Chapter 7: Intelligence and General Assessment

Intelligence

(p. 158) A measure of one's ability to acquire and apply knowledge.

Interactionism

(p. 161) A concept used to describe the interaction between one's heredity and environment and the influence this has on intelligence.

Factor-analytic theories

(p. 161) Theories in which factor analysis is used to determine the underlying relationship between as set of variables such as test scores.

Information-processing theories

(p. 161) Theories which focus on how information is processed and the mental processes that make up the construct of intelligence.

Vernon's theory of intelligence

(p. 164) A four-level hierarchical theory of intelligence proposed by Vernon. The first and highest level consists of general intelligence for which there is the greatest variability between people, the second level consists of major group factors of intelligence, the third level consists of minor group factors, and the fourth level consists of specific factors of intelligence.

Theory of Multiple Intelligences

(p. 167) A theory of intelligence developed by Howard Gardner which establishes seven intelligences (linguistic, musical, logical-mathematical, spatial, bodily kinesthetic, interpersonal, and intrapersonal).

Mental ability model

(p. 170) A model developed to reflect the four branches of emotional intelligence (perceiving emotions, using emotions to facilitate thought, understanding emotions, and managing emotions).

Bar-on model of emotional social intelligence

(p. 170) A model of emotional intelligence defined by an individual's ability to understand oneself and others, ability to related with others, and ability to adapt to immediate surroundings effectively.

Trait model of emotional social intelligence

(p. 170) A model of emotional intelligence used to describe an individual's self-perception of his or her abilities as opposed to actual abilities.

Mixed ability model

(p. 170) A model of intelligence which focuses on five emotional intelligence constructs of leadership (self-awareness, self-motivation, self-regulation, empathy, and adeptness in relationships), developed by Daniel Goleman.

Emotional intelligence

(p. 170) A type of intelligence defined and measured by four branches (one's ability to perceive emotion, utilize emotions to facilitate thought, understand emotion, and manage emotion).

Interpersonal intelligence

(p. 170) Intelligence defined by an individual's ability to relate to other people.

Intrapersonal intelligences

(p. 170) Intelligence defined by an individual's ability to self-reflect.

Simultaneous processing

(p. 171) One of two processes of intelligence proposed by Aleksandr Luria by which individuals process information. In simultaneous processing, individuals simultaneously integrate information at one time.

Successive processing

(p. 171) One of two processes of intelligence proposed by Aleksandr Luria in which individuals process information in sequential or serial order.

Neuropsychology

(p. 171) a field of psychology developed by Aleksandr Luria which evaluates how learning and behaviors are associated with specific areas of the brain

What are the most common and widely used intelligences tests used to assess individuals?

(p. 172) - Standford-Binet - Wechsler Scales - Kaufman Brief

What training is needed to administer the most common and widely used intelligence tests? a. bachelors degree b. master's c. advanced beyond a master's

(p. 172) C advanced training, supervised, beyond a master's degree counselors still need to understand the fundamental principles to avoid misinterpretation and mislabeling learning disorders

Nonverbal IQ

(p. 174) A measure of intelligence associated with an individual's ability to perform tasks which require little to no language.

Ratio IQ

(p. 174) A measure of intelligence based on mental age or the age level at which the individual appears to be functioning intellectually, which is computed by taking the mental age divided by the chronological age multiplied by 100.

Verbal IQ

(p. 174) A measure of intelligence which involves an individual's ability to analyze information and solve problems using language-based reasoning.

Full scale IQ or FSIQ

(p. 174) A term used to describe an individual's overall general intelligence score; I believe it includes both the verbal IQ and the nonverbal IQ and aspects of the 5 factors of fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing and working on the Stanford-Binet Intelligence Scale-fifth edition (SB5).

Deviation IQ

(p. 174) An age-based index of general mental ability, which has a mean of 100 and a standard deviation of 15.

Routing test

(p. 175) A pretest or subtest used to direct a test taker to a suitable level of testing.

Basal levels

(p. 175) An individual's entry-level score on an assessment

School ability tests

(p. 188) Group intelligence test administered in a school setting.

Group intelligence test

(p. 188) Intelligence tests which can be administered in groups to reduce costs or when a limited amount of time is available.

Short-term memory

(p. 189) Limited capacity in the brain which stores information for easy recall but which can be lost with distraction or the passage of time.

Standard age score

(p. 189) Standard score used to compare an individual's performance on a test to individuals of the same age.

Achievement tests

(p. 191) Instruments designed to measure how much someone has learned or mastered in a given context.

Mental retardation

(p. 192) A developmental disorder present prior to the age of 18 in which an individual has an intelligence quotient significantly lower than average (below 70) and difficulty in adaptive functioning.

Neuropsychological assessments

(p. 192) A type of assessment consisting of interviewing and a battery of tests used to identify neurological deficits associated with specific parts of the brain.

Empirically based assessments

(p. 192) Also referred to as evidenced-based assessment, in which the assessment is developed based on research studies selected based on established norms.

General ability factor (g factor)

(p.162) A measure of general intelligence that underlies performance on a wide variety of tasks.

Visual Processing (Gv)

(p.162) A measure of individual's ability to visualize, remember, and translate mental images.

Crystalized intelligence

(p.162) Skills and knowledge acquired over the course of one's lifetime based on formal learning and experiences, which does not decrease over time.

Fluid intelligence

(p.162) inherited (innate) quality that refers to problem-solving and information-processing ability, uninfluenced by culture or education

Schema

(p.164) A term developed of Jean Piaget to describe a cognitive structure that grows with life experiences that helps people understand and leads to knowledge.

Triarchic theory of intelligence

(p.164) A theory developed by Sternberg to measure three types of reasoning processes that people use to solve problems (analytic, creative, and practical).

Analytic intelligence

(p.164) A type of intelligence which includes executive processes such as analyzing, comparing, and evaluating.

Creative intelligence

(p.164) A type of intelligence which involves creating, inventing, or designing new ways of solving problems when individuals are faced with an unfamiliar situation.

Practical intelligence

(p.164) An assessment developed by Louis and Thelma Thurstone to measure the seven primary mental abilities proposed by Thurstone's Primary Mental Abilities Theory.

Organization

(p.166) A term used to describe how individuals organize mental processes.

Activity-based learning

(p.166) A type of learning which occurs in children as they gain knowledge through their experiences and the process of constructing and reconstructing knowledge.

Constructivist learning

(p.166) An adaptive type of learning which involves individuals utilizing real-life experiences to challenge schemas, integrate information into previous knowledge, and develop new ideas.

Contextual perception

(p.166) The way an individual perceives a specific stimulus depending on the context of the occurrence.

Adaptation

(p.166)A term used to describe an individual's ability to adjust to the environment.

General ability index

A fifth index score of the Wechsler Adult Intelligence Scale which his computed using the Verbal Comprehension and Perceptual Reasoning Indexes.

Three Stratum theory

A model of intelligence developed by John Carroll which combines the elements of the g and Gf-Gc model. This model consists of three levels (general, broad, and specific).

Cognitive ability

A term often used in place of the construct of intelligence.

Cognitive Development theory

A theory proposed by Jean Piaget that children move through four stages of cognitive development as a result of the interaction between biological factors and learning.

Norm-referenced test

A type of assessment which measures individual performance compared to a larger representative sample in order to rank individual performance relative to the larger group performance.

Primary abilities

Independent factors of mental functioning that constitute intelligence. The primary abilities include word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed.

Supplemental subtests

Subtests which provide additional information or can be used to replace unnecessary or inappropriate subtests.

Core subtests

Subtests within an assessment tool which are required to be administered in order to obtain a composite score.

Intelligence ceiling

The highest level of intelligence that the instrument reportedly measures.

Intelligence floor

The lowest level of intelligence that the instrument reportedly measures.