Chapter 7Assessment: Intellectual and Cognitive Measures
INTRODUCTION TO CLINICAL PSYCHOLOGY 2EHUNSLEY & LEE
PREPARED BY DR. CATHY CHOVAZ, KING’S COLLEGE, UWO
Defining Intelligence: Theories of Intelligence Assessing Intelligence
Clinical Context Wechsler Intelligence Scales Administration, Scoring, and Interpretation
Issues A closer look at the WAIS-IV Canadian Normative Data Emotional Intelligence Other Intelligence Scales
Topics:
There have been many different attempts to adequately define intelligence
Wechsler (1939): Intelligence is a person’s global capacity to act purposefully, to think in a rational manner, and to deal effectively with his/her environment.
Intelligence – what is it?
1. Factor Models: Two or more factors thought to be more or less at the same level
2. Hierarchical Models: Different levels of factors with some factors being sub-domains of other factors
3. Information Processing Models: Less on the organization and more on how the brain processes information
Theories of Intelligence
1. Charles Spearman: Proposed that all intellectual activities share a common core: General factor, g
• Postulated there were also a number of specific factors, s
• Based on intercorrelations with tests of sensory abilities
• Idea still is retained in most theories of intelligence
2. Thurstone: Primary mental abilities as relatively distinct abilities
• Proposed that the overlap among primary mental abilities was Spearman’s g factor
• Also developed a measure of intelligence based on his model
Theories of Intelligence: Factor Models
1. Raymond Cattell: Believed current tests were too focused on verbal and school-based abilities
• Developed a test based on more perceptual aspects of intelligence
Fluid intelligence: ability to solve problems without drawing on prior experiences (innate intellectual ability)
Crystallized Intelligence: what we have learned from life and our experiences (including formal education)
Theories of Intelligence: Hierarchical Models
1. Sternberg’s Triarchic Theory: Based on how humans process information (three interrelated components)
i. Componential: executive functioning, performance speed, knowledge acquisition
ii.Experiential: the influence of task novelty on problem solving
iii.Contextual: adaptation, alteration, and selection of the environment
Theories of Intelligence: Information Processing Models
2. Gardner’s Theory of Multiple Intelligences:
• Assigned less importance to g• Multiple forms of intelligence ignored in other theories• Educators have designed curriculums based on these
components
Theories of Intelligence: Information Processing Models
Linguistic Interpersonal
Musical Naturalist
Logical- Mathematical Spiritual
Spatial Existential
Bodily - Kinesthetic Moral
Intrapersonal
Read brief case examples in text p. 250 - 251 Intelligence is often assessed in larger
psychological assessments (e.g., memory problems, neuropsychological assessments, head injuries, learning disability evaluations)
Premorbid IQ: intellectual functioning prior to an accident or neurological decline
Important concept for assessment
Assessing Intelligence: Clinical Concepts
Early IQ tests measured ‘mental age (MA)’ (most students at a particular age got a certain number of items on a test correct) relative to the child’s chronological age (CA)
Ratio IQ: MA / CA X 100 7 yr MA / 8 yr CA X 100 = 87.5 2.5 yr MA / 3 yr CA X 100 = 83.3 20 yr MA / 25 yr CA X 100 = 80 Assumes a linear development of learning No longer used
The Wechsler Intelligence Scales
Wechsler developed the Deviation IQ as a solution to problems of Ratio IQ: Mean of 100 and a standard deviation of 15 – based
on the age of the test-taker relative to other test-takers at that age
Wechsler scales use a hierarchical model (with a general IQ and sub-scale specific abilities)
The Wechsler Intelligence Scales
Test norms may not be appropriate for all individuals – e.g., ethnicity, SES, outside the US, disabilities
Test biases may be a part of the test – especially questions specifically drawing on US-related content
Test only focuses on academically related intelligences
The Wechsler Intelligence Scales
Extensive work has been done in Canada regarding establishing standardized norms
Using data derived from testing Canadian normative samples, test developers then developed scaled (standardized scores) from the raw scores
Scaled scores have X=10 and SD = 3 This allows the same statistical procedures as
used with the American data to be applied to the Canadian data
Canadian Normative Data
There are 3 main Wechsler scales:
1. Wechsler Preschool & Primary Scale of Intelligence – 3rd ed. (WPPSI-III): Ages 2 yrs, 6mo. to 7 yrs, 3 mo.
2. Wechsler Intelligence Scale for Children – 4th ed. (WISC-IV): Ages 6-16
3. Wechsler Intelligence Scale for Adults – 4th ed. (WAIS-IV): Ages 16-90
There is also the: Wechsler Abbreviated Scale of Intelligence (WASI-IV):
Shortened version designed for ages 6-89
The Wechsler Intelligence Scales
Previous versions of Wechsler scales used a:1. Verbal IQ (VIQ)2.Performance (non-verbal) IQ (NVIQ)3. Full Scale IQ = PIQ + NVIQ
Current versions use 4 Index or Composite Scores:1. Verbal Comprehension2. Perceptual Reasoning3. Working Memory4. Processing Speed
Wechsler Scales
Extensive training is provided in doctoral programs as well as training sessions for psychologists
Administration and scoring needs to be thoughtful, careful, and meticulous
General interpretive strategy is to move from the general to the specific
Administration, Scoring, and Interpretation Issues
Verbal Comprehension Scale Similarities: Pairs of words (describing
concepts or objects) presented and the subject must explain how the objects are similar
Vocabulary: Defining a series of orally and visually presented words
Information: Questions that address knowledge of events, people, and places
Comprehension: Questions about common concepts and problems and the person must provide the answer or solution
WAIS-IV Content
Perceptual Reasoning Scale Block Design: Colored blocks to create three-
dimensional representations of two-dimensional geometric patterns.
Matrix Reasoning: Incomplete patterns and, from five choices, must select one that completes the pattern
Visual Puzzles: Pieces of a puzzle where images are chosen that go together to match the example
Picture Completion: Pictures of common objects and settings with a missing part
Figure Weights: The person must chose the “weight” depicted in a series of images that would be equivalent to the “weight” depicted in the example
WAIS-IV Content
Working Memory Scale Digit Span: The person is presented with a series of
numbers and must repeat them in the same sequence or in a reversed sequence
Arithmetic: The person solves arithmetic problems and provides the answer orally
Letter-Number Sequencing: Sequences of letters and numbers are presented orally and the person repeats them with the letters in alphabetical order and numbers in ascending order
WAIS-IV Content
Processing Speed Scale Symbol Search: The person must indicate, by
checking a box, whether target symbols occur in the group of symbols presented
Coding: Using a key that matches numbers to symbols, the person must rapidly provide the correct symbols to a list of numbers
Cancellation: The person is presented with a series of different coloured shapes and is asked to cross out images that have a specific shape (e.g., circles) and a specific colour
WAIS-IV Content
Important caveats: Correlation does not mean causation Intelligence is not due to heredity or the
environment but the interplay of the two IQ is not the same as intelligence
Some findings: About 50-60% of IQ is related to genetics Flynn Effect: IQ appears to be increasing over time IQ scores plateau at age 30 IQ declines for some individuals at age 70 IQ is correlated with SES Some small differences in ethnicity found
IQ and its Correlates
From Gardner’s work on Intrapersonal & Interpersonal Intelligence – the ability to understand oneself and others
Several measures of EI including the Emotional Quotient Inventory and the MSCEIT (perceiving, using and managing emotions)
Emotional Intelligence (EI)
EI is positively correlated with: Better social relations for children and adults Better family and intimate relations More positive perception by others Better academic achievement Better psychological well-being
Emotional Intelligence (EI)
Stanford-Binet V: Designed for ages 2-85. Also an IQ mean of 100,
SD of 15. Not as often used outside the US and Canada due to
lack of content adaptations
Kaufman Assessment Battery-II: Focuses on how children and adults learn and
compares to achievement scores
Other Intellectual Functioning Tests
Wechsler Memory Scale III: Focuses on episodic memory (person’s direct
experience to visual and auditory stimuli). Also has X = 100 and SD = 15.
Wechsler Individual Achievement Test (WIAT-II): Focuses on academic and problem solving skills. In conjunction with a Wechsler IQ, assesses for a discrepancy between IQ and achievement and can help diagnose learning disabilities
Other Intellectual Functioning Tests
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