Chapter 9

Cattell's Fluid and Crystal Intelligence

-Fluid gf intelligence -Crystallized intelligence (gc) -Crystallized intelligence generally increase with age and fluid intelligence tends to slightly decline as we age.

intelligence, intelligence, employment

-Some sources use the terms aptitude and ____ interchangeably. -______ tests are not the only type of aptitude test in use today. -Special aptitude tests and multiple aptitude batteries are used in many settings, particularly ______ settings (ASVAB).

traditional constructs

-To some degree, theories of intelligence are the basis for intelligence tests. -Traditional intelligence tests measure intelligence based on _____ _____ (ex: "g" and "s") as opposed to Gardner's model.

Kaufman Assessment Battery for Children, Second Edition (KABC-II)

-an individually administered test of cognitive ability for children between the ages of 3 and 18 -depending on the age range, tests can vary from 25 to 75 minutes -subtests and scoring allow for a choice between two theoretical models, one of which is CHC model discussed earlier. however, both methods examine visual processing, fluid reasoning, and short- and long-term memory -scores are age-based and have a mean of 100 and SD of 15 -reliability estimates range from 0.87 to 0.95 for composite score means (subtest reliabilities are generally strong falling within the 0.80s range)

Piaget

-believed that cognitive development is adaptive; that is, as new information from our environment is presented, we are innately programmed to take it in and make sense of it in some manner to maintain a sense of order and equilibrium in our lives -believed that we adapt our mental structures to maintain equilibrium through two methods: assimilation and accommodation

architectural system

-biologically based properties necessary for information processing (ex: memory span) -hard wired and not effected by environment

Wechsler Nonverbal Scale of Ability (WNV)

-can be used for any individual but is particularly adaptable for those who are culturally diverse, non-English speaking, hard of hearing, special education individuals, and gifted individuals from linguistically diverse populations -the test is about 45 minutes -4-7 year old subscales: matrices, coding, object assembly, and recognitions -8-22 year old subscales: matrices, coding, spatial span, and picture arrangement

Piaget's

-cognitive developmental model highlights assimilation and accommodation in learning

Guilford

-developed 180 factors in his model shaped as a cube -involves three kinds of cognitive ability -different mental abilities will require different combinations of processes, contents, and products. all of the possible combinations are combined to create the (6 x 6 x 5) =180 factors.

Cattel

-differentiated fluid (innate) from crystallized (learned) intelligence -observed that as information based on learning was removed from such tests (the portion most affected by cultural influences), the raw or unlearned abilities provided a different score -he eventually estimated that heritability variance within families for fluid intelligence was about 0.92, which basically means if your parents have it, you are likely to have it

executive system

-environmentally learned features that influence problem solving -knowledge base, schemes, control processes and metacognition

Edward Spearman's two-factor approach

-general factor (g) and specific factors (s) -"weight" of g varied as a function of what was being measured -ex: ratio of general intelligence (g) to specific talent for music (s) was 1 to 4

intelligence tests

-have historically been the most popular ability tests -psychometrically the best of all tests -psychology, the media, and lay public have a "love-hate" relationship with IQ tests

Reynolds Intellectual Assessment Scales-2 (RIAS-2)

-is an individually administered test of intelligence, which has been normed and standardized on an age population from 3 to 94 years. -utilizing the Cattell-Horn Model of Intelligence, the authors have developed a reliable measure of general intelligence and its two primary components, fluid and crystallized intelligence -can be administered by a trained examiner in 20-25 min. The CMX adds another 10 min of administration time

Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)

-is geared for children between the ages of 6 years and 16 years, 11 months -subtests measure broad range of cognitive ability; subtests measure (g) and yield a full scale IQ (FISQ) -the most widely used Wechsler scale

Gardner's Theory of Multiple Intelligences

-refers to the predominant notion of intelligence as the "dipstick theory" of the mind; that is, it holds that there is a specific amount or level of intelligence in the brain, and if you could place a dipstick in the brain and pull it out, you should be able to accurately read how smart a person is -theory asserts that there are eight or nine intelligences, and with more research, others might be found

componential subtheory

-sometimes called analytical facet -higher, order thinking and how that gets processes

experiential subtheory

-sometimes called the creative facet -how one deals withnovel situations as well as with the ability to do automated tasks

contextual subtheory

-sometimes called the practical facet -the ability to adapt to, shape, or select new environments to successfully meet one's goals

Stanford-Binet Fifth Edition

-the most well-known intelligence test, which dates back to the original work of Alfred Binet in 1904 -uses routing test, basal and ceiling levels to determine start and stop points -measures verbal and nonverbal intelligence across five factors: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory

purposes of intelligence testing

-to assist in determining giftedness -to assess for intellectual disabilities -to identify certain types of learning disabilities -to assess intellectual ability following an accident, the onset of dementia, substance abuse, disease processes, and trauma to the brain -part of admissions process to certain private schools -as part of a personality assessment battery to aid in understanding the whole

Reynolds Intellectual Assessment Scales-2 (RIAS-2)

-was developed as a theoretically and psychometrically sound instrument designed to measure general intelligence -in contrast to most existing measures of intelligence, this test eliminates dependence on motor coordination, visual-motor speed, and reading skills and can be administered in a short period of time

crystallized intelligence (Gc)

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

45-70 mins, 2-85+

How long does the Stanford-Binet take, and what age can the test be administered to?

difficulty, abilities

Intelligence tests had their beginning in the schools. The first (Alfred)Binet-(Theodore) Simon Scale, released in 1905 had problems arranged in the order of their _____ and assessed a wide range of _____. Terman at Stanford University revised it. -Goddard with feeble-minded children?

Sternberg

Like Gardner, he has a novel view of intelligence that is based on the individual's capacity at using one's abilities and talents, navigate one's environment, and adapt to new situations -Triarchic theory: componential, experiential, and contextual subtheories.

problem solving, abstract reasoning, ability to acquire knowledge

Most definitions of intelligence incorporate abilities such as: 1. 2. 3. The overall IQ is the most common operational definition of intelligence in research.

Thurstone's Multifactor Approach

Seven primary mental abilities: 1. verbal meaning 2. number ability 3. word fluency 4. perception speed 5. spatial ability 6. reasoning 7. memory

successful intelligence

Sternberg's Triarchic Theory 1) the use of an integrated set of abilities needed to attain success in life, however an individual defines it, within his or her sociocultural context. People are successfully intelligent by virtue of 2) recognizing their strengths and making the most of them, at the same time that they recognize their weaknesses and find ways to correct or compensate for them. Successfully intelligent people 3) adapt to, shape, and select environments through 4) finding a balance in their use of analytical, creative, and practical abilities

fluid intelligence (Gf)

The culturally free portion of intelligence with which we are innately born.

Guilford's Multifactor/Multi-dimensional Model

Three-dimensional model of cognitive ability: 1. operations, or the general intellectual processes we use in understanding 2. contents, or what we use to perform our thinking process 3. product, how we apply our operations to our content

1. Standford-Binet 2. the three Wechsler Scales of Intelligence -WPPSI IV -WISC-V -WAIS-IV 3. Reynold's Intellectual Assessment Scale-2nd edition

What are the most prominent intelligence tests?

learning disability

What can discrepancies among scores on the subtests as well as between scores on the verbal and nonverbal factors on the Stanford-Binet be an indication of?

mean: 100, SD: 15 mean: 10, SD:3 .97-.98

What is the mean and SD of the SB5, and the mean and SD of the subtests? What was the full-scale IQ reliability for the SB5? -correlates highly with other intelligence tests

intelligence testing

a subset of intellectual and cognitive functioning that assesses a broad range of cognitive capabilities that generally results in an IQ

Cattell-Horn-Carroll (CHC) Integrated Model of Intelligence

an integrated model that includes 16 broad ability factors, 6 of which are tentative -this approach suggest over 70 narrow abilities that tie into the different factors -Carroll suggested that a g factor mediates the various abilities, Cattell and Horn suggested it did not (despite this difference, their theories tie together nicely)

IQ tests -The comparison is to those with same IQ who have average level of motivation, average study time, average level of study skills, average level of opportunity -It is then not a determinant or indicator of your potential, only a good predictor of what you are likely to achieve. -If one works harder, studies more, uses opportunities better, then one will achieve higher but if you do less than the typical person does, then even with the IQ one will...

are among the best predictors of performance in school, job, or nearly anything related to academic achievement -Does this mean it measures your potential?

nonverbal intelligence tests

are different than traditional measures of intelligence in that they rely on little or no verbal expression and are often appropriate for children who may be disadvantaged by traditional verbal and language-based measures -autism, intellectual disabilities, hearing impairments, differences in cultural background, and certain psychiatric disorders Three commonly used tests: Comprehensive Test of Nonverbal Intelligence 2 (CTONI-2), the Universal Intelligence Test-2 (UNIT2), and the Wechsler Nonverbal Scale of Ability

Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV)

assesses children between the ages of 2 years, 6 months to 7 years, 7 months

Thurstone

believed in seven different mental abilities

Vernon

developed hierarchy approach that is still used by most tests today (one of the greatest and most widely adopted models of intelligence)

product

how we apply our operations to our content

Comprehensive Test of Nonverbal Intelligence (CTONI)

is a nonverbal instrument designed to measure intellect from ages 6 years, 0 months to 89 years, 11 months -composed of six subsets: pictorial analogies, geometric analogies, pictorial categories, geometric categories, pictorial sequences, geometric sequences -high reliability mostly in the 0.90s with some in the 0.80s -convergent validity with popular intelligence tests tend to be in the high 0.70s

Universal Nonverbal Intelligence Test-Second Edition (UNIT2)

is a nonverbal instrument designed to measure intelligence of children ages 5 to 21 years -takes 10-15 minutes for the abbreviated battery and 45-60 minutes for the full scale battery -useful for individuals with language barriers -composed of six subsets: symbolic memory, nonsymbolic quantity, analogic reasoning, spatial memory, numerical series, and cube design -reliability: mid 0.80s to high 0.90s

accommodation

is creating new cognitive structures and/or behaviors based on new stimuli

Reynolds Intellectual Assessment Scales-2 (RIAS-2)

is in a unique position as an intelligence test -its broad age grouping -short administration time -strong statistical properties -elimination of the motor component and a reading requirement -exclusion of gender or ethnicity differential items all make this test a unique instrument for intelligence testing

assimilation

is incorporating new stimuli or information into existing cognitive structures

Spearman

known for his g and s factors of intelligence -was critical of Binet asserting that such a test was a hodgepodge or "promiscuous pooling" of factors (felt the Binet had lumped a number of different factors together in a spurious fashion)

achievement and aptitude tests

measure developed cognitive abilities and can be arranged along a continuum according to how dependent the abilities are on direct school experiences

aptitude tests

measure the cognitive abilities that individuals accumulate as the result of overall life experiences

achievement tests

measure what has been learned as the result of instruction (what you know up to know-not a predictor)

metacognition

process of thinking about thinking

Guilford

provides a broad view of intelligence, however, his model is sometimes considered too unwieldy to implement and has not significantly influenced the testing community

CHC theory

sixteen factors related to mental abilities

aptitude tests

tend to focus on cognitive processes

achievement tests

tend to focus on content of knowledge

aptitude tests

tend to tell us how a person performed here and now and then we can, with some evidence from research, use those scores to predict how he/she may do in the future, but not perfectly predict

Alfred Binet and Theophile Simon, Lewis Terman

the first individual intelligence test was pioneered in France by ? and shortly after who made gathered and analyzed normative data and made revisions to the first IQ test?

operations

the general intellectual processes we use in understanding

Gardner

theory of multiple intelligences is novel but difficult to apply -he believes that intelligence is much too vast and complex to be measured accurately by our current methods

Wechsler scales

three different tests for three different age groups -each test measures a select age group -useful in assessing general cognitive functioning, assessment of intellectual disabilities, giftedness, and potential learning problems -individually given and take at least an hour to administer

Vernon's Hierarchical Model of Intelligence

top level: similar to Spearman's general factor (g) and was considered to have the most variance of any of the factors 2nd level: 1) v:ed which stands for verbal and educational abilities 2) k:m which represents mechanical-spatial-practical abilities 3rd level: minor group factors 4th level: specific factors

Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

was developed to assess adults, ages 16 years through 90 years, 11 months

contents

what we use to perform our thinking process