5016 intelligence

• The Wealth of Nations was written

  1776
• Rational


  (in classical economic theory) economic agents are able to consider the outcome of their choices and recognise the net benefits of each one
• Rational agents will select the choice which presents the highest benefits
• Consumers act rationally by


  Maximising their utility
• Producers act rationally by


  Selling goods/services in a way that maximises their profits
• Workers act rationally by


  Balancing welfare at work with consideration of both pay and benefits
• Governments act rationally by


  Placing the interests of the people they serve first in order to maximise their welfare
• Rationality in classical economic theory is a flawed assumption as people usually don't act rationally
• Marginal utility


  The additional utility (satisfaction) gained from the consumption of an additional product
• If you add up marginal utility for each unit you get total utility
• PSYC5016 Personality, Individual Differences and Psychometrics
• Human intelligence: how can it be measured?
• Intelligence


  Generally, intelligence is understood as that capacity that allows us to flexibly exploit the constraints of our environment to solve problems and meet our goals
• Intelligence


  The ability to derive information, learn from experience, adapt to the environment, understand, and correctly utilize thought and reason
• Charles Spearman's 2 Factor Theory


  • General intelligence or g
  • Specific intelligences, or s, which are specific skills and knowledge needed to answer the questions on a particular test
• Cattell's theory


  • Crystallised intelligence represents cumulative learning experience: education and experience, which develops over time, increases with age
  • Fluid intelligence deals with abstract relations, represents the ability to deal with new problems, where prior experience and knowledge are of little use. Not taught, culture free, declines with age in adulthood

  
• Howard Earl Gardner's theory of multiple intelligences


  • 8 distinct kinds of intelligence
  • IQ tests tend to only measure 3: linguistic, logical-mathematical, spatial
  • Applied more specifically to education
  • Problems – vague and little empirical evaluation

  
• Latent trait


  We cannot measure perceptions, emotions, attitudes, personality traits directly, we need to rely on their indirect assessment through the responses to a set of observed variables (items, questions….). These observed variables are often referred to as "indicators", as they are designed to reflect the "latent trait" being assessed.
• Tests of intelligence


  • Woodcock-Johnson Tests of Cognitive Abilities (WJ III)
  • Differential Ability Scales-II (DAS-II)
  • Kaufman Assessment Battery for Children-II (KABC-II)
  • Stanford-Binet Intelligence Scales 5th Ed (SB5)
  • Das-Naglieri Cognitive Assessment System (CAS)
  • Reynolds Intellectual Assessment Scales (RIAS)
  • Intelligence and Development Scales – 2nd Ed (IDS-2)
• Tests we will look at

  • Raven's 2 Progressive Matrices Clinical Edition
  • Cognitive Abilities Test (CAT-4)
  • Wechsler Adult Intelligence Test (WAIS-IV)
  • Wechsler Intelligence Scale for Children (WISC-V)
• Raven's 2 Progressive Matrices


  • Designed to measure 'g'
  • Eductive ability – to think clearly and solve complex problems
  • Provides screening, useful for determining need for more comprehensive testing
  • Consists of universal geometric shapes
  • Requires minimal verbal instruction
  • Requires no spoken or written response
  • Norms for 4-69 years
  • Paper or digital format

  
• Cognitive Abilities Test (CAT)


  • Most widely used test of reasoning abilities in the UK & Ireland
  • CAT4 – latest edition
  • Designed for 6-17+ year-olds, used in primary & secondary schools
  • Standardized on 25,000 students
  • Digital and paper format, 3 tests of 45 mins each, 2 hrs 15 mins
  • Measures verbal reasoning, non-verbal reasoning, quantitative reasoning and spatial reasoning
• Deary, I.J., Strand, S., Smith, P. & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
• Strand, S. (2004). Consistency in reasoning test scores over time. British Journal of Educational Psychology, 74, 617-631.
• Strand, S., Deary, I.J. & Smith, P. (2006). Sex differences in Cognitive Abilities Test scores: A UK national picture. British Journal of Educational Psychology, 76 (3), 463-480.
• Strand (2004) study


  • Aim: To examine long-term consistency of CAT-2E scores
  • Sample: Over 10,000 Year 6 (age 10+) pupils, followed up in Year 9 (age 13+)
  • CAT2E: Verbal reasoning (VR) 4 tests, Quantitative reasoning (QR) 3 tests, Non-verbal reasoning (NVR) 3 tests
  • Methods: Correlation coefficients and change scores

  
• CAT2E - Verbal Reasoning (VR)

  • Vocabulary
  • Sentence completion
  • Verbal classification
  • Verbal analogies
• CAT2E - Quantitative Reasoning (QR)


  • Quantitative relations
  • Number series
  • Equation building
• CAT2E - Non-Verbal Reasoning (NVR)


  • Figure classification
  • Figure analogies
  • Figure synthesis
• Mean CAT2E scores: Mean=100, SD=15

  
• High correlations over time - .87 (VR) to .76 (NVR)
• Deary et al. (2007) - a description of an empirical study on intelligence and educational achievement
• Measure of intelligence – Cognitive Abilities Test (CAT): verbal, quantitative, non-verbal reasoning (10 subtests)
• Measure of educational achievement – school examination results. N=74403 (37,509 girls, 36,894 boys) across England
• Associations between measures; sex differences
• David Wechsler (1896-1981)
• Columbia University, USA and worked with United States Army
• Worked under Pearson & Spearman in London, UK
• Psychologist at Bellevue Psyc
• Intelligence


  Ability to learn, understand, and apply knowledge