Theories of intelligence tests

Theories of cognitive abilities

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Binet

Intelligence expressed in performance of complex acts

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Develops with age, similar to physical ability

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Developed Binet-Simon scale to differentiate between "would not" and "could not" learners
Only interested in individual's performance (shunned idea of IQ)

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Spearman

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Wilhelm Stern (1911) coined "intelligence quotient" as comparison measure

Idea of single, global mental ability - "general intelligence"

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Noted cognitive abilities always positively correlated with academic achievement

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Thurstone

Claimed there were 12 primary mental abilities

General intelligence responsible for correlation between factors

Jensen
Idea of intelligence based upon reaction time required to perform tasks of varying complexity

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Theories of intelligence tests

Negative correlation between performance and task complexity
Problem: Those who process faster will have quicker reaction

Wechsler

Beta test yielded performance intelligence

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Alpha test yielded verbal intelligence

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Adapted military Alpha and Beta tests for individual use

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Suggested positive correlation between processing and general intelligence

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Combined was full-scale intelligence, roughly equal to general intelligence

Note: Primarily a clinical theory regarding use of test scores, not a theory of intelligence, per se

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Cattell - Horn

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Horn/Cattell statement (1966) identified 2 types

Fluid intelligence Gf - problem-solving and information-processing ability
Crystallized intelligence Gc developed by applying fluid intelligence to life experiences

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Have now expanded to 9 abilities

Gf - fluid intelligence - ability to reason in novel situations

Gc - crystallized intelligence - breadth and depth of general knowledge
Gq - Quantitative ability - ability to comprehend and manipulate numerical symbols and concepts
Gv - visualization processing - ability to see spatial relationships and patterns
Ga - auditory processing - ability to discriminate sounds and detect sound patterns and relationships
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Theories of intelligence tests

Gs - processing speed - ability to reach quick correct decisions and maintain attention
Gsm - short-term memory - ability to hold and use a block of information over a short time span

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Glr - long-term retrieval - ability to transfer material to permanent storage and retrieve it later
CDS - correct decision speed - ability to reach correct judgments quickly

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Carrol

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Identified 3 strata

1st level - broad cognitive ability, general intelligence (Thurstone)

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2nd level - small number of general factors (Cattell-Horn)

Sternberg

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3rd level - large number of specific factors relating to performance on test-specific factors

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Called triarchic because composed of 3 subtheories

Contextual theory - different behaviors considered indicative of intelligence in different
environments street smarts

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Experiential theory - applying knowledge and skills to new problems

Componential theory - involves performance, knowledge-acquisition, and managerial components of
problem solving and information processing

Das-Naglieri
PASS theory involving 4 basic processes

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Theories of intelligence tests

Planning - managing the problem-solving process
Attention - ability to focus attention on problem to be addressed
Simultaneous processing - ability to process complex pieces of information simultaneously

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Successive processing - ability to order elements of processing when necessary

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e.c

Labels associated with intelligence test

scores

Gifted and talented

Learning disabled (Learning challenged)

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Mental retardation (not P.C.) mentally challenged - original purpose of intelligence tests

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Goddard promoted the use of intelligence tests to eliminate low functioning individuals from U.S.
society, including immigrants

Gender

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Correlates with intelligence

Birth order
Occupation

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Family size - negative correlation

Geography
Climate
Social class
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Theories of intelligence tests

Rosenthal effect

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Individual general abilities tests

Stanford-Binet Intelligence Scale: 4th edition

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Wechsler scales

Kaufman Assessment Battery for Children (K-ABC) (American Guidance Services, 1983)

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Kaufman Adolescent and Adult Intelligence Test (KAIT) (American Guidance Services, 1993)
Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R)

Advantages of individual abilities tests

Individually administered

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Provide aspects of clinical interview

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Das-Naglieri Cognitive Assessment System (DN-CAS)

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Require considerable training, skill, and experience

Opportunity to observe and judge variety of behaviors

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Opportunity to observe and judge aspects of individual's personality

Opportunity to explore reasons for differences in factors within any given test
Utility

Individual diagnosis
Verify or negate group intelligence test results
Group general ability tests

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Theories of intelligence tests

Test of Cognitive Skills by California Test Bureau (CTB) and McGraw Hill (1993)
Otis-Lennon School Ability Test by Psychological Corporation (1996)
School and College Ability Tests by Educational Testing Service (ETS) and CTB/McGraw Hill

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Cognitive Abilities Test (CogAT) (Thorndike & Hagen, 1993) - Riverside

Henmon-Nelson Tests of Mental Ability (Lambe, Nelson, & French, 1973) - Riverside

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Kuhlmann-Anderson Test (Scholastic Testing Service, 1982)

Shipley Institute of Living Scale (Zachery, 1986) - Western Psychological Services

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Wonderlic Personnel Test (Wonderlic, 1983) - Author

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Multidimensional Aptitiude Battery (Jackson, 1984) - Research Psychologists

Advantages

Require simpler materials

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Cost-effective

Utility

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Usually offer more normative information

Industry
Research
Military

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Educational institutions

Tests of multiple abilities

Differential Aptitude Test Battery (DAT)
General Aptitude Test Battery (GATB) - Currently unavailable

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