Intelligence

and
Intelligence
Assessment
 Suppose you were asked to define the word
intelligence.

 What types of behaviors would you include in

your definition?
 What is Assessment?
 Psychological assessment - is the use of
specified testing procedures to evaluate the
abilities, behaviors, and personal qualities of
people.
 In fact, China employed a sophisticated
program of civil service testing over 4,000
years ago—officials were required to
demonstrate their competence every third
year at an oral examination.

 Two thousand years later, during the Han

Dynasty, written civil service tests were used
to measure competence in the areas of law,
the military, agriculture, and geography.
 China’s selection procedures were observed
and described by British diplomats and
missionaries in the early 1800s.

 Modified versions of China’s system were

soon adopted by the British and later by the
Americans for the selection of civil service
personnel (Wiggins, 1973).
 The key figure in the development of Western
intelligence testing was an upper-class
Englishman, Francis Galton (1822–1911) . He
greatly influenced subsequent thinking on
the methods, theories, and practices of
testing.

 He was interested in how and why people

differ in their abilities. He wondered why
some people were gifted and successful—like
him—while many others were not.
 Galton was the first to postulate four important ideas about the
assessment of intelligence:

 First, differences in intelligence were quantifiable in terms of

degrees of intelligence.

 Second, differences among people formed a bell-shaped curve, or

normal distribution. On a bell-shaped curve, most people’s scores
cluster in the middle, and fewer are found toward the two
extremes of genius and mental deficiency.

 Third, intelligence, or mental ability, could be measured by

objective tests, tests on which each question had only one “right”
answer.

 Fourth, the precise extent to which two sets of test scores were
related could be determined by a statistical procedure he called
co-relations, now known as correlations.
 Galton believed, that genius was inherited. In
his view, talent, or eminence, ran in families;
nurture had only a minimal effect on
intelligence.
Basic Features of Formal Assessment

 A formal assessment procedure should meet

three requirements.

 The assessment instrument should be (1)

reliable, (2) valid, and (3) standardized.
 Reliability
 Reliability is the extent to which an assessment
instrument can be trusted to give consistent scores.

 If you stepped on your bathroom scale three times

in the same morning and it gave you a different
reading each time, the scale would not be doing its
job. You would call it unreliable because you could
not count on it to give consistent results. Of course,
if you ate a big meal in between two weighings, you
wouldn’t expect the scale to produce the same
result
 What is validity?
Validity _ The degree to which a test measures
what it is supposed to measure; it’s essentially
the same as construct validity.

Three important types of validity are content

validity, criterion-related validity, and
construct validity.
Content validity - The extent to which a test
adequately measures the full range of the domain
of interest.

Criterion-related validity - The degree to which

test scores indicate a result on a specific measure
that is consistent with some other criterion of the
characteristic being assessed.

Construct validity –The degree to which a test

adequately measures an underlying construct.
 Norms and Standardization
 We have a reliable and valid test, but we still need norms
to provide a context for interpreting different test scores.

 For example, you get a score of 18 on a test designed to

reveal how depressed you are. What does that mean? Are
you a little depressed, not at all depressed, or about
averagely depressed?

 To find out what your score means, you would want to

compare your individual score with typical scores, or
statistical norms, of other students. You would check the
test norms to see what the usual range of scores is and
what the average is for students of your age.
 norm - Standard based on measurement of a
large group of people; used for comparing
the scores of an individual with those of
others within a well-defined group.

 Standardization - A set of uniform

procedures for treating each participant in a
test, interview, or experiment, or for
recording data.
 Intelligence Assessment

How intelligent are you or your friends?

 “Intelligence is a very general mental

capability that, among other things, involves
the ability to reason, plan, solve problems,
think abstractly, comprehend complex ideas,
learn quickly and learn from experience”
 To measure intellectual performance, Binet designed
age-appropriate problems or test items on which
many children’s responses could be compared.

 Children of various ages were tested, and the average

score for normal children at each age was computed.

 mental age- the age at which a child is performing

intellectually, expressed in terms of the average age
at which normal children achieve a particular score.

 chronological age - The number of months or years

since an individual’s birth.
 IQ Tests

 Although Binet began the standardized

assessment of intellectual ability in France,
 U.S. psychologists soon took the lead. They

also developed the IQ, or intelligence

quotient.
 The IQ was a numerical, standardized measure
of intelligence.

 Two families of individually administered IQ

tests are used widely today: the Stanford–Binet
scales and the Wechsler scales.

 Terman provided a base for the concept of the

intelligence quotient, or IQ (a term coined by
William Stern, 1914
 Intelligence quotient (IQ) - An index derived
from standardized tests of intelligence;

 originally obtained by dividing an individual’s

mental age by chronological age and then
multiplying by 100; now directly computed as
an IQ test score.

 IQ = mental age / chronological age x 100

 https://stanfordbinettest.com/
 http://www.freeiqtestonline.com/q5.php
 https://
wechslertest.com/quiz/quick-quiz/question/
1

 http://www.free-iqtest.net/iq.asp
 David Wechsler in New York set out to correct the
dependence on verbal items in the assessment of
adult intelligence.

 In 1939, he published the Wechsler–Bellevue

Intelligence Scale, which combined verbal subtests
with nonverbal, or performance, subtests.

 After a few changes, the test was retitled the

Wechsler Adult Intelligence Scale—the WAIS—in
1955. Today, you would take the WAIS-IV
 1. both of them are hermetic.
 2. emulate- to try to be like someone or

something else, usually because
you admire them
 3. 8.75 $
 Intellectual Disability and Learning
Disorders

 learning disorder - A disorder defined by a

large discrepancy between individuals’
measured IQ and their actual performance.
 Intellectual disability can be brought about by a number of
genetic and environmental factors.

 Individuals with Down syndrome—a disorder caused by extra

genetic material on the 21st chromosome— often have low
IQs.

 Another genetic disorder, known as phenylketonuria (PKU),

also has a potential negative impact on IQ However, through
strict adherence to a special diet, people can control the
negative effects of PKU if it is diagnosed in infancy.

 Family studies suggest that genetic inheritance likely plays a

role for intellectual disability only in the IQ range of 55 to 70
 Pregnant women who suffer diseases such as
rubella and syphilis are at risk for having
children with intellectual disabilities.

 In addition, pregnant women who consume

alcohol or other drugs, particularly during the
early weeks of pregnancy, also increase the
likelihood of having children with cognitive
deficits
 Theories of Intelligence
 Charles Spearman carried out an early and influential
application of factor analysis in the domain of intelligence.

 He concluded that there is a factor of general intelligence, or

g, underlying all intelligent performance .

 Each individual domain also has associated with it specific

skills that he called s.

 For example, a person’s performance on tests of vocabulary or

arithmetic depends both on his or her general intelligence and
on domain-specific abilities.
 Raymond Cattell (1963), determined that general
intelligence can be broken down into two relatively
independent components, which he called crystallized and
fluid intelligence.

 Crystallized intelligence- involves the knowledge a person

has already acquired and the ability to access that
knowledge; it is measured by tests of vocabulary,
arithmetic, and general information.

 Fluid intelligence - is the ability to see complex

relationships and solve problems; it is measured by tests
of block designs and spatial visualization in which the
background information needed to solve a problem is
included or readily apparent.
 Robert Sternberg (1999) also stresses the
importance of cognitive processes in problem
solving as part of his more general theory of
intelligence.

 Sternberg outlines a three part theory. His three

types of intelligence, analytical, creative, and
practical, all represent different ways of
characterizing effective performance.

 Sternberg suggests that successful intelligence

reflects performance in all three domains.
 Analytical intelligence- provides the basic information-
processing skills that people apply to life’s many familiar
tasks.

 Creative intelligence - captures people’s ability to deal with

novel problems. “creative intelligence involves skills used to
create, invent, discover, imagine, suppose, or hypothesize.

 Practical intelligence is reflected in the management of day-

to-day affairs. It involves your ability to adapt to new and
different environments, select appropriate environments, and
effectively shape your environment to suit your needs
Gardner’s Multiple Intelligence
 Howard Gardner (1999, 2006) has also
proposed a theory that expands the definition
of intelligence beyond those skills covered on
an IQ test. Gardner identifies numerous
intelligences that cover a range of human
experience.
 http://
www.collegesuccess1.com/InstructorManual4
thEd/Learning%20Style/MI_quiz.pdf
 Emotional Intelligence- EQ
 In recent years, researchers have begun to explore a type of
intelligence— emotional intelligence —that is related to
Gardner’s concepts of interpersonal and intrapersonal
intelligence.

Emotional intelligence has four major components:

1. The ability to perceive, appraise, and express emotions
accurately and appropriately
2. The ability to use emotions to facilitate thinking

3. The ability to understand and analyze emotions and to use

emotional knowledge effectively
4. The ability to regulate one’s emotions to promote both
emotional and intellectual growth
 https://memorado.com/emotional_quotient
 Heredity and IQ
 Whether IQs are similar within family trees?

 To answer this more limited question,

researchers need to tease apart the effects of
shared genes and shared environment. One
method is to compare functioning in identical
twins (monozygotic), fraternal twins
(dizygotic), and relatives with other degrees
of genetic overlap.
As you can see, the
greater the genetic
similarity, the
greater the IQ
similarity.
 A heritability estimate of a particular trait,
such as intelligence, is based on the
proportion of the variability in test scores on
that trait that can be traced to genetic
factors.

 Researchers who have reviewed the variety of

studies on heritability of IQ conclude that
about 30 to 80 percent of the variance in IQ
scores is due to genetic makeup
 That range in heritability estimates arises, in
part, because heritability increases across the
life span.

 4-6 years old children heritability estimate=

40 %
 childhood= 60%
 Adulthood= 80%
 we know that genetic inheritance is not solely
responsible for anyone’s IQ. Environments must
also affect IQ.

 Environments are made up of many components

that are in a dynamic relationship and that
change over time. So it becomes difficult for
psychologists to say what kinds of environmental
conditions—attention, stress, poverty, health,
war, and so on—actually have an impact on IQ.
 Why does socioeconomic status (SES) affect IQ?

 Wealth versus poverty can affect intellectual functioning in

many ways, health and educational resources being two of
the most obvious.

 Poor health during pregnancy and low birth weight are solid
predictors of a child’s lowered mental ability. Furthermore,
impoverished homes may suffer from a lack of books, written
media, computers, and other materials that add to one’s
mental stimulation. The “survival orientation” of poor
parents, especially in single parent families, that leaves
parents little time or energy to play with and intellectually
stimulate their children is detrimental to performance on
tasks such as those on standard IQ tests.
 Assessment of Intelligence and
creativity

 Name all items, which have shapes of square.

 During 3 minutes write down as many eatable

white items as you can.

 Name all possible use of brick.