Intelligence and Its

Measurement
GROUP 3
Member of Group
AGENGA, ANGELA GRACE
LIBOTAQUE, EUGUNE ROLAND
SIBAG, CHRISTINE
GUMBAN, JOASH PYRRHUS WYCLIFFE
BARCELONA, GENCHRIS
PONDIAS, NIKKA
INTELLIGENCE
a multifaceted capacity that
manifests itself in different ways
across the life span.
INTELLIGENCE
In general, intelligence includes the abilities to:
acquire and apply knowledge reason logically
plan effectively
infer perceptively
make sound judgments and solve problems
grasp and visualize concepts
pay attention
be intuitive
find the right words and thoughts with facility
cope with, adjust to, and make the most of new
situations
INTERACTIONISM
refers to the complex concept by which
heredity and environment are presumed to
interact and influence the development of
one’s intelligence.
FACTOR-ANALYTIC
THEORIES
the focus is squarely on identifying the
ability or groups of abilities deemed to
constitute intelligence.
 INFORMATION-
PROCESSING THEORIES

the focus is on identifying the specific

mental processes that constitute
intelligence.
 FACTOR-ANALYTIC
THEORIES OF
INTELLIGENCE
Factor analysis is a group of statistical techniques
designed to determine the existence of underlying
relationships between sets of variables, including test
scores.
 Measuring Intelligence
The measurement of intelligence entails sampling an
examinee’s performance on different types of tests and
tasks as a function of developmental level.
Some Tasks Used to Measure
Intelligence
 In infancy (the period from birth through 18 months),
intellectual assessment consists primarily of measuring
sensorimotor development.

The focus in evaluation of the older child shifts to verbal

and performance abilities.
 According to Wechsler (1958), adult intelligence scales
should tap abilities such as retention of general
information, quantitative reasoning, expressive language
and memory, and social judgment.

Note that tests of intelligence are seldom administered

to adults for purposes of educational placement. Rather,
they may be given to obtain clinically relevant
information or some measure of learning potential and
skill acquisition.
Table 9-1 (Sample Items used
to measure intelligence)
 Information
These are wide-ranging and tap general knowledge,
learning, and memory, are asked. Interests, education,
cultural background, and reading skills are some
influencing factors in the score achieved.
 Comprehension
In general, these questions tap social comprehension,
the ability to organize and apply knowledge, and what is
colloquially referred to as “common sense.”
 Similarities
Pairs of words are presented to the examinee, and the
task is to determine how they are alike. The ability to
analyze relationships and engage in logical, abstract
thinking are two cognitive abilities tapped by this type
of test.
 Arithmetic
Are presented and solved verbally. At lower levels, the
task may involve simple counting. Learning of arithmetic,
alertness and concentration, and short-term auditory
memory are some of the intellectual abilities tapped by
this test.
 Vocabulary
The task is to define words. This test is thought to be a
good measure of general intelligence, although
education and cultural opportunity clearly contribute to
success on it.
 Receptive Vocabulary
The task is to select from four pictures what the
examiner has said aloud. This tests taps auditory
discrimination and processing, auditory memory, and
the integration of visual perception and auditory input.
 Picture Naming
The task is to name a picture displayed in a book of
stimulus pictures. This test taps expressive language
and word retrieval ability.
 Digit Span
The examiner verbally presents a series of numbers, and
the examinee’s task is to repeat the numbers in the
same sequence or backward. This subtest taps auditory
short-term memory, encoding, and attention.
Letter-Number Sequencing
Letters and numbers are orally presented in a mixed-up
order. The task is to repeat the list with numbers in
ascending order and letters in alphabetical order.
Success on this subtest requires attention, sequencing
ability, mental manipulation, and processing speed.
 Picture Completion
The subject’s task here is to identify what important
part is missing from a picture. This subtest draws on
visual perception abilities, alertness, memory,
concentration, attention to detail, and ability to
differentiate essential from nonessential detail.
 Picture Arrangement
In the genre of a comic-strip panel, this subtest requires
the testtaker to re-sort a scrambled set of cards with
pictures on them into a story that makes sense. This
subtest is thought to tap the ability to comprehend or
“size up” a situation. Additionally, attention,
concentration, and ability to see temporal and cause-
and-effect relationships are tapped.
 Block Design
A design with colored blocks is illustrated either with
blocks themselves or with a picture of the finished
design, and the examinee’s task is to reproduce the
design. This test draws on perceptual-motor skills,
psychomotor speed, and the ability to analyze and
synthesize.
 Object Assembly
The task here is to assemble, as quickly as possible, a
cut-up picture of a familiar object. Some of the abilities
called on here include pattern recognition, assembly
skills, and psychomotor speed.
 Coding
The Wechsler coding task involves using a code from a
printed key. The test is thought to draw on factors such
as attention, learning ability, psychomotor speed, and
concentration ability.
 Symbol Search
The task is to visually scan two groups of symbols, one
search group and one target group, and determine
whether the target symbol appears in the search group.
The test is presumed to tap cognitive processing speed.
 Matrix Reasoning
A nonverbal analogy-like task involving an incomplete
matrix designed to tap perceptual organizing abilities
and reasoning.
 Word Reasoning
The task is to identify the common concept being
described with a series of clues. This test taps verbal
abstraction ability and the ability to generate alternative
concepts.
 Picture Concepts
The task is to select one picture from two or three rows
of pictures to form a group with a common
characteristic. It is designed to tap the ability to
abstract as well as categorical reasoning ability.
 Cancellation
The task is to scan either a structured or an
unstructured arrangement of visual stimuli and mark
targeted images within a specified time limit. This
subtest taps visual selective attention and related
abilities.
 The Stanford-Binet
Intelligence Scales: Fifth
Edition (SB5)
The history of the current version
of the Stanford-Binet Intelligence
Scales can be traced to Stanford
University, and the 1916 publication
of an English translation of the
Binet-Simon test authored by
Lewis Terman
Lewis Madison Terman (1877–
1956)
Born on a farm in Indiana, Terman was the 12th of 14 children in
the family. After stints at being a teacher and then a school
principal, Terman decided to pursue a career in psychology. In
1903 he was awarded a Masters degree. This was followed, two
years later, by a doctorate from Clark University.
. By 1916, largely owing to his revision and refinement of Binet’s test,
Terman became a prominent figure in the world of psychological
testing and assessment. During the first world war, Terman and
other leading psychologists were called upon to help the armed
forces develop measures that could be used to quickly screen
thousands of recruits.
Although the first edition of the Stanford-Binet was certainly not
without major flaws (such as lack of representativeness of the
standardization sample), it also contained some important
innovations. It was the first published intelligence test to provide
organized and detailed administration and scoring instructions. It
was also the first American test to employ the concept of IQ. And
it was the first test to introduce the concept of an alternate item,
an item to be substituted for a regular item under specified
conditions.
 In 1926, Lewis Terman began a project to
revise the Stanford-Binet with his former
student and subsequent colleague, Maud
Merrill

The project would take 11 years to

complete. Innovations in the 1937 scale
included the development of two
equivalent forms, labeled L (for Lewis) and
M (for Maud, according to Becker, 2003), as
well as new types of tasks for use with
preschool-level and adult-level testtakers.
Maud Amanda Merrill (1888–
1978)
After earning a BA degree from Oberlin
College in Minnesota, Merrill was accepted by
the Education Department of Stanford
University for Masters-level study with Lewis
Terman, then a professor in the educational
psychology program.
In her long and distinguished career, Merrill was
recognized not only for her expertise on the
Stanford-Binet and its administration, but for
her expertise in the area of juvenile delinquency
(Sears, 1979).
Another revision of the Stanford-Binet was well under
way at the time of Terman’s death at age 79 in 1956.
This edition of the Stanford-Binet, the 1960 revision,
consisted of only a single form (labeled L-M) and
included the items considered to be the best from
the two forms of the 1937 test, with no new items
added to the test.

A major innovation, however, was the use of the

deviation IQ tables in place of the ratio IQ tables. Earlier
versions of the Stanford-Binet had employed the ratio
IQ, which was based on the concept of mental age (the
age level at which an individual appears to be
functioning intellectually as indicated by the level of
items
The ratio IQ is the ratio of the testtaker’s mental age
divided by his or her chronological age, multiplied by
100 to eliminate decimals. As illustrated by the
formula for its computation, those were the days,
now long gone, when an IQ (for intelligence quotient)
really was a quotient.

mental age
ratio IQ = ------------------ x 100
chronological age
The term IQ is an abbreviation for “intelligence
quotient.” Despite the fact that modern expressions
of intelligence are no longer quotients, the term IQ is
very much a part of the public’s vocabulary.
 A child whose mental age and chronological age were
equal would thus have an IQ of 100. Beginning with the
third edition of the Stanford-Binet, the deviation IQ was
used in place of the ratio IQ.
The deviation IQ reflects a comparison of the
performance of the individual with the performance of
others of the same age in the standardization sample.
Essentially, test performance is converted into a
standard score with a mean of 100 and a standard
deviation of 16.
If an individual performs at the same level as the
average person of the same age, the deviation IQ is 100.
If performance is a standard deviation above the mean
for the examinee’s age group, the deviation IQ is 116.
 different items were grouped by age and the test was
referred to as an age scale. (a system for expressing
test scores in terms of the chronological ages at which
the scores are typically obtained.)

The Stanford-Binet: Fourth Edition (SB:FE) was a point

scale. In contrast to an age scale, a point scale is a test
organized into subtests by category of item, not by age
at which most testtakers are presumed capable of
responding in the way that is keyed as correct.
A test composite—formerly described as a deviation IQ
score—could also be obtained. In general, a test
composite may be defined as a test score or index
derived from the combination of, and/or a mathematical
transformation of, one or more subtest scores.
A routing test may be defined as a task used to direct
or route the examinee to a particular level of questions.
A purpose of the routing test, then, is to direct an
examinee to test items that have a high probability of
being at an optimal level of difficulty.

The routing tests, as well as many of the other subtests,

contain teaching items, which are designed to illustrate
the task required and assure the examiner that the
examinee understands.
 Some of the ways that the items of a subtest in
intelligence and other ability tests are described by
assessment professionals have parallels in your home.
For example, there is the floor. In intelligence testing
parlance, the term floor refers to the lowest level of the
items on a subtest.
The highest-level item of the subtest is the ceiling. On
the Binet, another useful term is basal level (a level that
constitutes the foundation or basis of a scale), which is
used to describe a subtest with reference to a specific
testtaker’s performance. Many Binet subtests have rules
for establishing a basal level, or a base-level criterion
that must be met for testing on the subtest to continue.
The Wechsler tests
A standard IQ test, such as the Wechsler Intelligence Scale
or Stanford Binet IQ test, is generally used to determine an
individual's intellectual functioning.
The average score is 100. People scoring below 70 are
considered to have mental retardation. Professionals also
assess the person's adaptive behavior.
(designed to measure intelligence and cognitive ability in
adults and older adolescents.)

In the early 1930s, psychologist David Wechsler’s

employer, Bellevue Hospital in Manhattan, needed an
instrument for evaluating the intellectual capacity of its
multilingual, multinational, and multicultural clients.
 David Wechsler (1896–1981)
Born in Romania, David Wechsler came to
New York City six years later with his parents
and six older siblings. He completed his
bachelor’s degree in 1916 at City College (New
York) and obtained a master’s degree at
Columbia University the following year.

Wechsler assisted Boring by evaluating the

data from one of the first large-scale
administrations of a group intelligence test (the
Army Alpha test) as the nation geared up for
World War I.
Short forms of intelligence
tests
The term short form refers to a test that has
been abbreviated in length, typically to
reduce the time needed for test
administration, scoring, and interpretation.

Sometimes, particularly when the testtaker is

believed to have an atypically short attention
span or other problems that would make
administration of the complete test impossible,
a sampling of representative subtests is
administered.
Group tests of intelligence
Group intelligence tests are administered in
groups to measure how a child's intellectual
performance compares with that of other
children in the same age group.

The Stanford revision of the Binet-Simon test

was published in 1916, and only one year later,
many psychologists were compelled to start
thinking about how such a test could be
adapted for group administration.
 Today, group tests are still administered to
prospective recruits, primarily for screening
purposes. In general, we may define a
screening tool as an instrument or procedure
used to identify a particular trait or
constellation of traits at a gross or imprecise
level.

Data derived from the process of screening

may be explored in more depth by more
individualized methods of assessment.
Other measures of intellectual
abilities
cognitive style is a psychological dimension that
characterizes the consistency with which one acquires
and processes information. for example, a student with
an impulsive cognitive style may respond very quickly to
questions, while a student with a reflective cognitive
style may wait before responding.
The heavy emphasis on correct response leaves little room for the
evaluation of processes such as originality, fluency, flexibility, and
elaboration. Stated another way, on most achievement tests the
thought process typically required is convergent thinking.
Convergent thinking is a deductive reasoning
process that entails recall and consideration
of facts as well as a series of logical
judgments to narrow down solutions and
eventually arrive at one solution.
Divergent thinking is a reasoning process in which
thought is free to move in many different directions,
making several solutions possible. Divergent thinking
requires flexibility of thought, originality, and
imagination. There is much less emphasis on recall of
facts than in convergent thinking.
 ISSUES IN THE
ASSESSMENT OF
INTELLIGENCE
CULTURE AND MEASURED
INTELLIGENCE
this desire to create what might has
resurfaced with various degree or
fervor throughout history.
 CULTURE FREE
INTELLIGENCE
TEST
this desire to create what might has
resurfaced with various degree or
fervor throughout history.
CULTURE LOADING
the extent to which a test
incorporates the vocabulary,
concepts, traditions, knowledge, and
feelings associated with a particular
culture.
 CULTURE-FAIR
INTELLIGENCE TEST
a test or assessment process designed to
minimize the influence of culture with regard to
various aspects of the evaluation procedures,
such as administration instructions, item
content, responses required of testtakers, and
interpretations made from the resulting data.
THE FLYNN EFFECT
is thus a shorthand reference to the
progressive rise in intelligence test
scores that is expected to occur on a
normed test intelligence from the
date when the test was first normed.
THE FLYNN EFFECT
 The Construct Validity
of Tests of Intelligence
The evaluation of a test’s construct validity proceeds
on the assumption that one knows in advance
exactly what the test is supposed to measure. For
intelligence tests, it is essential to understand how
the test developer defined intelligence.
 A PERSPECTIVE
In conclusion, the nature of intelligence and its
measurement remains a debated topic in psychology.
Intelligence tests have been proven to predict various social
outcomes, both positive and negative.
Focusing on environmental factors to improve intelligence
through interventions is crucial.
Intelligence continues to be a significant construct in
psychology.
Professionals involved in its assessment have a great
responsibility to ensure thorough preparation.
Thank
You