Tiêu đề 06 PsyAs - Intelligence.pdf ✅

06 – Intelligence PSYAS | 2024 - 2025 | NOT FOR SALE OUTLINE 1. What is Intelligence? a. Perspectives on Intelligence 2. Measuring Intelligence a. Tasks Used to Measure Intelligence b. Tests Used to Measure Intelligence 3. Issues in the Assessment of Intelligence a. Nature vs. Nurture b. Stability of Intelligence c. Construct Validity d. Other Issues WHAT IS INTELLIGENCE? DEFINING INTELLIGENCE Intelligence – does not have a precise meaning, researchers instead try to mark the boundaries of the concept ● Multifaceted capacity that manifests itself in different ways across the lifespan ● When scholars propose new definitions of intelligence, older definitions are not displaced ● Consists of the ability to: ○ Understand complex ideas ○ Adapt effectively to the environment ○ Learn from experience; ○ Engage in various forms of reasoning ○ Overcome obstacles by taking thought ● Many scholars assert that intelligence is much broader than just these PERSPECTIVES ON INTELLIGENCE Interactionism – idea that heredity and environment are presumed to interact and influence the development of intelligence ● Francis Galton ○ Believed that intelligence is caused by the ability to discriminate between small differences in sensations (sensory acuity) ○ “The more perceptive the senses are of difference, the larger is the field upon which our judgment and intelligence can act” ○ The first person to publish on the heritability of intelligence ○ He viewed intelligence as a number of distinct processes or abilities that could be assessed only by separate tests ● Alfred Binet ○ Called for more complex measurements of intellectual ability ○ Argued that when solving a problem, the abilities involved are interconnected and work together to produce the solution ○ Therefore, they cannot be separated ○ He discussed intelligence’s components in terms of reasoning, judgment, memory, and abstraction ○ Designed and developed tests to identify children who needed special education services ○ Age Differentiation: refers to the simple fact that one can differentiate older children from younger children ○ General Mental Ability: total product of the various separate and distinct elements of intelligence ● David Wechsler ○ Added that there are non-intellective factors that must be taken into account when assessing intelligence ○ Defined intelligence as the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment ○ It is composed of elements or abilities which, though not entirely independent, are qualitatively differentiable ● Jean Piaget ○ Proposed that intelligence is a kind of evolving biological adaptation to the outside world ○ As cognitive skills are gained, adaptation increases ○ Mental trial and error replaces physical trial and error ○ He believed that the process of cognitive development occurs neither solely through maturation nor solely through learning ○ As a consequence of interaction with the environment, psychological structures become reorganized Factor-Analytic Theories – focus is squarely on identifying the ability or groups of abilities deemed to constitute intelligence ● Factor Analysis: statistical techniques designed to determine the existence of underlying relationships between sets of variables ○ Assumption is that things that co-occur tend to have a common cause ○ Can help researchers decide how best to summarize large amounts of information about people by using just a few scores ○ Exploratory: used when exploring or looking for factors ○ Confirmatory: used to test highly specific hypotheses Charles Spearman 1 | @studywithky
● 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