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Intelligence

Intelligence. How is intelligence measured? Binet’s test of intelligence The concept of mental age The intelligence quotient The Stanford-Binet test Other tests of intelligence The Wechsler scales The Kaufman assessment battery for children Infant intelligence

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Intelligence

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  1. Intelligence • How is intelligence measured? • Binet’s test of intelligence • The concept of mental age • The intelligence quotient • The Stanford-Binet test • Other tests of intelligence • The Wechsler scales • The Kaufman assessment battery for children • Infant intelligence • The Bayley scales of infant development • Habituation and preference measures • What is intelligence? • The Psychometric view • Nature/nurture and the stability of intelligence • Is intelligence a single attribute? • Factor analysis • Spearman’s “g” and “s” • Thurstone’s primary mental abilities • Guildford’s Structure of Intellect • Cattell’s Fluid versus Crystallized intelligence • The information processing view • Sternberg’s triarchic theory of intelligence • Context, experience, and information-processing skills • What do intelligence tests predict? • Scholastic achievement • Occupational status • Health, adjustment, and life satisfaction • Common uses (and abuses) of IQ tests • A historical look at IQ testing • Uses of IQ tests • Terman’s mass testing of children • Yerkes’ army mental testing

  2. Measures of Intelligence • The Stanford-Binet test • Mental age and chronological age • The Intelligence Quotient (IQ) • The Wechsler Scales • The Kaufman Assessment battery for children • Sequential skills • Simultaneous skills • Measures of Infant Intelligence • Bayley Scales of Infant Development • Subscales of development • The Developmental Quotient (DQ) • Habituation and preferential looking measures

  3. The Psychometric View of Intelligence • Intelligence can be thought of as a trait, or set of traits, that characterize some people to a greater extent than other people • Four different psychometric view • The ability to carry out abstract thinking (Terman, 1921) • The capacity of an individual to act purposefully and think rationally, and to deal effectively with the environment (Wechsler, 1944) • Innate, general cognitive ability (Burt, 1955) • All of the knowledge a person has acquired (Robinson & Robinson, 1965)

  4. Factor Analysis • Test Items: • 1 2 3 4 5 6 7 8 9 10 • Highly correlated test items: • 1, 3, 4, 8 • 2, 5, 9, 10 • 6, 10 • Factor Structure: • Questions related to verbal ability • Questions related to mathematical reasoning • Questions related to spatial abilities

  5. Guildford’s (1967) Structure of Intellect Model Content: What a person thinks about Operations: The kinds of thinking required Products: The kinds of answers required

  6. Raymond Cattell’sFluid versus Crystallized Intelligence • Fluid intelligence: • The ability to solve abstract relational problems that have not been explicitly taught and are free of cultural influences • Ex., Verbal analogies, memory for lists, etc. • Crystallized intelligence: • The ability to solve problems that depend on knowledge acquired in school or through other experiences • Ex., General information, word comprehension • Developmental flavor

  7. Sternberg’s (1985)Triarchic Theory of Intelligence • Information processing components: • Context: • Acts qualify as intelligent depending on the social or sociocultural context in which they occur • Experience: • One’s experience with a task helps determine whether one’s actions qualify as intelligent behavior • Information-processing skills: • Estimates of intelligence should also include “how” a person produces an intelligent response, as well as the correctness of that response

  8. What Do Intelligence Tests Measure? • IQ and scholastic achievement • IQ predicts academic achievement • Caveats • IQ and occupational success • IQ and job prestige • IQ and job performance • IQ and health, adjustment, and life satisfaction • Terman’s longitudinal study with school children • Family environment hypothesis

  9. Binet’s Principles for the Use of the Intelligence Measure • The scores are a practical device; they do not support any theory of intellect. They do not define anything innate or permanent. We do not designate what they measure as “intelligence.” • The scale is a rough, empirical guide for identifying mild-retarded and learning disabled children who need special help. It is not a device for ranking normal children. • Whatever the cause of difficulty in children identified for help, emphasis shall be placed on improvement through special training. Low scores shall not be used to mark children as innately incapable • Gould, 1981, p. 155

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