Intelligence and Its Measurements

• "Intelligent person is equipped with the best sensory abilities"

  Galton
• "Abilities cannot be separated because they interact to produce one solution"


  Alfred Binet
• "Global capacity of an individual to act purposely"


  David Wechsler
• "Evolving biological adaptation to the world"


  Jean Piaget
• Heredity and environment interacts and influence the intelligence


  Interactionism
• Developed and published the Primary Mental Ability Test


  Thurstone
• Identifying the ability or groups of abilities deemed to constitute intelligence

  Factor-analytic theories
• Identifying the mental processes that constitute abilities

  Information-processing theories
• Postulated the existence of a general intellectual ability factor that is partially tapped by all other mental abilities

  Two-factor theory of intelligence
• Explained mental activities by deemphasizing any reference to g

  Guilford
• Acquired skills and knowledge that are dependent to exposure to a particular culture as well as on formal/informal education

  Crystallized Intelligence (Gc)
• This is independent to specific structure, nonverbal and culture-free.


  Fluid Intelligence (Gf)
• Decline with age and may not return if injured. May not decline with age and may return after injury.


  Vulnerable and Maintained Abilities
• It is based on a factor-analytic study of the correlation of individual-difference variables from data such as psychological tests, school marks and competence ratings from more than 460 datasets.

  Three-stratum theory of cognitive abilities
• Identifying tests from different batteries that can be use to test for students abilities


  Psychoeducational assessment
• Assessment that employs tests from different test batteries and entails interpretation of data from specified subtests

  Cross-battery assessment
• According to him, intelligence can be cluster to three: social intelligence, concrete intelligence, and abstract intelligence


  Thorndike
• Information is integrated all at one time

  Simultaneous or parallel processing
• Each bit of information is individually processed in a sequence


  Successive or sequential processing
• PASS model of intellectual functioning 


  Planning - strategy

  attention - receptivity to the information

  simultaneous and successive - information processing employed
• "Adult intelligence scales should tap abilities such as retention of general information, quantitative reasoning, expressive language and memory, and social judgment."


  David Wechsler
• In the early 1900s, he was charged with the responsibility of developing a test to screen for children with developmental disabilities in the Paris schools.


  Alfred Binet
• 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.

  Stanford-Binet
• In 1926, he began a project to revise the Stanford-Binet with his former student and subsequent colleague, Maud Merrill that took them 11 years


  Lewis Terman
• (the age level at which an individual appears to be functioning intellectually as indicated by the level of items responded correctly)

  Mental age
• The ratio of the testtaker’s mental age divided by his or her chronological age, multiplied by 100 to eliminate decimals

  Ratio IQ
• Reflects a comparison of the performance of the individual with the performance of others of the same age in the standardization sample

  Deviation IQ
• 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

  Point scale
• A test score or index derived from the combination of, and/or a mathematical transformation of, one or more subtest scores.

  Test composite
• Task used to direct or route the examinee to a particular level of questions

  Routing test
• Designed to illustrate the task required and assure the examiner that the examinee understands.


  Teaching items
• Lowest level of the items on a subtest.

  Floor
• The highest-level item of the subtest


  Ceiling
• Base-level criterion that must be met for testing on the subtest to continue

  Basal level
• If and when examinees fail a certain number of items in a row, tests will be discontinued

  Ceiling level
• It helps ensure that the early test or subtest items are not so difficult as to frustrate the testtaker and not so easy as to lull the testtaker into a false sense of security or a state of mind in which the task will not be taken seriously enough

  Adaptive testing
• The occasion of an individually administered test affords the examiner an opportunity for behavioral observation.


  Extra-test behavior
• The items were classified by subtests rather than by age. The test was organized into six verbal subtests and five performance subtests, and

  all the items in each test were arranged in order of increasing difficulty.

  Wecshler-Belluvue 1 Test
• One that is administered to obtain a composite score

  Core subtest
• (also sometimes referred to as an optional subtest) is used for purposes such as providing additional clinical information or extending the number of abilities or processes sampled.


  Supplemental subtests