Psych 318 Test 3
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
