Scribd
Upload
352 views23 pages

Intelligence Tests

The document discusses intelligence tests and provides details about two prominent individual tests: the Stanford-Binet Intelligence Test and the Wechsler Intelligence Scales. It describes the purpose, administration, scoring, and interpretation of these tests and what cognitive abilities they aim to measure such as verbal comprehension, perceptual reasoning, working memory, and processing speed.

Uploaded by

Rehana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
352 views23 pages

Intelligence Tests

The document discusses intelligence tests and provides details about two prominent individual tests: the Stanford-Binet Intelligence Test and the Wechsler Intelligence Scales. It describes the purpose, administration, scoring, and interpretation of these tests and what cognitive abilities they aim to measure such as verbal comprehension, perceptual reasoning, working memory, and processing speed.

Uploaded by

Rehana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 23

Intelligence Tests

Intelligence Tests

 Modern Intelligence tests are divided into two types:


 Individual Tests
 Group Tests

 Individual test : one individual is tested at a time


 Group test : group of individuals tested at a time
Individual Test

Individual Test

Performance
Verbal Tests
Tests
Verbal or Language Tests

 These tests make use of language. Here the instructions are


given in words (either in written or oral form or both).
Individuals are required to use language as well as paper or
pencil for giving the responses. The test content is loaded with
verbal material
Non-Verbal or Non-Language Tests

 These tests involve such activities in which the use of


language is not necessary. The use of language is eliminated
from the test content and response expect in giving directions.
INDIVIDUAL TESTS:

 Two Individual tests stand out in the measurement of


intelligence:
 Stanford-Binet Intelligence test
 Wechsler Intelligence Scale
Stanford-Binet Intelligence Test

 Stanford-Binet test(1916) is a new version of Binet- Simon test


 In the year 1905, two French Psychologist Binet and Simon
discover the Intelligence test.
 After that in 1916 it was modified by American Psychologist
Lewis Terman with Binet At Stanford University for current use
of Intelligent assessment.
 Afterwards, it is known as Stanford-Binet Intelligence Test
Stanford-Binet Intelligence Test

 Age Group: 2-23 years


 Total time : 30 to 90 minutes
 In this Version, Terman adopted the system of calculating IQ
using the formula: I.Q. = (Mental Age/Chronological Age)*100
 If a child could pass the tests expected of a 6 years old, then the
child is expected to have a mental age 6. His chronological Age
is 6. I.Q. = (6/6)*100 =100
 Today, the term intelligence quotient and its original formula
are no longer used. Instead, the emphasis has been shifted
from chronological age to the idea of an average score for that
person’s group.
 According To this modified system, I.Q. =(Actual test
score/Average score for norm group)*100 This is known as
Deviation IQ because the score is a measure of how different
someone is from the other in the group
The Stanford-Binet measures five factors of
cognitive ability:

 Fluid Reasoning is the ability to solve novel problems, whether presented verbally or
nonverbally.
 Quantitative Reasoning is the ability to solve problems with numbers or numerical
concepts.
 Knowledge is the accumulated fund of general information acquired at home, school, work,
and in daily life.
 Visual-Spatial Processing is the ability to see patterns and manipulate visual images,
geographic shapes, or 3-D objects.
 Working Memory is the ability to store information in short-term memory and then sort or
transform that information.
WECHSLER SCALE

 The first popular individual test is the Wechsler Intelligence


scale (1938).
 Developed by Dr. David Wechsler, a clinical psychologist.
 The test measures one’s ability to adapt and constructively
solve problems in the environment.
WECHSLER SCALE

 Consists of four scales:


1) WAIS – Wechsler Adult Intelligence Test
2) WISC – Wechsler Intelligence Scale for Children
3) WPPSI – Wechsler Preschool and Primary Scale of Intelligence
4) WASI – Wechsler Abbreviated Scale of Intelligence
 WAIS : to measure intelligence and Cognitive ability in adults
and older Adolescents (16-74 years)
 WISC : intelligence test for children between the ages of 6 to 16
years
 WPPSI : intelligence test for children between the ages 4-6 years
 WASI-II : intelligence test for children, adolescents and adults
between 6 to 90 years of age
 Wechsler intelligence provides Full Scale IQ (i.e., Global and
aggregate measure of intelligence) and 4 Index scores:
 Verbal Comprehension Index (VCI),
 Perceptual Reasoning Index (PRI)
 Working Memory Index (WMI),
 Processing Speed Index (PSI).
Verbal Comprehension Index (VCI)

 This index measures verbal knowledge/understanding obtained through both


informal and formal education. It reflects application of verbal skills to new
situations. One of the best predictors of overall intelligence.
 Vocabulary: Measures word knowledge and verbal concept formation. The
individual is required to name the pictures displayed in the stimulus book and
give definitions for words the examiner reads aloud.
 Comprehension: Measures verbal reasoning and conceptualization, verbal
comprehension, and verbal expression. Individuals must answer questions based
on their understanding of general principles and social situations.
Verbal Comprehension Index (VCI)

 Similarities: This subtest measures verbal reasoning and concept formation.


The individual must identify the similarity between two dissimilar words and
describe how they are similar.
 Information: Measures the individual’s ability to acquire, retain, and retrieve
general factual knowledge. The test requires to answer questions that address a
broad range of general knowledge topics.
 Word Reasoning: Measures verbal comprehension, word reasoning, verbal
abstraction, domain knowledge, the ability to integrate and synthesize different
types of information.
Perceptual Reasoning Index (PRI)

 This index measures one’s ability to interpret and organize visual information and ability to
solve problems.
 Block Design: The individual views a constructed model or a picture in the stimulus book.
Within a specified time limit, the examinee recreates the design using nine identical blocks.
 Matrix Reasoning: In this exercise, a child examines a matrix (filled with pictures of certain
objects) that is missing a section. The child then selects the missing portion from a group of
picture options.
 Picture Concepts: The individual sees rows with pictures of various objects and selects those
objects that are similar and should be grouped together.
 Picture Completion: This test requires the individual to view a picture and then point to or
name the important part missing within a specified time limit.
Working Memory Index (WMI)

 This index measures one’s ability to temporarily retain information in memory, perform
some operation or manipulation with it, and produce a result. Involves attention,
concentration, and mental control.
 Digit Span: This subtest measures auditory short-term memory, sequencing skills,
attention, and concentration. Digit Span Forward and Backward
 Letter-Number Sequencing: The individual is asked to read a sequence of numbers and
letters and recall the numbers in ascending order and the letters in alphabetical order.
 Arithmetic: It requires the individual to mentally solve a series of orally presented
arithmetic problems within a specified time limit.
Processing Speed Index (PSI)

 This index measures one’s ability to quickly and correctly scan, sequence, or
discriminate simple visual information. Involves concentration and rapid eye-
hand coordination.
 Coding: The individual copies symbols that are paired with simple geometric
shapes or numbers.
 Symbol Search: The individual scans the search group and indicates whether the
target symbol(s) matches any of the symbols in the search group within a
specified time limit.
 Cancellation: The individual scans both a random and a structured arrangement
of pictures and marks target pictures within a specified time limit.
Interpreting scores on the Wechsler scales

 The first step is reporting and describing the examinee’s Full Scale IQ
(FSIQ) score (i.e., the examinee’s overall level of intellectual ability).
 Examiners compare the examinee’s FSIQ to those of the general
population.
 A person who has a FSIQ score of 100 is functioning within the average
range of intellectual ability. Examiners should report the FSIQ score
along with the appropriate percentile rank and descriptive classification in
relation to the level of performance (e.g., average, high average, etc.).
Interpreting scores on the Wechsler scales
Interpreting scores on the Wechsler scales

 Another step in interpretation involves interpreting the index scores.


Examiners may begin by reporting each index score, including the
qualitative description and the percentile rank.
 Examiners can also analyze an examinee’s strengths and weaknesses on
the index scores by identifying significant statistical differences between
the index scores.
 For example, an examinee may have a good verbal ability (high VCI), but
a weakness in working memory (a relatively lower score on WMI).
Interpreting scores on the Wechsler scales

 Interpretation can also involve describing and analyzing subtest scores


within an individual’s profile. Using a three-category descriptive
classification, subtest scores may be described as follows:
 Subtest scaled scores of 1 to 7 indicate a relative weakness.
 Subtest scores of 8 to 12 indicate average ability.
 Subtest scores of 13 to 19 indicate a relative strength.
 Identifying the highest and lowest subtest scores can be useful in
specifying particular strengths and weaknesses of an individual’s
performance.

You might also like