Week 6 Flashcards
1
Q
Define Intelligence
A
- Intelligence is hard to get a grip on because it is a hypothetical construct
- Can’t be seen directly or measured tangibly
- Must be inferred from external factors
2
Q
Define Intelligence - Academics
A
- Ability to carry out abstract thinking - Terman 1916
- Power of good responses from the point of view of truth or fact - Thorndike 1921
- Ability to adapt or adjust to environment - Freeman 1955
- Ability to plan and structure behavior with a end goal in mind Das 1971
- Ability to resolve genuine problems or hardships we encounter - Gardner 1983
- Transmit information without errors through the cortex - Eysenck 1986 - This one is controversial
- Refelct survival skills beyond basic physiological processes - Sattler 2001
3
Q
Sternberg Study to Define Intelligence
A
- Asked psychologists and non psychologists to define intelligence
- Found there was some variablility in the answers and some common factors as well
- Non Psycologists favoured practical problem solving, Verbal Ability, Social Competence
- Psychologists favoured Verbal Intelligence, Problem solving and Practical Intelligence/Functioning Capacity
- This variability prompted all kinds of research into what Intelligence is.
4
Q
Intelligence - Evolutionary Perspective
A
- Ability to physically adapt, survive and reproduce
- Human social nature could have influenced intelligence
- Ability to experience own feelings and behaviours
- Allows us to imagine others feelings and behaviour
5
Q
Francis Galton
A
- 19th Century Psychologist
- One of the first to theorise and test intelligence
- We first process information by our senses and perceptual ability
- Intelligence was hereditary
- Argued for Eugenics
- Sensory discrimination and reaction time tests
- Found no relationships with senses and intelligence
- Overarching General Factor of intelligence and sensory perception
6
Q
Charles Spearman
A
- Statistical pioneer for correlation & factor analysis to identify common intelligence factors
- Intelligence made up of 2 components
- G for General Ability and S for Specific Abilities
- General Factor of Intelligence was common due to unexpected relationships
- Looking at multiple tests to see how they relate
7
Q
Psychometrics
A
- The design, administration and interpretation of quantitative tests
- Measures variables such as - aptitude, intelligence and personality traits
- Start with a test that measures intelligence and uses statistics to check if it really does
- Intelligence tests are unusual in scientific discourse, that is;
- Measure of intelligence were developed first
- Theories of intelligence evolved to fit those measures
- Led to holes in intelligence theory
8
Q
Alfred Binet
A
- Intellectual development was variable and dependant on environment and upbringing
- Tests had good predictive validity and spread through Europe and the US
- Asked to design tests that could identify children with special education needs
- Developed reasoning and logic tests to reflect typical abilities in children by age
- Sought to differentiate children who excel and who have problems with learning
- These tests are source of words like idiot and imbecile
9
Q
Criteria for Binet’s Test
A
- Related to common sense
- Part of everyday life
- Could differentiate between children
- Could be easily administered
- Developed on extensive observation of children
- Looked at general mental capacity at different ages
10
Q
Binet’s Test Mental Age
A
- Groups of typical intelligence children were used as a comparison point for future testing
- This was called Basal Level
- Then calculated the Mental Age of Child
11
Q
Lewis Terman
A
- Developed the Binest tests into Stanford-Binet Intelligence Battery
- Addedd Adult Questions
- Collaborated with Stern to introduce Intelligence Quotient IQ)
- IQ = (MA/CA)*100
12
Q
Intelligence Quotient
A
- IQ = (MA/CA)*100
- Mental Age x Chronological age x 100
- Allows us to compare across ages as if mental and chronological age are the same they get 100
- higher or lower indicates potential problems
- Good for assesing children but intelligence development slows in teenagers and stabilises in adults
- Today is calculated differently
13
Q
Wechlsler Adult Intelligence Scale (WAIS)
A
- 11 groups of similar items - more have been added
- Verbal and Non Verbal intelligence
- Attempt to remove biases assicated with other tests
- IQ measured in subtests which distingquish two intelligences
- Allow psychologists to identify areas of strength and weakneses
- Attempt to identiy those who struggle compared to their peers
- (WSIC) - Intelligence Scale for children
- (WPPSI) Scale of Intelligence for Pre & Primary age
14
Q
WAIS - Modern Day Changes
A
- Added Verbal Comprehension and General Knowledge to Verbal and Non Verbal Intelligence
- We test perceptual reasoning - Visual motor tasks like block building to match a puzzle
- Attention, Concentration and Mental control - processing information efficiently
15
Q
WAIS Question Examples - Verbal Comprehension
A
- Verbal Comprehension Scale
Similarities
How are a calculator and a typewriter alike?
Information
On what continent in France?
Comprehension
Why are children required to go to school?
16
Q
WAIS Question Examples - Working Memory
A
- Working Memory
Arithmetic
How many hours will it take to drive 150km at 50 km/hour
Digit Span
Repeat these numbers backwards 2 4 3 5 1 8 6
17
Q
WAIS Question Examples - Perceptual
Reasoning
A
- Perceptual Reasoning
Picture Completion
Tell me what is missing?
Block Design
Number of blocks put together to match a design, 2, 4 or 9
18
Q
WAIS Question Examples - Processing Speed
A
- Processing Speed
Cancellation
Draw a line through each red square and yellow triangle
Coding
Examines copies symbols that are paired with numbers within specified time limit
19
Q
Process of Intelligence Theory
A
- Tests designed first
- Then Theories developed to match them
- This is backwards to the Scientific Method
- Today the theories are holding and the tests are trying to catch up
*
20
Q
Intelligence Testing Today
A
- Modern Stanford-binet and Wechlser tests have been extensivley revised
- Avoid reading and writing skills to avoid bias
- administered individually
- Up to 2 hours to complete
- Standardised and Norms established because a large number of poeple haven taken the test
- Are valid and reliable
21
Q
Return of Biological Measures
A
- Galton early intelligence theorist
- idea re-emerging tha intelligence is related to fundamental sensory and intellectual process
- Intelligence dependent on physiological measures like reaction time and sensory sensitivity
- Intelligence is partly the efficiency of the brain’s information processing
22
Q
Biological Indices - Reaction Times
A
- There may be biological markers to indicate General Intelligence Factor that could be measured
- Reed & Jensen 1993
- Uses ERP - Event Related Potential
- Found positive correlation between participants nerve responses and non verbal IQ
- Fast nerves responses matched higher IQ
23
Q
Limitations of Reaction Times
A
- Correlations are generally weak (.2-.3)
- Not usefule or practical indicator of IQ
- Sophisticated modern measurements produce the same results
- Intelligence is complex & multi faceted
- Can’t be reduced to a single factor
- Most tests are time limited so processing speed could become a bias factor
24
Q
Standardisation Groups
A
- Individual scores are compared to the larger group
- Large groups needed to wout out test norms
- Standardisation may be specific or general
- Dependant on age and development
- Children might be grouped by single ages e.g. ,5 6, 7
- Adults grouped in blocks e.g. 40-50
25
Intellectual Disability
* Measures wide range of cognitive abilities
* includes adaptive functioning
* Well below average intellectual functioning - IQ <70
* Concurrent deficits or impairment in adaptive funcitoning
* Onset in developmental period
* Defecits in More that one domain
26
Types of Intellectual Disability
* Genetic in origin e.g. Down Syndrome
* Biological in origin e.g. Phenylketonuria
* Environmental in origin through exposure to teratogens e.g. Foetal Alcohol Syndrome
27
Intellectual Disability
Adaptive Functioning
* Self-care (dress self)
* Community use (shopping)
* Communication (use the telephone)
* Home living (cook a meal)
* Social interaction (cope with other’s demands)
* Health/safety (recognise illness)
28
Extreme Intelligence - Giftedness
* Can reflect academic, music, social, creative or athletic ability
* IQ above 130 - 2 Std Dev above the mean
* 3 components - Well above average intellectual ability, creativity and Task Commitment
* Occurs in certain people at certian times and is situational
29
Giftedness Causality
* Giftedness goes hand in hand with hard work
* Does giftedness result in hard work? or does Hard work result in giftedness
* Creativity is difficult to measure but is also a key factor
* Giftedness is situational, perhaps producing creativity that inspires hard work at certain times
* IQ tests meaure convergent thinking but creativity is divergent thinking- think outside the square
30
Gifted Characteristics - Positive
* Lewis Terman started collecting data in 1921
* 1500 children with IQ above 150, Had no control group
* Follow ups in 1959, 1990, 1992
* Giftedness associated with above agerage height, strength, emotional maturity as children
* Above average health, emotional stability and satisfaction in adulthood
* Challenged Nerd stereotype of weak individuals and burnout of giftedness
31
Gifted Characteristics - Negative
* Gross in Australia 1999
* Participants IQ above 160
* Giftedness could lead to social isolation in school
* Reiterated need fro gifted programs in schools
32
Criticism of IQ Tests - Theoretical Basis
* Tests focus on convergent thing
* Theories ignore creativity and working memory
* Tests came first then the Theories - didn't follow scientific method
* Causes a gap in our knowledge about intelligence
33
Criticism of IQ Tests - Cultural Bias
* Scores dpend on language, cultural experiences
* Biased towards Westen, White and middle class systems
* No connection to Insanity or Mental Disability
34
Criticism of IQ Tests - Open to Abuse
* Appear straightforward and easy to interpret and administer
* Limitations mus be understood if we want to use them as guides
* Eugenics Movements - "Mental Defectives" isolated, sterilised or exterminated
* Profession has strict guidelines for access to use the tests
35
7 Primary Abilities
Louis Thuirstone
* Originally opposed to studying G. but found some of his primary abilites were correlated and accepted a global intelligence factor
* G is not useful to report performance
* Abilities independent of each other
1. Word Fluency
2. Verbal comprehension
3. Spatial Ability
4. Perceptual speed
5. Numerical Ability
6. Inductive Reasoning
7. Memory
36
Fluid Intelligence
* Raymond Cattel
* Problem Solving Ability
* Non-verbal relatively culture free
* Inherent
* Adaptable
* Not reliant on previous experience
* Focused on thinking abilityand logic
* Solving a problem that we haven't encountered before
37
Crystallised Intelligence
* John Horn
* Accumulated Knowledge and abilities
* Learned Knowledbge - Heavily dependent on Experience & Training
* Applied and Specific
* Declarative Knowledge about things we already know and know how to solve
38
GF & GC over a Lifespan
* Different types of memories and intelligences progress at different rates
* Crystalised Intelligence increases as we age
* Fluid Intelligence decreases as we age
39
CHC Theory of Cognitive Abilities
* CHC = Cattell-Horn-Carroll
* combines a number of theories of intelligence and is complicated
* Three levels of strata knowledge - General, Borad & Narrow
40
CHC Theory - General Strata
* Top Level is G Factor similar to general mental ability
* Latent factor underlying all our abilities
* Does not directly affect abilities but shows underlying relationship between them all
41
CHC Theory - Broad Strata
* Middle level with 9 sometimes 10 Broad Spectrum abilities
* Can be applied to multiple tasks and activities
* Not as generally applied like G
* Used in multiple situations but not in all situations
* This is where Crystallised and Fluid Intelligence reside
* Also Quantative Reasoning like working with numbers, reading & writing
* Short Term Memory - recognise & hold information for use
* LTM storage & Retrieval and visual processing
42
CHC Theory - Narrow Strata
* Narrow Abilities at the lowest level
* Related to very specific tasks
* Modern approach to intelligence and includes idea of multiple intelligences
* Complexity of testing is difficult even though it may reflect Intelligence well
* Major difficulties in practical application
* Narrows down to 70 abilities
43
Information Processing Approach
Examines processes that underlie intelligent behaviour
* Speed of Processing
* Knowledge Base
* Ability to acquire and apply knowledge
44
Problems with Information Processing approach
* Assumes performanc is normally distributed
* Assumes performance in one capacity is related to other capacities
* Not strong support for G
* Strong correlations but not enough to identify a single latent factor
* Still in its infancy as a theory
45
Sternberg's Tri-Archic Theory
Componential Intelligence
Experiential Intelligence
Contextual Intelligence
46
Sternberg's Tri-Archic Theory - Componential
* Also Analytical Intelligence
* Ability to thin abstractly & Academic Knowledge
* Process Information effectivley
- Meta-components - homunculus or executive funciton
- Performance components
- Knowledge Acquisition - Examine information for its importance then select what to retain
* Can be seen as infinite regress who controls the little Homunculus that is controling us?
47
Sternberg's Tri-Archic Theory - Experiential
* Also Creative Intelligence
* Ability to form new ideas
* Combine information in new ways
* Combine unrelated facts or inforamation
- Novelty - Not experience before requies thinking & adaptation
- Automation - Experience causes task to become reflexive
48
Sternberg's Tri-Archic Theory - Contextual
* Also Practical Intelligence - Street Smarts Intelligence Solving real world problems
* Ability to adapt to environmental changes
* Shape environment to maximise strengths
* Change environment to compensate for weaknesses
- Adaptation - block out noise when studying
- Shaping - Asking people to be quiet
- Selection - Choose a quiet place to study
49
Gardners 8 Intelligences
| Part 5 16:46 - Slide 36
1. Linguistic
2. Logico-Mathematical
3. Spatial
4. Musical
5. Bodily-kinesthetic
6. Interpersonal
7. Intrapersonal
8. Naturalistic
50
Gardner's Theory of 8 Intelligences
* Thought Western Ideas about iQ tests were limited; excluded important elements of adaptation to our environment
* Different societies value different intelligences
- Western - Maths, Logic & Linguistics
- Polynesian Navigators - Spatial & body/Kinesthetic
- Collectivist Societies - Interpersonal Intelligences
* Are thes separate intelligences
* Gardener found correlations of varying degrees
51
Contemporary Approach to Intelligence
* Our view of intelligence has expanded
* IQ tests measue intellectual & Scolastic Abilities
* Is this true reflection of performance.
* Studies show IQ & Work Performance correlation about 0.3
* There are practical, social & emotional skills, not just G Factor
52
Emotional Intelligence
* Perceive, appraise and express emotion appropriately
* Use emotions to support Thinking & Knowledge
* Understand and analyse emotions and self awareness
* Regulate emotions to promote growth
* Can predict work & School performance
* Can be used to measure Leadership
53
Emotional Intelligence Criticisms
* Some evidence weak correlation between EI & Job Performance
* These measures only useful for some occupations
* We still have not accurately defined what Emotional Intelligence is.
* Some research is being done but it is in its infancy - Needs to be operationalised
* Research is usually done by Self Report Measures which rely on people telling the truth and being Self Aware
54
What is Achievement Tests
* Designe to mesure how much learning has occured
* After a period of exposure to lessons and experience
* A relatively defined learning experience
55
Difference between Achievement & Intelligence
**Achievement**
* Measures acquired skills & Knowledge
* Put cognitive effort inot understading and acquiring
**Intelligence**
* Measures potential
* Supposed to be innate for us
56
Uses for Achievement Tests
* Largely in education
* School readiness
* Identifying difficulty & giftedness
* Have students learned what they were taught
57
Standardised Testing
* Formal Assessment of learned knowledge
* Usually used in Eduction settings
* Often Achievement Tests that have been widely normed
* Criticised when educators teach to the test and not to wider learning - America linked to funding
* Identifies kids who are gifted or disadvantaged
58
Diagnostic Tests
* Similar to acheivement tests but used for diagnostic purposes
* Given before learning experience to indicate a baseline of knowledge
- Developmental Reading Assessments (DRA)
- Dynamic Indicator of Basic Early Learning (DIBELS)
59
Acheivement Test History
* J.M. Rice 1895
* First Standardised Objective Achievement Test
* First based on a Normative Sample
* Took 16 mths of Initial Testing
* 33,000 students in 21 cities years 4-8
* He tested Spelling
* Lost confidence in his work
* Teacher pronunciation guided children how to spell
* Made refinements in the presentation of the test
60
Stanford Achievement Test -
* Initally done at primary school level
* Still Used today in American schools
* Now called the SAT-10
* It is NOT the SAT College Administration Test
* this one is less common as States are dointi their own testing rather thatn federal testing in America
61
Iowa High School Content Examination
* First developed in 1925 by Lindquist, Grain Horn & Herbert
* Administered to kids between grades K-8
* Part of a statewide program continued for decades
* Schools are provided with direction on how to teach for this test
* Receive Norming details in return
62
Changes in Achievement Testing
* Movement to testing more broadly, not just single subjects
63
Modern Achievement Tests
* In the past these tests were single subject tests, surveys or general tests
* Can be categorised as group or individuallly administered tests
* General Tests cover single academic areas and are divided into sub tests
* These are called Achievement Batteries
64
How are Modern Acheivement Tests Constructed
* Provide norm referenced or criterion referenced analyses
* For both individuals and groups
* Normed against a group of people then across children
* Future children take the test and can be compared to the standardisation
65
Wide-Range Achievement Test (WRAT-4)
* Assess reading, mathematics and non-verbal reasoning
* Can be used to assess children and adults
* Mostly used to assess primary school children
* Most popular by the Forties
* Standard scores mean of 100 and a Std Dev of 15
* Meant to mirror IQ
* Percentile scores and Standardised 10 scores
* Found to be reliable
66
Wechsler Individual Achievement Test (WIAT-II)
* Similar to Weschler IQ Test
* Developed 1992 tested reading, math, written language and oral language - 16 Subsets
* Designed to be used in clinical, educational, and research settings
* used to identify academic strengths & weaknesses
* Inform decisions about diagnoses, placement, eligibilty for funding
* Instructional objective designs & plan interventions
67
(WIAT-II) Results
* Found to be internally consistent
* Test-Retest reliability found to show from .85 - 2.98
* Reliable internally across items
* Reliable across time as well
* Empirically Linked with WISC
* it is possible to tell the difference between acheivement tests and achievement tests
* Standardised in 2000
68
Things to remember
* Achievement testing heavily based on US Schools
* Not inclusive of diverse cultures
* Less emphasis on testing in Australian schools
* Achievement tests are standardised, reliable and valid
* provide a point of comparison across students of similar skill and levels
* Make direct comparison across groups and within groups
69
Australian Achievement Tests
Progressive Achievement Test Batteries
* PAT maths
* PAT R - Reading
* PAT Science
* PAT SPG - Spelling, Punctuation and Grammar
70
NAPLAN
* National Assessment Program - Literacy & Numeracy
* Introduced in Australia in 2008 administered annually
* Similar Criticisms to American system like teaching to the test
* Before 2008 each state tested separately
* Testing National levels of reading, language conventions and numeracy
* Compare between year levels to create national schooling system & policy
71
Adaptive Functioning
* How one handles life demands
* How independent a person is compared to their peers
* Can they engage in their environment successfully compare to others
* Life skills capacity to negotiate tasks of living
e.g. a person with cerabral palsy working with movement capapcity together with life skills
72
Adaptive Funcitoning Testing History
* 1936 - Doll - First test of adaptive behaviour
* Vineland Social Maturity Scale (VSMS)
* Aided in the diagnosis of Intellectual Disability
* Assesses social competence and maturity
* Contained 117 items measured 3 Categories
* Self Help, Locomotion and Sociallisation
73
Why Assess Adaptive Functioning
* To identify people who may need assistance in different life skills
*
74
Intellectual Disability
* Covers a wide range of cognitive abilites
DSM-V
* IQ well below average intellectual functioning - IQ <70
* Concurrent defecits or adaptive functioning
* Onset in developmental period
* Defecits in more than one domain
75
Diagnosis of Intellectual Disability
* Has two Diagnostic Criteria
* Intellectual Functioning and Adaptive Functioning
* 4 categories ranging from mild, moderate, severe and profound
* Assessment of Conceptual, social, practical life skills
* Modern approach is for people to be as independent as possible and reduce stigma
76
How do we assess Adaptive Functioning
* Through Structured Interviews
* Professional trained in adaptive behaviour rating scale
* School social worker, psychologist or counsellor
* Interview with parents and teachers
* Measureing in various settings, behaviour, skills
* At home, school or community
77
Vineland Adaptive Behaviour Scale
* One of the most popular adaptive scales used in Western settings
* Measures adaptive behaviourskils in children up to 18 yrs
* Questions for the Primary Caregiver & Teachers
* Tasks measure for Criteria: communication, dailiving skills, socialisation and motor skills
* Used for behavioural disorders and physical handicaps
78
Diagnostic Adaptive Behaviour Scale (AAIDD, 2013)
* Measures Adaptive behavioural skills
* Thre categories: Conceptual, Social and practical life skills
* Helpful to determine intensity and types of supports needed to maximize independent funcitoning and quality of life
