Tiêu đề 06 PsyAs - Intelligence.pdf ✅

● Pioneered new techniques to measure intercorrelations between tests ● Developed the two-factor theory of intelligence ● Two-Factor Theory Of Intelligence: intelligence has two components – (g) general intelligence and (s) specific intelligence ○ Tests that exhibited high positive correlation with other intelligence tests were thought to be highly saturated with g ○ Tests with low or moderate correlations with other intelligence tests were viewed as possible measures of specific factors ○ The greater the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence ● G Factor: linked to general ability ● S Factor: linked to specific ability ● Group Factors: neither as general as g nor as specific as s Louis L. Thurstone ● Proposed that intelligence is composed of Primary Mental Abilities (PMAs) ● Developed and published the Primary Mental Abilities test ● Measured verbal meaning, perceptual speed, reasoning, number facility, rote memory, word fluency, and spatial relations Other Pioneers ● Guilford: sought to explain mental activities by deemphasizing, if not eliminating, any reference to g ● Gardner: developed a theory of multiple intelligences ○ Logical-mathematical ○ Bodily-kinesthetic ○ Linguistic ○ Musical ○ Spatial ○ Interpersonal: ability to understand other people ○ Intrapersonal: correlative ability, turned inward ■ Capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life ● Mayer: described interpersonal and intrapersonal intelligence as emotional intelligence ○ Hypothesized the existence of specific brain modules that allow people to perceive, understand, use, and manage emotions intelligently Raymond B. Cattell ● Postulated Crystallized and Fluid Intelligence ● Crystallized: acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education ● Fluid: nonverbal, relatively culture-free, and independent of specific instruction John Horn ● Student of Cattell ● Proposed the addition of several factors ○ Visual Processing (Gv) ○ Auditory Processing (Ga) ○ Quantitative Processing (Gq) ○ Speed Of Processing (Gs) ○ Facility With Reading And Writing (Grw) ○ Short-Term Memory (Gsm) ○ Long-Term Storage And Retrieval (Glr) ● Vulnerable Abilities: declines with age and tends not to return to pre-injury levels following brain damage (Gv) ● Maintained Abilities: does not decline with age and may return to preinjury levels following brain damage (Gq) Horn-Cattell Gf-Gc Theory of Intelligence ● Posits two levels of ability – broad and narrow ● Each broad ability consists of several narrow abilities ● Believed that Spearman’s g was a statistical entity that resulted from the cumulative investment of fluid reasoning into learning ○ Spearman’s g could not account for how different abilities developed over time and responded to disease and trauma Three-Stratum Theory of Cognitive Abilities ● Developed by John Carroll ● Three levels (strata) are defined as representing narrow, broad, and general cognitive ability ● Top stratum level is general intelligence (g) ● The second stratum is composed of eight abilities ○ Fluid Intelligence 2 | @studywithky

Robert Sternberg ● Developed the Triarchic Theory of Intelligence ● Proposed 3 types of intelligence ○ Practical: ability to find solutions that work in everyday life (“street smarts”) ○ Analytical: closely aligned with academic problem solving and computations ○ Creative: inventing or imagining a solution to a problem or situation MEASURING INTELLIGENCE TASKS USED TO MEASURE INTELLIGENCE Measuring Intelligence Across Lifespan ● Infancy ○ Intellectual assessment consists primarily of measuring sensorimotor development ○ Rely to a great degree on information obtained from a structured interview with the examinee’s caretakers ● Older Children ○ Assessment shifts to verbal and performance abilities ○ Administration of many of the items may be preceded with teaching items designed to provide the examinee with practice in what is required by a particular test item ● Adults ○ Should tap abilities such as retention of general information, quantitative reasoning, expressive language and memory, and social judgment ○ Tests of intelligence are seldom administered to adults for purposes of educational placement ○ Tests may be given to obtain clinically relevant information or some measure of learning potential and skill acquisition TESTS USED TO MEASURE INTELLIGENCE Considerations in Assessing a Test’s Appeal ● The theory (if any) on which the test is based ● The ease with which the test can be administered ● The ease with which the test can be scored ● The ease with which results can be interpreted for a particular purpose ● The adequacy and appropriateness of the norms ● The acceptability of the published reliability and validity indices ● The test’s utility in terms of costs versus benefits Alfred Binet ● Collaborated with Theodore Simon in developing a test to screen for children with developmental disabilities in the Paris schools ● Considered as the world’s first formal test of intelligence in 1905 ● The original Binet-Simon Scale was in use in the United States as early as 1908 ● By 1912 a modified version had been published that extended the age range of the test downward to 3 months ● The test was translated to English and extended by Lewis Terman Stanford-Binet Intelligence Scales: 5th Edition (SB5) ● The first published intelligence test to provide organized and detailed administration and scoring instructions ● First American test to employ the concept of IQ ● First test to introduce the concept of an alternate item (item to be substituted for a regular item under specified conditions) ● 1908: Introduced the concept of age scale and mental age ● 1916: Intelligence Quotient ● 1926: Terman and Merrill began the project to revise SB ● 1937: 2 equivalent forms of the scale was created – L and M ○ New types of tasks for use with preschool-level and adult-level test takers were also added ● 1956: SB was again revised ○ Only a single form (L-M) ○ Included the items considered to be the best from the two forms ○ Deviation IQ instead of ratio IQ tables ○ Deviation IQ: reflects a comparison of the performance with the performance of others of the same age ● SB4 introduced Point Scale ○ A test organized into subtests by category of item, not by age ● SB5 was designed for administration to assess as young as 2 and as old as 85 ○ Based on the Cattell-Horn-Carrol theory ○ Fluid Intelligence, Crystallized Intelligence, Quantitative Knowledge, Visual processing, Short-Term Memory 4 | @studywithky