0137152558_pp8

Chapter 8 : 

Chapter 8 Assessment Intelligence

Slide 2: 

Intelligence is often conceptualized as a general intellectual ability, but there is little agreement on what specific skills or abilities contribute to intelligence. What is Intelligence?

Slide 3: 

General Intelligence Factor Ability Traits Multiple Intelligences Information Processing Ability Definitions of Intelligence

Slide 4: 

Adaptation to the environment Basic mental processes Higher order thinking Information processing Awareness and control of cognitive processes Common Factors of Intelligence

Slide 5: 

1904: Spearman’s Two-Factor Theory 1938: Thurstone’s Multifactor Theory 1950: Vernon’s Hierarchical Model 1966: Cattell-Horn Gf-Gc Theory 1967: Guilford’s Structure-of-Intellect Model 1970: Piaget’s Theory of Cognitive Development Theories of Intelligence

Slide 6: 

1970: Luria’s Model 1983: Gardner’s Theory of Multiple Intelligences 1985: Sternberg’s Triarchic Theory of Successful Intelligence 1993: Carroll’s Three-Stratum Model of Human Abilities 1994: Planning-Attention-Simultaneous-Successive (PASS) Theory of Cognitive Processing 2000: Cattell-Horn-Carroll (CHC) Hierarchical Three-Stratum Model

Slide 7: 

Intelligence is comprised of: 1) General Intelligence Factor (g); 2) Specific Factors Spearman’s theory was highly controversial, but found support in the fact that all mental tests were positively correlated. Spearman’s Two-Factor Theory

Slide 8: 

Identified seven primary mental abilities. Numerical ability Verbal comprehension. Word fluency Memory Reasoning. Spatial ability Perceptual speed Thurstone’s Multifactor Theory

Slide 9: 

Vernon’s model was considered by many to be a reconciliation between Spearman’s emphasis on a general intelligence factor and Thurstone’s emphasis on multiple factors. Vernon’s Hierarchical Model

Slide 10: 

Crystallized word fluency general information vocabulary verbal comprehension Fluid Speed of information processing Ability to detect relationships Other abstract thinking abilities Cattell proposed two primary Forms of intelligence: Crystallized Fluid According to Cattell’s theory both forms of intelligence increase throughout childhood and adolescence. However, fluid intelligence begins to decline in the 30’s and 40’s. Cattell-Horn Gf-Gc Theory

Slide 11: 

A student of Cattell’s, John Horn, adding several broad abilities beyond Cattell’s original theory. short-term acquisition and retrieval (Gsm) visual intelligence (Gv) auditory intelligence (Ga) long-term storage and retrieval (Glr) cognitive processing speed (Gs) correct decision speed (CDS) quantitative knowledge (Gq reading and writing skills (Grw)

Slide 12: 

Operations are rules of logic or mental procedures that solve problems. Contents refer to a particular kind of information. Products are items of information from the same content category. According to his model, intellectual functioning involves the application of operations to contents, which results in products. Guildford’s Structrue-of-Intellect Model

Slide 15: 

Intelligence develops through the interaction of biological maturation and experience and progresses through four stages: sensorimotor, preoperational, concrete operational, and formal operational periods Piaget’s Theory of Cognitive Development

Slide 16: 

Assimilation is the process by which a child relates new objects and ideas to familiar objects and ideas. Accommodation is the process by which a child changes behavior and psychological structures in response to environmental events.

Slide 18: 

Sternberg’s Triarchic Theory was the first theory to go against the psychometric approach to intelligence. Sternberg’s theory incorporated the theory of information processing. Sternberg’s Triarchic Theory of Successful Intelligence

Slide 19: 

Intelligence has three components: Analytical Creative Practical

Slide 20: 

Gardner proposed that there are eight types of intelligence that work together to solve problems. Linguistic intelligence Logical/mathematical intelligence Spatial intelligence Bodily/kinesthetic intelligence Musical/rhythmic intelligence Interpersonal intelligence Intrapersonal intelligence Naturalistic intelligence Gardner’s Theory of Multiple Intelligences

Slide 21: 

Carroll used an empirical approach to determine that there are three layers or strata of cognitive ability. Stratum III: general ability, similar to g. Stratum II: broad abilities, which include fluid intelligence, crystallized intelligence, general memory and learning, broad visual perception, broad auditory perception, broad retrieval ability, broad cognitive speediness, and processing speed. Stratum I: narrow abilities, which are specific factors grouped under the Stratum II abilities. Carroll’s Three-Stratum Model of Human Abilities

Slide 22: 

Das and colleagues’ theory centers on the concept of information processing. They suggested that four cognitive processes are the basic building blocks of human intellectual functioning: Planning is a mental activity that involves setting goals, problem-solving, knowledge, intentionality, and self-regulation to achieve a desired goal. Attention is the process involving focused cognitive activity (while ignoring other distractions).   Simultaneous processing involves perceiving information as a whole (e.g., spatially). Successive processing involves the ability to integrate information into a sequential order. Planning-Attention-Simultaneous-Successive (PASS) Theory of Cognitive Processing

Slide 23: 

The Hierarchical model is an integration of the Cattell-Horn Gf-Gc and Carroll three-stratum theory. The CHC model has been described as a hierarchical, multiple-stratum model with general intelligence (g) at the apex (or stratum III), nine broad cognitive abilities (G) (stratum II), and at least 69 narrow cognitive abilities (stratum I). Cattell-Horn-Carroll (CHC) Hierarchical Three-Stratum Model

Slide 25: 

Designed to evaluate cognitive strengths and weaknesses. Excellent predictors of academic success. Used for: screening for potential problems identification of intellectual ability placement of individuals support in clinical evaluation Intelligence Tests

Slide 26: 

Intelligence tests measure an individual’s current intellectual ability level. Achievement tests measure what an individual knows or can do right now, in the present. Aptitude tests are future-oriented, predicting what an individual is capable of doing with further training and education. Intelligence, Achievement and Aptitude Tests – Comparison

Slide 27: 

The Wechsler Scales Wechsler Adult Intelligence Scale (WAIS-IV) Wechsler Intelligence Scale for Children (WISC-IV) Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) David Wechsler, 1939 The most widely used intelligence tests. Individual Intelligence Tests

Slide 28: 

Full Scale IQ (FSIQ) 4 Index scores: Verbal Comprehension Index (VCI) Perceptual Reasoning Index (PRI) Working Memory Index (WMI) Processing Speed Index (PSI) FSIQ and Index scores: Mean = 100, SD = 15 15 subtests: Mean = 10, SD = 3 The Wechsler Adult Intelligence Scale— Fourth Edition (WAIS-IV)

Slide 29: 

The WISC-IV is the fourth generation of the most widely used children’s intellectual ability assessment. Used for children ages 6 to 16 15 subtests 4 Index scores: Verbal Comprehension Index (VCI) Perceptual Reasoning Index (PRI) Working Memory Index (WMI) Processing Speed Index (PSI) Full scale IQ score Wechsler Intelligence Scale for Children (WISC-IV)

Slide 30: 

Used for children ages 4 to 6-1/2 years of age 14 subtests Scores are similar to those on other Wechsler tests 4 index scores: Verbal IQ Performance IQ General Language Composite Processing Speed Quotient Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III)

Slide 31: 

Alfred Binet, early 1900s Intelligence is a general ability to judge, to comprehend, and to reason well Developed a series of measures to identify children for whom it was necessary to provide special educational programs Mean = 100 SD = 15 Internal-consistency reliability ranged from .95 to .98 for IQ scores, from .90 to .92 for the five Factor Index scores, and from .84 to .89 for the 10 subtests. Standford-Binet Intelligence Test

Slide 32: 

Stanford-Binet Intelligence Scale

Slide 33: 

Kaufman Assessment Battery for Children (K-ABC-II) Children ages 3 to 18 years old Five cognitive abilities: Learning Sequential Processing Simultaneous Processing Planning Knowledge Kaufman Adolescent and Adult Intelligence Test (KAIT) Ages 11 to 85 years Yield scores on both crystal and fluid intelligence and a composite IQ score The Kaufman Instruments

Slide 34: 

Woodcock-Johnson III Tests of Cognitive Abilities – appropriate for individuals 5 to 95. Used commonly with children to assess cognitive, oral language and achievement scores. The Differential Ability Scales, Second Edition – appropriate for individuals 2 to 17. Initially designed for assessing children with learning and developmental disabilities. Slosson Intelligence Test – Revised for Children and Adults – appropriate for ages 4 to 65. Used to assess general verbal cognitive abilities. Das Naglieri Cognitive Assessment System – appropriate for ages 5 to 17. Assesses cognitive processing skills. Based on the (PASS) theory of cognitive processes. Additional Individual Intelligence Tests

Slide 35: 

Group testing: began with the Army Alpha and Army Beta tests of World War I. is far more pervasive than individual test. is used most commonly for screening purposes. Group Intelligence Tests

Slide 36: 

Cognitive Abilities Test – appropriate for ages 5 to 18. Measures learned reason abilities in verbal, quantitative, and nonverbal areas. Otis-Lennon School Ability Test, Eighth Edition – appropriate for school age children. Often used to screen for gifted and talented programs Raven’s Progressive Matrices - has three formats designed to work with different age and ability groups. Measures fluid intelligence.

Specialized Tests : 

Specialized Tests Intelligence tests developed for use with specific populations: Preschool children Bayley Scales of Infant Development McCarthy Sales of Children’s Abilities Individuals with learning disabilities or other disabilities Leiter International Performance Scale Test of Nonverbal Intelligence Gifted students Structure of Intellect Learning Abilities Test, Gifted Screening Form Individuals from diverse cultural or linguistic backgrounds Comprehensive Test of Nonverbal Intelligence Cultural Fair Intelligence Test

Slide 38: 

Is intelligence one general ability, or many abilities? Is intelligence hereditary or learned? How can we overcome cultural bias in intelligence tests? Is intelligence stable over the lifespan? How do we account for increasing IQ scores over the last 100 years? Issues in Intelligence Testing