratum II (Broad Factors): This level includes 10 broad cognitive abilities, such as fluid intelligence (Gf), crystallized intelligence (Gc), visual processing (Gv), and quantitative reasoning (Gq). Stratum III (General Factor): This is the highest level, representing general intelligence or "g," which is the overarching factor that underlies all cognitive abilities

Question 26

processing speed vs working memmory vs attentional control

Answer 26

Attentional control (Unsworth & Engle, 2007) is thought to direct the spotlight of attention fluently and at will without becoming distracted, confused, or weary. Processing speed refers to the ability to move the spotlight of attention fluently from task to task, such as one does when sorting and filing papers quickly. Working memory capacity refers to the ability to store and process information simultaneously, such as one does when multiplying two-digit numbers in one’s head. People with excellent processing speed are better able to juggle multiple bits of information in their heads, which in turn allows them to concentrate, manage information, perceive complex patterns, and reason effectively. That is, better working memory is strongly associated with higher fluid intelligence

Question 27

what is spearman's g synonmous with?

Answer 27

where is Spearman’s g? As previously discussed, it is nearly synonymous with fluid reasoning. However, in a deeper sense, g is in the connecting arrows between abilities. That is, the perceptual, attentional, memory, and knowledge systems are designed to work together as a functioning unity. A person with strong skills across all these domains is likely to be able to act intelligently when needed.

Question 28

simultaneous vs sucessive procesing

Answer 28

simultaneous processing may be described as “synthesized.” Information is integrated and synthesized at once and as a whole in simultaneous (or parallel) processing, information is integrated all at one time. In successive (or sequential) processing, each bit of information is individually processed in sequence. As its name implies, sequential processing 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

Question 29

PASS model of intellectual functioning

Answer 29

PASS 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

Question 30

intellectual asssesment in infancy

Answer 30

n infancy (the period from birth through 18 months), intellectual assessment consists primarily of measuring sensorimotor development. This assessment includes, for example, the measurement of nonverbal motor responses such as turning over, lifting the head, sitting up, following a moving object with the eyes, imitating gestures, and reaching for a group of objects

Question 31

alternate item, and first intelligence test to introduce this concept

Answer 31

Standford-Binet/ It was also the first American test to employ the concept of IQ. And it was the first test to introduce the concept of an alternate item, 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).

Question 32

The ratio IQ and mental age

Answer 32

ratio IQ, which was based on the concept of mental age (the age level at which an individual appears to be functioning intellectually as indicated by the level of items responded to correctly). The ratio IQ is the ratio of the testtaker’s mental age divided by their chronological age, multiplied by 100 to eliminate decimals. As illustrated by the formula for its computation, those were the days, now long gone, when an IQ (for intelligence quotient) really was a quotient:

Question 33

point scale vs age scale and Stanford Binet 4th edition

Answer 33

. Previously, different items were grouped by age and the test was referred to as an age scale. The Stanford-Binet: Fourth Edition (SB:FE) was a point scale. In contrast to an age scale, a point scale is a test organized into subtests by category of item, not by age at which most testtakers are presumed capable of responding in the way that is keyed as correct.

Question 34

test composite

Answer 34

test composite 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.

Question 35

routing test

Answer 35

task used to direct or route the examinee to a particular level of questions. A purpose of the routing test, then, is to direct an examinee to test items that have a high probability of being at an optimal level of difficulty.

Question 36

teaching items on iq tests

Answer 36

The routing tests, as well as many of the other subtests, contain teaching items, which are designed to illustrate the task required and assure the examiner that the examinee understands. Qualitative aspects of an examinee’s performance on teaching items may be recorded as examiner observations on the test protocol. However, performance on teaching items is not formally scored, and performance on such items in no way enters into calculations of any other scores.

Question 37

floor vs ceiling vs basal level

Answer 37

e lowest level of the items on a subtest. So, for example, if the items on a particular subtest run the gamut of ability from developmentally delayed at one end of the spectrum to intellectually gifted at the other, then the lowest-level item at the former end would be considered the floor of the subtest. The highest-level item of the subtest is the ceiling. On the Binet tests, another useful term is basal level, which is used to describe a subtest with reference to a specific testtaker’s performance. Many Binet subtests have rules for establishing a basal level, or a base-level criterion that must be met for testing on the subtest to continue.

Question 38

when is a ceiling level reached?

Answer 38

For example, a rule for establishing a basal level might be “Examinee answers two consecutive items correctly.” If and when examinees fail a certain number of items in a row, a ceiling level is said to have been reached and testing is discontinued.5

Question 39

adaptive testing,

Answer 39

testing individually tailored to the testtaker. Other terms used to refer to adaptive testing include tailored testing, sequential testing, branched testing, and response-contingent testing. As employed in intelligence tests, adaptive testing might entail beginning a subtest with a question in the middle range of difficulty. If the testtaker responds correctly to the item, an item of greater difficulty is posed next.

Question 40

Three other advantages of beginning an intelligence test or subtest at an optimal level of difficulty

Answer 40

(1) it allows the test user to collect the maximum amount of information in the minimum amount of time, (2) it facilitates rapport, and (3) it minimizes the potential for examinee fatigue from being administered too many items.

Question 41

extra-test behavior.

Answer 41

The way the examinee copes with frustration; how the examinee reacts to items considered easy; the amount of support the examinee seems to require; the general approach to the task; how anxious, fatigued, cooperative, distractible, or compulsive the examinee appears to be—these are the types of behavioral observations that will supplement formal scores.

Question 42

W-B 1

Answer 42

Wechsler-Bellevue 1.was a point scale, not an age scale. The items were classified by subtests rather than by age. The test was organized into six verbal subtests and five performance subtests, and all the items in each test were arranged in order of increasing difficulty.

Question 43

problems with the W-B-1

Answer 43

the test suffered from some problems: (1) The standardization sample was rather restricted; (2) some subtests lacked sufficient inter-item reliability; (3) some of the subtests were made up of items that were too easy; and (4) the scoring criteria for certain items were too ambiguous.

Question 44

Wechsler Adult Intelligence Scale

Answer 44

Verbal and Performance scales. Scoring yielded a Verbal IQ, a Performance IQ, and a Full Scale IQ.

Question 45

core subtest vs supplemental subtest

Answer 45

core subtest is one that is administered to obtain a composite score. Under usual circumstances, a supplemental subtest (also sometimes referred to as an optional subtest) is used for purposes such as providing additional clinical information or extending the number of abilities or processes sampled. There are, however, situations in which a supplemental subtest can be used in place of a core subtest. The latter types of situation arise when, for some reason, the use of a score on a particular core subtest would be questionable.

Question 46

a supplemental subtest might be substituted for a core subtest if:

Answer 46

the examiner incorrectly administered a core subtest the assessee had been inappropriately exposed to the subtest items prior to their administration the assessee evidenced a physical limitation that affected the assessee’s ability to effectively respond to the items of a particular subtest

Question 47

short form

Answer 47

refers to a test that has been abbreviated in length, typically to reduce the time needed for test administration, scoring, and interpretation. Sometimes, particularly when the testtaker is believed to have an atypically short attention span or other problems that would make administration of the complete test impossible, a sampling of representative subtests is administered.

Question 48

cautions with short form

Answer 48

In fact, when data from the administration of a short form clearly suggest the need for intervention or placement, the best practice may be to “find the time” to administer the full form of the test.

Question 49

army alpha vs army beta tests

Answer 49

Army Alpha test. 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. The other test was the Army Beta test, designed for administration to foreign-born recruits with poor knowledge of English or to illiterate recruits

Question 50

Army General Classification Test (AGCT

Answer 50

development of the Army General Classification Test (AGCT). During the course of World War II, the AGCT would be administered to more than 12 million recruits. Other, more specialized tests were also developed by military psychologists

Question 51

a screening tool

Answer 51

instrument or procedure used to identify a particular trait or constellation of traits at a gross or imprecise level. Data derived from the process of screening may be explored in more depth by more individualized methods of assessment.

Question 52

most widely used multiple aptitude test in the United States.

Answer 52

Armed Services Vocational Aptitude Battery (ASVAB). The ASVAB is administered to prospective new recruits in all the armed services. It is also made available to high-school students and other young adults who seek guidance and counseling about their future education and career plans.

Question 53

usefulness of group tests

Answer 53

group tests are useful screening tools when large numbers of examinees must be evaluated either simultaneously or within a limited time frame. / Test items are typically in a format easily scored by computer or machine.

Question 54

cognitive style

Answer 54

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

Question 55

domains of creativity

Answer 55

originality, fluency, flexibility, and elaboration. Originality refers to the ability to produce something that is innovative or nonobvious. It may be something abstract like an idea or something tangible and visible like artwork or a poem. Fluency refers to the ease with which responses are reproduced and is usually measured by the total number of responses produced. For example, an item in a test of word fluency might be In the next thirty seconds, name as many words as you can that begin with the letter w. Flexibility refers to the variety of ideas presented and the ability to shift from one approach to another. Elaboration refers to the richness of detail in a verbal explanation or pictorial display.

Question 56

convergent vs divergent thinking / creativity

Answer 56

Convergent thinking is a deductive reasoning process that entails recall and consideration of facts as well as a series of logical judgments to narrow down solutions and eventually arrive at one solution. In his structure-of-intellect model, Guilford (1967) drew a distinction between the intellectual processes of convergent and divergent thinking. Divergent thinking is a reasoning process in which thought is free to move in many different directions, making several solutions possible. Divergent thinking requires flexibility of thought, originality, and imagination. There is much less emphasis on recall of facts than in convergent thinking.

Question 57

convergent thinking and achievement tests

Answer 57

The heavy emphasis on correct response leaves little room for the evaluation of processes such as originality, fluency, flexibility, and elaboration. Stated another way, on most achievement tests the thought process typically required is convergent thinking.

Question 58

psychoeducational batteries,

Answer 58

s test packages have been developed to test not only intelligence but also related abilities in educational settings. These test packages, called psychoeducational batteries, are discussed in the chapter that follows. For now, let’s conclude our introduction to intelligence (and intelligent) testing and assessment with a brief discussion of some important issues associated with such measurement.

Question 59

culture-free intelligence test

Answer 59

develop a measure of intelligence as untainted as possible by factors such as prior education and economic advantages.

Question 60

Culture loading

Answer 60

All tests of intelligence reflect, to a greater or lesser degree, the culture in which they were devised and will be used. Stated another way, intelligence tests differ in the extent to which they are culture-loaded. Culture loading is defined as the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture.

Question 61

culture-fair intelligence test

Answer 61

a culture-fair intelligence test as 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 testtakers, and interpretations made from the resulting data.

Question 62

what effect does reducing culture loading have a on a test?

Answer 62

Reducing culture loading of intelligence tests seems to lead to a parallel decrease in the value of the test. Culture-fair tests have been found to lack the hallmark of traditional tests of intelligence: predictive validity. Not only that, racially, ethnically, socioeconomically, or culturally diverse persons still tended to score lower on these tests than did majority group members.

Question 63

intelligence inflation.

Answer 63

thus 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. Flynn effect

Question 64

flynns advice for iq testing

Answer 64

Flynn (2000) sarcastically advised examiners who want the children they test to be eligible for special services to use the most recently normed version of an intelligence test. In contrast, examiners who want the children they test to escape the stigma of any labeling were advised to use “the oldest test they can get away with,” which should, according to Flynn, allow for at least 10 points’ leeway in measured intelligence. At the least, examiners who use intelligence tests to make important decisions need to be aware of a possible Flynn effect, especially at the beginning or near the end of the test’s norming cycle

Question 65

Thorndike’s theory of intelligence

Answer 65

leads us to look for one central factor reflecting g along with three additional factors representing social, concrete, and abstract intelligences. In this case, an analysis of the test’s construct validity would ideally suggest that testtakers’ responses to specific items reflected in part a general intelligence but also different types of intelligence: social, concrete, and abstract.