psych asses

• Intelligence


  A multifaceted capacity that manifests itself in different ways across the life span. It includes: 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; and cope with, adjust to, and make the most of new situations.
• Research by STENBERG (1981) found a surprising degree of similarity between the experts' and laypeople's conception of intelligence
• Research by STENBERG (1981) found that in terms of academic intelligence, experts put emphasis on motivation, while laypeople stressed the importance of social aspects (based on culture)
• Research by SIEGLER and RICHARDS (1980) found that there is a different conceptions of intelligence as a function of developmental stages
• Research by YUSSEN and KANE (1980) suggested that children also have notions about intelligence as early as first grade
• FRANCIS GALTON


  First to publish on heritability of intelligence, thus framing the contemporary nature-nurture debate. He believed that most intelligent persons were those equipped with the best sensory abilities. He viewed intelligence as a number of distinct processes or abilities that could be assessed only by separate tests.
• INTERACTIONISM


  The complex concept by which heredity and environment are presumed to interact and influence the development of one's intelligence (Binet, Wechsler, and Piaget).
• ALFRED BINET


  Intelligence components includes: reasoning, judgment, memory, and abstraction. Binet argued that when one solves a particular problem, the abilities used cannot be separated because they interact to produce the solution. Binet never explicitly defined intelligence; he discussed its components in terms of reasoning, judgment, memory, and abstraction.
• DAVID WECHSLER


  Wrote extensively on what intelligence is, and he usually emphasized that it is multifaceted and consists not only of cognitive abilities but also of factors related to personality. Intelligence, operationally defined, is the aggregate (collective) or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Considered other factors (traits and personality) in assessing intelligence.
• JEAN PIAGET


  Intelligence may be conceived of as a kind of evolving biological adaptation to the outside world. Focused on the development of cognition in children. Schema (or Schemata) – an organized action or mental structure that when applied to the world, leads to knowing and understanding. The basic mental operations: Assimilation – actively organizing new information so that it fits in what already perceived and thought; Accommodation – changing what is already perceived or thought so that it fits with the new information. Disequilibrium – causes the individual to discover new information perceptions and communication skills.
• CHARLES SPEARMAN (Two-Factor Theory of Intelligence)

  Pioneered new techniques to measure intercorrelations between tests. He found that measures of intelligence tended to correlate to various degrees with each other. Spearman (1927) formalized these observations into an influential theory of general intelligence that postulated the existence of a general intellectual ability factor (denoted by an italic lowercase g) that is partially tapped by all other mental abilities. Credited with identifying the need to minimize measurement errors in testing. Theory of General Intelligence / Two-Factor Theory of Intelligence: (g) - general intellectual ability; (s) - specific components; and (e) - error components. The greater the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence. g factor is based on some type of general electrochemical mental energy available to the brain for problem solving. Abstract Reasoning – were thought to be the best measures of g in formal test. Group Factors – an intermediate class of factors common to a group of activities but not at all.
• JOY PAUL GUILFORD (Theory of Structured Intelligence)


  First serious attempt to use factor analytic techniques in the development of structured personality test. Intelligence is a systematic collection of abilities or functions for the processing of information of different kinds in various ways. de-emphasized (g). research on US Army Air Corps during the War, and he was able to identify 25 important mental ability factors. Structure of Intellect Model (SI Model) – which states that a person's success in general intelligence can be traced to elemental intellectual talents or elements of intelligence. Anticipate that individuals might be particularly gifted in some of these talents but deficient in others.
• LOUIS LEON THURNSTONE (Multiple Factor Theory of Intelligence/Multidimensional Theory)

  Intelligence can be conceived in terms of three clusters of ability: social intelligence (dealing with people), concrete intelligence (dealing with objects), and abstract intelligence (dealing with verbal and mathematical symbols). So incorporated a general mental ability factor (g) into the theory, defining it as the total number of modifiable neural connections or "bonds" available in the brain. Intelligence is considered as mental trait. It is the capacity for abstraction, which is inhibitory process. Seven Primary Abilities: 1. Word Fluency, 2. Verbal Comprehension, 3. Spatial Visualization, 4. Number Facility/ Numerical Ability, 5. Associative Memory, 6. Reasoning, 7. Perceptual Speed.
• HOWARD GARDNER (Multiple Intelligences Theory)

  Intelligence in terms of the ability "to resolve genuine problems or difficulties as they are encountered" (Gardner, 1983). Intelligence is the ability to solve problems or to create products, that are valued within one or more cultural settings. Theory of Multiple Intelligence: 1. Logical-mathematical Intelligence, 2. Linguistic Intelligence, 3. Spatial Intelligence, 4. Musical Intelligence, 5. Bodily-kinesthetic Intelligence, 6. Intrapersonal Intelligence, 7. Interpersonal Intelligence, 8. Naturalistic Intelligence, 9. Existential Intelligence.
• RAYMOND CATTELL (Gc and Gf Intelligence)

  Postulated the existence of two major types of cognitive abilities: Crystallized Intelligence (Gc) – acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal evaluation; Fluid Intelligence (Gf) – nonverbal, relatively culture-free and independent of specific instruction.
• JOHN HORN (Gv and Gq Model)

  Addition of several factors to his mentor's, Raymond Cattel, work: Gv - Visual Processing, Ga - Auditory Processing, Gq - Quantitative Processing, Gs - Speed Processing, Grw - Reading and Writing, Gsm - Short Term Memory, Glr - Long Term Storage and Retrieval.
• JOHN CARROLL (Three Stratum Theory of Cognitive Abilities)


  Three Stratum Model of Human Cognitive Abilities: Stratum III -the general level/general intellectual ability (g); Stratum II -the broad level; 8 factors; Stratum I -the specific level; more specific factors.
• MCGREW AND FLANAGAN (CHC Model [Cattell-Horn-Carroll Model or Broad Stratum])


  CHC Model – an abbreviation for Cattell-Horn-Carroll model of cognitive abilities. This theory of intelligence is a synthesis of Cattell and Horn's Gf-Gc Model of fluid and crystallized intelligence and Carroll's Three Stratum Hierarchy. 10 Broad Stratum and Over 70 narrow stratum. The Cattell-Horn and Carroll models are similar in several respects, among them the designation of broad abilities (second-stratum level in Carroll's theory) that subsume several narrow abilities (firststratum level in Carroll's theory). Still, any prospective integration of the Cattell-Horn and Carroll models must somehow account for the differences between these two models. One difference involves the existence of a general intellectual (g) factor.
• Level or speed factor


  Each different depending on the second stratum to which they are linked
• CHC Model


  Cattell-Horn-Carroll model of cognitive abilities
• CHC Model


  • Synthesis of Cattell and Horn's Gf-Gc Model of fluid and crystallized intelligence and Carroll's Three Stratum Hierarchy
  • 10 Broad Stratum
  • Over 70 narrow stratum
• Cattell-Horn and Carroll models

  Similar in several respects, among them the designation of broad abilities (second-stratum level in Carroll's theory) that subsume several narrow abilities (first-stratum level in Carroll's theory)
• Cattell-Horn and Carroll models

  Differ in the existence of a general intellectual (g) factor
• For Carroll, g is the third-stratum factor, subsuming Gf, Gc, and the remaining six other broad, second-stratum abilities
• In the Cattell-Horn model, g has no place
• Cattell-Horn and Carroll models

  Differ in whether abilities labeled "quantitative knowledge" and "reading/writing ability" should each be considered a distinct, broad ability
• For Carroll, all of these abilities are first-stratum, narrow abilities
• Cross Battery Assessment


  Comprehensive assessment that employs test from different test batteries
• McGrew-Flanagan CHC model


  • Features ten "broad-stratum" abilities and over seventy "narrow-stratum" abilities, with each broad-stratum ability subsuming two or more narrow-stratum abilities
  • Broad-stratum abilities: fluid intelligence (Gf), crystallized intelligence (Gc), quantitative knowledge (Gq), reading/writing ability (Grw), short-term memory (Gsm), visual processing (Gv), auditory processing (Ga), long-term storage and retrieval (Glr), processing speed (Gs), and decision/reaction time or speed (Gt)
• Thorndike's conception of intelligence


  Three clusters of ability: Social Intelligence (dealing with people), Concrete Intelligence (dealing with objects), Abstract Intelligence (dealing with verbal and mathematical symbols)
• Information-Processing Approach


  Focuses on the mechanisms by which information is processed - "how information is processed rather than what is being processed"
• Types of Information Processing

  • Simultaneous or Parallel Processing - information is integrated all at one time
  • Successive or Sequential Processing - information is individually processed in sequence
• Simultaneous Processing


  Integrated and synthesized (e.g. Art Appreciation)
• Successive Processing


  Logical and analytical (e.g. Memorizing telephone numbers)
• Kaufman Assessment Battery for Children 2nd Edition rely heavily on the concept of simultaneous and successive processing
• Sternberg's Triarchic Theory of Intelligence

  • Three principal elements: metacomponents, performance components, and knowledge-acquisition components
  • Analytical or Academic Intelligence (Componential) - analytical giftedness; takes apart problems and sees solutions not often seen
  • Creative or General Intelligence (Experiential) - ability to deal with new situations using past experience and current skills; familiarity with novel situations and automation
  • Practical or Everyday Intelligence (Contextual) - deals with mental activity involved in attaining fit to context; creates an ideal fit between person and setting; street smarts
• PASS Model


  • Extension of Simultaneous and Successive Approach, included planning and attention as another factor of Intelligence
  • PLANNING - strategy development for problem solving
  • ATTENTION - receptivity to information
  • SIMULTANEOUS and SUCCESSIVE - type of information processing
• Cognitive Assessment System - cognitive ability test expressly designed to tap PASS Model
• Preformationism


  All living organisms are preformed at birth, and therefore cannot be improved
• Predeterminism


  One's abilities are pre-determined by genetic inheritance and that no amount of learning or other intervention can enhance what has been genetically encoded to unfold over time