Psych 318 Test 3

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Stanford-Binet 2003:Start point

Estimated level of ability based on routing tests

Raymond B. Cattell gf-gc theory

Fluid and crystallized Intelligence

What are the 5 factors for the Sttanford Binet 2003?

Fluid reasoning Knowledge Quantitative reasoning Visual spatial processing Working memory

What are the Wechsler Scales of Intelligence useful in assessing?

General cognitive functioning, mental retardation, giftedness, and learning problems

What is the emphasis on quantitative reasoning?

General logical, numerical thinking, with reduced dependency on academic mathematical knowledge

G factor represents what in Spearman's psychometric g?

Half of the variance in a set of diverse mental-ability tests

1905 Binet-Simon: Purpose

Identifying mentally disabled children in the Paris school system

G versus gf-gc

Implies that intelligence equals g (one single score) Current theories suggest that there are different types of intelligence: intelligence does not equal g Two forms of intelligence: fluid and crystallized

Why is working memory important?

Important to clinical indicator of brain functioning, and difficulty with working memory is highly related to cognitive process deficits underlying LDs

Binet's Principles of Test construction: Principle 1 Age Differentiation

An intelligence test should be able to differentiate between age-related capabilities Older children should have greater capabilities Age group level of performance determines a child's mental age

How do traditional intelligence tests measure intelligence?

Based on traditional constructs as opposed to Gardner's model

Stanford-Binet 2003: adaptive testing

Ceiling Basal

Ceiling

Certain number of incorrect responses

Test-Retest

Collected on more than 80 subjects at four age levels 2-5, 6-20, 21-59, and 60+

Stanford-Binet 1986: General Mental ability

Common variability among all below subtypes Fluid-analytic Crystallized Short-term memory

1908 Binet-Simon

Maintained age differentiation Introduced concept of mental age, and use this as unit of measurement

What were the correlations between test and retest scores?

Medians of .93 for IQ scores, .88 for factor index scores, and .82 for subtests scaled scores

Basal

Minimum number of correct responses obtained

Stanford-Binet 1960

Retained previous principles: Age differentiation, general mental ability, age scale Standardized sample still all white Combined best items from L and M forms to produce single scale Rejected IQ concept Added Deviation IQ

Wechsler Scales of Intelligence: Point Scale concept

Revolutionary concept -until 1972, Binet scale grouped items by age level -Various types of content are scattered through scale Points are assigned to each individual item -previously required to get 3 out of 4 correct; don't receive any credit for 2 out of 4 correct Allows items to be grouped based upon content Produces scores for individual subtests

What was another problem with the Stanford-Binet 1937?

SD also highly variable across groups: -Age 2.5=20.6 SD -Age 6=12.5 SD -Age 12=20 SD Cannot make comparisons between groups -Age 6=12.5 SD -Age 12=20 SD

Stanford-Binet 1986

Shift into underlying theory of intelligence Move from Spearman model to gf gc theory of intelligence Intelligence has independent factors factors correlated, and all related to g factor

Digit Span: Measures

Short term memory Ability to shift thought patterns Attention and concentration -persons who are less anxious appear to do best on this test

What happens to fluid intelligence as we age?

Slightly declines

WAIS-4

16-90 years

What is the maximum possible mental age?

19.5

WPPSI-3

2.5-7 years and 3 months

How many items are on the 1905 Binet-Simon test?

30 items, increasing difficulty Tested ability to recognize food, objects

Standardization

4,800 individuals age 2 to 96 -highest age grouping employed in the norms table was 85+ Sample was matched to percentages of age, sex, ethnicity, geographic region and socioeconomic levels specified by the US Census Bureau Over 1500 participants from officially documented special groups

Stanford-Binet 2003

5 factors instead of 4, verbal and nonverbal sections of each factor

WISC-4

6-16 years

Principle 1: Age Differentiation Search for tasks that could be completed by:

66.67 to 75% of appropriate age Smaller proportion of younger age group Larger proportion of older age group

True for most intelligence tests:

"worst" reliability coefficients observed for younger children with high IQ scores -suggests results were not as stable for younger children

What is the maximum chronological age set as?

16

Stanford-Binet 2003: Routing tests to determine ability level

1 verbal 1 nonverbal ordered by increasing difficulty Each section combination of verbal and nonverbal items related to that age All verbal and nonverbal items equally weighted, and thus can still obtain individual scores

Charles Spearman 1923

Ability to educe either relations or correlates

Working memory

Ability to hold both visual and verbal information in short term memory and then transform it or sort it out

Visual-spatial processing

Ability to see relationships among figural objects, describe or recognize spatial orientation, identify the "whole" among a diverse set of parts, and generally see patterns in visual material

Fluid reasoning

Ability to solve novel problems, whether with visual material in the Nonverbal domain or with words and print materials in the Verbal domain

Quantitative reasoning

Ability to solve numerical problems, deal with fundamental number concepts, and solve word problems

How were the items grouped in the 1908 Binet-Simon?

According to age level (not increasingly difficulty) -3 to 12 years old -age scale, which made comparisons difficult

How was the Stanford-Binet 1986 organized?

According to type rather than age -vocabulary section, quantitative section 15 separate sections/tests 4 major content areas (factors) allowed individual scores for subsections not just general mental score

Crystallized intelligence gc

Acquired as we learn, and affected by our experiences, schooling, culture, and motivation

Binet scales

Adopted the idea of general intelligence and then later moved to the two different forms of intelligence

2 SD above the mean or 9th percentile for Stanford-Binet 1937

Age 6=125 IQ Age 12=140 IQ

What are the major characteristics of Stanford-Binet 1986?

Age differentiation General mental ability score Standardized scale Same basic tasks and content

1905 Binet-Simon

Age differentiation, general intelligence

What was important to remember with the Stanford-Binet 1986?

Age scale format was eliminated -replaced with point scale

Wechsler Scales of Intelligence: Performance Scale Concept

An entire scale that focused exclusively upon nonverbal intelligence -early Binet scales criticized for emphasis on language and verbal skills Provided separate scores for verbal and nonverbal intelligence

What are some ways intelligence tests are used?

Assist in determining giftedness Assist in determining mental retardation Assist in determining learning disabilities Understand changes in brain function due to accidents, dementia, aging, abuse, and disease Part of admissions process to certain private schools Part of personality assessment to aid in understanding the whole person

Nonintellective factors play a role in tests

Attitude, experience, emotional functioning Factors other than intellectual ability are involved in intelligence testing

Wechsler scales of intelligence: Did not think the Stanford-Binet applied to adults

Believed emphasis on speed penalized older adults Believed mental age concept did not apply to adults Criticized the Stanford-Binet because it did not consider that intellectual performance could deteriorate with age

What did Charles Spearman believe underlies all intelligent behavior?

Believed that a general mental ability

Validity

Content, construct, empirical item analysis, criterion-related evidence -correlations in low to mid-80s with established measures including Wechsler scales

Stanford-Binet 1986: Crystallized

Learning ability experience: verbal or nonverbal

Binet's Principles Principle 2: General Mental Ability

Decided his intelligence test would provide a total intelligence score by summing the results of the parts No need to differentiate between subtypes Searched for tasks that were related to the final product of intelligence Accomplished this by correlating scores of each task subtype with overall test score: throw out tasks with low correlations

David Wechsler

Developed a test for adults -Wechsler-Bellevue WAIS-1955 WAIS-R-1981 WAIS-3-1997 equal emphasis on verbal and nonverbal abilities

Spearman's psychometric g

Developed factor analysis Used to determine how much variance a set of scores have in common

Stanford-Binet 1916

Developed under direction of L.M. Terman Retained previous principles: age differentiation, general mental ability, age scale, and mental age Increased sample size, though consisted of white native-Californian children only Increased age range (3-14) Introduced the intelligence quotient

Wechsler's definition of IQ

Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment

The theories of intelligence are the basis of what?

Intelligence tests

Reliability

Internal-consistency reliability ranged from .95 to .98 for IQ scores and from .90 to .92 for the five factor index scores -for the 10 subtests, average reliabilities (across age groups) ranged from .84 to .89

Alfred Binet

Invented first usable Intelligence test French education minister asked to develop a test that could identify low functioning students Developed three versions of the test

Why did Wechsler see IQ as global?

It characterizes individual's behavior as a whole

Why did Wechsler see IQ as aggregate?

It is composed of elements or abilities that are qualitatively differentiable

Binet 1916 Intelligence can be observed though:

Judgment, reasoning, attention

Vocabulary: Measures

Language development Word knowledege Accumulated verbal learning ability Educational background -good estimate of premorbid functioning -Not greatly affected by brain damage or psychological difficulties

Deficiency levels 1905 Binet-Simon

Moron=Slight impairment Imbecile=Moderate impairment Idiot=Severe impairment

What was the standardization sample for the 1908 Binet-Simon?

N=203

What was the standardization sample for the Stanford-Binet 1937?

N=3184 -11 U.S. states, but still only white, mostly urban

What was the standardization sample of the 1905 Binet-Simon?

N=50

How did the 1905 Binet-Simon fall short?

No evidence to support validity, small norm group, no measuring unit to express results -used outdated, derogatory terms for deficiency levels

Spearmn's psychometric g

Numerical reasoning -S1 Vocabulary -S2 Mechanical skill -S3

What is the purpose of intelligence testing?

Offers broad assessment of one's cognitive capabilities

Stanford-Binet 1986: Fluid analytic

Original potential Use to acquire Crystallized intelligence

WAIS-4 Subtests for IQ Scores: Performance

Picture completion Digit Symbol-Coding Block Design Matrix Reasoning Symbol Search

What are the independent factors of Stanford-Binet 1986?

Primary mental abilities

Information: Measures

Range of general factual knowledge Schooling Long-term memory -linked to alertness to the environment and alertness to cultural opportunities

What was a problem with the mental abilities in the 1908 Binet-Simon?

Range was limited: -language, reading and verbal skills No visual or motor functioning abilities

Intelligence Quotient

Ratio score of mental age and chronological age=rate of mental development IQ=Mental age/Chronological ageX100

What was the commissioned reason to the Binet 1916?

Recommend a procedure for identifying intellectually limited children

What was a problem with the Stanford-Binet 1937?

Reliability coefficients varied with age: -higher and more stable for older subjects, compared to younger subjects -Higher for lower IQ scores (<70) compared to higher scores

Stanford-Binet 1986: Short term memory

Remembrance of material after single, short presentation

Spearman's 1923 Concept of General Intelligence

Represented by a single score-g G reflects the shared variance underlying performance on a set of tests OVerall performance comes from the general factor

Stanford-Binet 1937

Retained previous principles (age scale, age differentiation, IQ concept, general mental ability) Increased age range (2 o 14 years old) Increased mental age to 22 years, 10 months added performance items created equivalent forms (L and M)-could examine psychometric properties

Spearman 1923

Specific subtypes

Stanford-Binet 2003: Psychometric properties

Standardization Reliability Validity Factor structure

Deviation IQ: Stanford-Binet 1960

Standardized the scale: Mean=100 SD=16 Mean=100 assigned to scores at 50th percentile IQ determined by how far above/below a score is from the mean of particular age IQ scores for every age group corresponds to the same percentile Considered most precise way to express results from an intelligence test

What are the most prominent intelligence tests?

Stanford-Binet Wechsler Scales of Intelligence

Alfred Binet 1916

Tendency to take and maintain definite direction Capacity to make adaptations for the purpose of attaining a desired end Ability to engage in self-criticism

Fluid gf intelligence

The culturally free portion of intelligence with which we are innately born (abilities that wllow us to learn)

Knowledge

The fund of general information that is accumulated over time by the individual from experiences at home, in school, at work, or in the environment

Spearman 1923: General intelligence

Think of in terms of mental energy

Raymond B. Cattell Models of Intelligence

Think og intelligence in terms of multiple intelligences vs. single score

Intelligence Testing

Type of aptitude test that measures a range of intellectual ability

What represents g in Spearman's psychometric g?

Variance shared between S 1-3

What were the 4 major content areas (factors) for the Stanford-Binet 1986?

Verbal reasoning, abstract/visual reasoning, quantitative reasoning, and short-term memory

What is the most reliable verbal subtest?

Vocabulary

WAIS-4 Subtests for IQ scores: Verbal

Vocabulary Similarities Arithmetic Digit Span Information Comprehension

How does crystallized intelligence generally increase?

With age


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