Intelligence-Test PowerPoint 12847194772

INTELLIGENCE TESTS
All you have to know

Alfred Binet, one of the original authors of
the test that bears his name, defined
intelligence as “the tendency to take and
maintain a definite direction; the capacity
to make adaptations for the purpose of
attaining a desired end, and the power of
autocriticism”
INTELLIGENCE defined

• Charles Spearman (1923), by contrast, defined
intelligence as the ability to educe either relations or
correlates.
• According to Freeman (1955), intelligence is
“adjustment or adaptation of the individual to his
total environment,” “the ability to learn,” and “the
ability to carry on abstract thinking” (pp. 60–61).

• Das (1973) defined intelligence as “the ability to plan
and structure one’s behavior with an end in view” (p.
27).
• Howard Gardner (1983) defined intelligence in terms of
the ability “to resolve genuine problems or difficulties
as they are encountered” (p. 60), while
• Sternberg (1986, 1988) defined intelligence in terms of
“mental activities involved in purposive adaptation
to, shaping of, and selection of real-world
environments relevant to one’s life” (1986, p. 33).

For Anderson (2001), intelligence is two-dimensional
and based on individual differences in information-
processing speed and executive functioning influenced
largely by inhibitory processes.
Intelligence is a “construct” (Humpreys, 1979;Eysenck,
1979; as cited by Murphy & Davidshofer, 1988). It can be
defined in terms of a variety of behaviors that pose
cognitive demands and must be related to success in a
variety of cognitively demanding endeavors.

COGNITIVE TESTS
Cognitive Tests include intelligence or
general mental ability tests, specific mental
ability tests, aptitude tests, achievement
tests

GENERAL MENTAL ABILITY
General Mental Ability refers to the “the
existence of systematic individual
differences in the performance of tasks that
involve the manipulation, retrieval,
evaluation, or processing of information.”

SPECIFIC MENTAL ABILITY
Specific Mental Ability refers to the
performance in a specific type of task.

APTITUDE TESTS
Aptitude is defined as an individual’s
propensity to succeed in a given activity.
Aptitude Tests assume that individuals
have inherent strengths and weaknesses,
and are naturally inclined towards success
or failure in certain areas based on their
inherent characteristics. It does not test
knowledge.

ACHIEVEMENT TESTS
Achievement is an individual’s level of
knowledge in a particular area.
Achievement Tests focuses specifically on
how much a person knows about a specific
topic or area.

COGNITIVE THEORIES and
MODELS
Thorndike’s Multi-Factored Approach to
Intelligence
According to Thorndike’s theory, intelligence
consists of multitude of separate factors or
elements each being a minute elements or
ability. To Thorndike “the mind is a host of
highly particularized and independent
abilities.”

MODELS
Thorndike’s Multi-Factored Approach to
Intelligence
Thorndike proposed four general dimensions of abstract
intelligence :
ALTITUDE : the complexity or difficulty of tasks one can
perform (most important)
WIDTH : the variety of tasks of a given difficulty
AREA : a function of width and altitude
SPEED : the number of tasks one can complete in a given
time
Had a debate with Charles Spearman that encompassed 25 years

Unitary or Monarchy Theory
This theory holds that intelligence consists
of all pervasive capacities. Binet, Terman
and some other classical psychologists
supported this view. According to this
theory, if one has a fund of intelligence he
can utilize it to any area of his life. The
intelligence of a person gets stamped in all
what he thinks and acts.
MODELS

Two-Factor Theory
• Spearman posits “ that scores on every cognitive test are
influenced by a person’s standing on a general
intellectual factor , or level of g, and that correlations
among scores can be explained entirely by the fact that
different tests provide partial measures of the same
general intellectual factor, g.” Spearman’s theory
suggests that good intelligence test will be highly g-
loaded and a good measure of g will successfully predict
performance on all cognitively demanding tasks.
MODELS

Thurnstone & Group Factors
• Thurstone contends that there are other factors common
to groups of tests, labeled group factors, that are related
to g but clearly not identical to g. These group factors
are:
MODELS

• VERBAL COMPREHENSION -vocabulary, reading
comprehension, verbal analogies and the like;
• WORD FLUENCY – the ability to generate quickly a
large number of words with specific characteristics, as in
anagrams or rhyming tasks;
• NUMBER – the ability to carry out quickly and accurately
mathematical operations;
• SPACE – spatial visualization as well as ability to
mentally transform spatial figures;
MODELS

ASSOCIATIVE MEMORY –rote memory
PERCEPTUAL SPEED – quickness in perceiving visual
details, anomalies, similarities, etc; and,
REASONING – skill in a variety of inductive, deductive, and
arithmetic reasoning tasks.
MODELS

Vernon’s Hierarchical Model
g
MODELS
Verbal-Educational Spatial-Motor
Verbal Manual
Major Group
Factors
Minor Group
Factors
Special
Group
Factors

Guilford’s Structure of Intellect Model
Guilford organizes intelligence into 3 dimensions :
MODELS
OPERATIONS – what a person does
CONTENTS – the material on which operations are performed
CONTENT DIMENSION – is meant that different people pay more
attention to and think more effectively with different kinds of information,
such as visual, auditory, symbolic, semantic, and behavioral.
OPERATIONS DIMENSION– describes what the brain does with and
the following types of information : cognition, memory, divergent
production, convergent production, evaluation

Guilford’s Structure of Intellect Model
Guilford organizes intelligence into 3 dimensions :
MODELS
PRODUCTS– the form in which information is stored and processed
PRODUCT DIMENSION– relates to the kinds of information we process
from the content types : units, classes, relations, systems and
trasnformations.

Cattell’s FLUID and CRYSTALLIZED
intelligence
MODELS
Cattell proposed 2 conceptually distinct aspects of general intelligence
FLUID and CRYSTALLIZED intelligence
FLUID INTELLIGENCE – is the ability to see relationships, as in
analogies and letter and number series, the abilities that allow us to
think, reason, and acquire new knowledge.
CRYSTALLIZED INTELLIGENCE – refers to an individual’s acquired
knowledge and skills, one’s stored knowledge. Actual learning has
occured

Gardner’s Theory of Multiple
Intelligences
MODELS
Gardner’s theory describes 8 distinct intelligences that are based on skills
and abilities that are valued within different cultures:
Visual-Spatial Intelligence
Verbal-linguistic Intelligence
Bodily-kinesthetic Intelligence
Logical-Mathematical Intelligence
Interpersonal Intelligence
Musical Intelligence
Intrapersonal Intelligence
Naturalistic Intelligence
Gardner believes
that there are
biological and
cultural bases for
multiple

Sternberg’s Triarchic Theory of
Intelligence
MODELS
Sternberg defines intelligence as a “mental activity directed toward
purposive adaptation to, selection and shaping of, real-world
environments relevant to one’s life.” He proposed what he refers to as
‘successful intelligence,’ which is comprised of 3 different factors:
ANALYTICAL INTELLIGENCE – this component refers to problem-solving
abilities
CREATIVE INTELLIGENCE – this aspect of intelligence involves the
ability to deal with new situations using past experiences and current
skills
PRACTICAL INTELLIGENCE – this elements refers to the ability to adapt
to a changing environment

Three-Stratum Theory of Cognitive
Abilities (Caroll, 1993)
MODELS
The3 Stratum theory of cognitive abilities is an expansion and extension
of previous theories. It specifies what kinds of individual differences in
cognitive abilities exist and how those kinds of individual differences are
related to one another. It proposes that there are distinct individual
differences in cognitive ability; and that the relationships among them can
be derived by classifying them intro three different starta STRATUM I,
‘NARROW ABILITIES’ STRATUM II, ‘BROAD ABILITIES’; and STRATUM III,
consisting of a single ‘GENERAL ABILITY’.
Human Cognitive Abilities : A Survey of Factor Analytic Studies (1993)

Three-Stratum Theory of Cognitive
Abilities (Caroll, 1993)
MODELS
STRATUM III – the general level; genera intellectual ability, similar to g
STRATUM I – specific level; more specific factors grouped under the
Stratum II factors.
STRATUM II – the broad level, 8 factors, including fluid intelligence,
crystallized intelligence, general memory and learning, broad visual
perception, broad auditory perception, broad retrieval ability, broad
cognitive speediness, and processing speed.

Theory of Mental Self-Government
(Stenberg, 1988)
MODELS
Using the term “government” metaphorically, Stenberg contends that
there are many ways of managing or governing our activities. These
different ways of governing ourselves can be construed as our thinking
styles.
The theory includes 13 thinking styles that fall along 5
dimensions of mental self-government :
a)Functions - legislative, executive, judicial
b)Forms – monarchic, hierarchical, oligarchic, anarchic
c)Levels – local, global
d)Scope – internal and external
e)Leanings of government as applied to individuals –
liberal and conservative
THINKING STYLE
INVENTORY
(1991)

PASS Theory
(Das, Naglieri, & Kirby, 1994; Nagleiri & Kaufman, 2001)
MODELS
The PLANNING, ATTENTION, SIMULTANEOUS, SUCCESSIVE (PASS)
theory is a way to “provide an important taxonomy for understanding gender
differences in basic cognitive processes.
This theory is based on the assumption that “girls outperform boys on test of
verbal fluency, foreign language, fine-motor skills, speech articulation, reading
and writing, and math calculation and they typically earn higher grades in
school in all or most of the subjects. Boys have been found to do better on
tasks such as mental rotation, mechanical reasoning, math and science
knowledge, and verbal analogies”. These tasks were then organized into 3
areas, PLANNING, ATTENTION, and SIMULTANEOUSAND SUCCESSIVE
PROCESSING, to show the underlying gender differences.

• T. R. Taylor (1994) identified three independent research
traditions that have been employed to study the nature of
human intelligence: the psychometric, information-
processing, and the cognitive
approaches.
The development of the STANFORD-
BINET INTELLIGENCE TEST

The psychometric approach examines the elemental
structure of a test (Barenbaum & Winter, 2003; Taylor,
1994). Following the psychometric approach, we
examine the properties of a test through an evaluation of its
correlates and underlying dimensions (Larson, Parks,
Harper, & Heath, 2001).

In the information-processing approach, we examine the
processes that underlie how we learn and solve problems
(Sousa, 2001).
The cognitive tradition focuses on how humans adapt to
real-world demands (Bourmenskaya, 2002; Ruisel, 2001).
Binet’s approach is based heavily on the psychometric
tradition.

Short History
•Formal intelligence testing began with the decision of a
French minister of public instruction around the turn of the
20th century.
•to create a procedure for identifying intellectually
limited individuals so they could be removed from the
regular classroom and receive special educational
experiences.

Short History
•This decision provided the force behind the development of
modern intelligence tests and the heated controversy now
associated with them.
•In 1904, the French minister officially appointed a
commission, to which he gave a definite assignment:
to recommend a procedure for identifying so called
subnormal (intellectually limited) children.
•One member of this commission, Alfred Binet, had
demonstrated his qualifications for the job by his earlier
research on human abilities (Binet, 1890a, 1890b).

• Binet defined intelligence as the capacity (1) to find and
maintain a definite direction or purpose, (2) to make
necessary adaptations—that is, strategy
adjustments—to achieve that purpose, and (3) to
engage in self-criticism so that necessary
adjustments in strategy can be made. In choosing a
definition, Binet took the necessary first step in
developing a measure of intelligence.
Binet’s Principles of Test Construction

• Binet believed that intelligence expressed itself through
the judgmental, attentional, and reasoning facilities of
the individual (Binet & Simon, 1905), he decided to
concentrate on finding tasks related to these three
facilities.
• Binet used trial and error as well as experimentation and
hypothesis-testing procedures.

• He was guided by two major concepts that to this day
underlie not only the Binet scale but also major modern
theories of intelligence: age differentiation and general
mental ability.

• Age differentiation refers to the simple fact that one
can differentiate older children from younger children by
the former’s greater capabilities.
Binet was also guided in his selection of tasks by his
decision to measure only the total product of the various
separate and distinct elements of intelligence, that is,
general mental ability.

General mental ability
Spearman’s Model of General Mental Ability
Mechanical skill
g
Numerical reasoning
Vocabulary
Intelligence can be viewed in terms of g (general mental ability) and S
(specific factors)
* Factor analysis

The Binet-Simon Scale
1905 scale
30 items in
increasing order
of difficulty
Used outmoded
terms
Provided the first major
measure of human
intelligence
Problems
Idiot
Imbecile
Moron
Measuring Unit
Normative Data
Validity
Documentation

1908 scale
Retained
principle of age
differentiation
Used age scale
format
Introduced concept of
Mental Age
the 1908 scale was an
age scale, which
means items were
grouped according
to age level rather
than simply one set
of items of
increasing difficulty,
as in the 1905 scale

1908 scale
Age level 3 (five items) Age level 4 (four items)
1. Point to various parts of face. 1. Name familiar objects.
2. Repeat two digits forward. 2. Repeat three digits forward.
Age level 5 (five items) Age level 6 (seven items)
1. Copy a square. 1. State age.
2. Repeat a sentence containing ten 2. Repeat a sentence containing 16
syllables. Syllable
Age level 7 (eight items) Age level 8 (six items)
1. Copy a diamond. 1. Recall two items from a passage.
2. Repeat five digits forward. 2. State the differences between two
objects.

1908 scale
Age level 9 (six items) Age level 10 (five items)
1. Recall six items from a passage. 1. Given three common words, construct
2. Recite the days of the week. a sentence.
2. Recite the months of the year in
order.
Age level 11 (five items) Age level 12 (five items)
1.Define abstract words 1. Repeat seven digits forward.
(for example, justice).
2. Determine what is wrong with 2. Provide the meaning of
absurd statements pictures.
Age level 13 (three items)
1.State the differences between pairs of abstract
terms.

• Retained principle of age differentiation
• Used age scale format
• Introduced concept of mental age
To summarize, the 1908 Binet-Simon scale introduced two major concepts:
the age scale format and the concept of mental age. However, even
though the mental age concept was eventually abandoned and the age scale
format modified, these two concepts found widespread use and application in
a host of new tests that are still in use today.

Though Binet and Simon again revised their intelligence scale in 1911, this
third version contained only minor improvements. By this time, the potential
utility of the Binet-Simon scale had been recognized throughout Europe and in
the United States.
The 1916 Stanford-Binet version, developed under the direction of L. M.
Terman, that flourished and served for quite some time as the dominant
intelligence scale for the world.

Schematic summary of the evolution of the 1916 Binet scale.
Age range increased (3–14 yr plus average
and superior adults)
Alternate item added
Increased size of standardization sample
Introduced IQ concept
Age differentiation
General mental ability
Age scale
Principles of
Retained
Mental age concept
1916 Binet
scale

Terman’s 1916 revision increased the size of the
standardization sample. Unfortunately, the entire
standardization sample of the 1916 revision consisted
exclusively of white native-Californian children. Thus,
although the standardization sample was markedly
increased, it was far from representative. In fact, given
that even geographic location may affect test
performance, this sample cannot even be considered to
represent white native-born Americans. Nevertheless, the
increased sample size clearly marked an improvement
over the meager 50 and 203 individuals of the 1905 and
1908 Binet-Simon versions.

• exclusively of white native-Californian children. Thus, although the
standardization sample was markedly increased, it was far from
representative. In fact, given that even geographic location may
affect test performance, this sample cannot even be considered to
represent white native-born Americans. Nevertheless, the increased
sample size clearly marked an improvement over the meager 50
and 203 individuals of the 1905 and 1908 Binet-Simon versions.

• Terman’s 1916 revision increased the size of the
standardization sample. Unfortunately, the entire
standardization sample of the 1916 revision consisted
exclusively of white native-Californian children. Thus,
although the standardization sample was markedly
increased, it was far from representative. In fact,
• given that even geographic location may affect test
performance, this sample cannot even be considered to
represent white native-born Americans. Nevertheless,
• the increased sample size clearly marked an
improvement over the meager 50 and 203 individuals of
the 1905 and 1908 Binet-Simon versions.

Intelligence-Test PowerPoint 12847194772

More Related Content

Similar to Intelligence-Test PowerPoint 12847194772 (20)

Recently uploaded (20)

Intelligence-Test PowerPoint 12847194772