TESTS OF INTELLIGENCE • These differential levels may even find expression in measured perception and perceptual-
What is Intelligence? motor skills.
➢ It may be defined as multifaceded capacity that manifest itself in different ways across the • There is a relationship between culture and psychological assessment (intelligence tests)
lifespan. • Items on a test of intelligence tend to reflect the culture of the society where the test is
➢ In general, Intelligence includes the ability to: acquire and apply knowledge, reason logically, employed.
plan effectively, infer perceptively, make sound judgment and solve problems, grasp and • The desire to create a culture-free intelligence test has resurfaced with various degrees of
visualize objects, pay attention, be intuitive, find the right words and thoughts facility, cope dedication throughout history.
with, adjust to, and make the most of new situation • One assumption inherent in the development of such tests is that if cultural factors can be
controlled then differences between cultural groups will be lessened.
Theories and Definition of Intelligence • Nonverbal items were thought to represent the best available means for determining the
1. The Binet-Simon Scale (Alfred Binet and Theodore Simon) cognitive ability of minority group children and adults
➢ Define intelligence based on intelligence quotient or IQ is evolved
• The IQ is the ratio of mental age to chronological age with 100 as the average INDIVIDUAL TEST OF INTELLIGENCE
• Mental Age — The average age of individuals who achieve a particular level of performance a) The Wechsler Intelligence Scale for Children (WISC)
of a test. b) The Wechsler Adult Intelligence Scale (WAIS)
• Example: An 8 years old who passes the test for 8 years old has an IQ of 100 which is the Ravens Stanford Progressive Matrices Test
average for his or her chronological age. Meanwhile an 8-years old who passes the test for GROUP TEST
10 years old has an IQ of 10/8 x 100 = 125. Group Ability Tests:
Testing in Education, Structured Personality Test Other Special Test
2. Spearman’s Two Factor Theory of Intelligence Civil Service and Military
• General Intelligence (g) a) Minnesota Multiphasic
➢ factor that Spearman and others believed underlies specific mental abilities Personality Inventory 2
➢ measured by every task on an intelligence test b) Basic Personality Inventory a) Bender
a) Verbal Test: MD5
• The performance of any intellectual act requires combination of “g factor” available to same c) California Psychological Gestalt Visual
Mental Ability
individual to the same degree for all intellectual acts and “s factor” which are specific to that Inventory Motor Test
Test
act. d) 16 Personality Factors b) Panukat ng
b) Non-Verbal:
• The theories explain that if one knows how a person performs on one task that is highly e) Dimensions of Self Concept – Ugali at
Culture Fair
saturated with “g”, one can safely predict a similar level of performance for another highly Form H: College Pagkatao ng
Intelligence Test
“g” saturated task. Prediction of performance on tasks with high “s” factor is less accurate f) Tennessee Self Concept Scale Pilipino
g) Self Esteem Index
3. Terman’s Stanford Binet Individual Intelligence Test h) Differential Aptitude Test
➢ By far considered as the best available individual test of intelligence.
• The classic formula for the IQ is: IQ = mental age divided by chronological age x 100. The Stanford-Binet Intelligence Scales
➢ It was the first published intelligence test to provide organized and detailed administration
4. Thorndike’s Stimulus Response Theory (1920) and scoring instructions.
• Thorndike drew an important distinction among three broad classes of intellectual ➢ It was also the first American
functioning: test to employ the concept of
o Intelligence test — is measured by standard intelligence test. IQ.
o Mechanical Intelligence — is the ability to visualize relationships among objects and • For many years, the Binet scales
understand how the physical world works. were the preferred tests. They
o Social Intelligence — is the ability to function successfully in interpersonal situations underwent many revisions after
• Thorndike is cited for his work on what he considered as two most basic intelligence: trial Binet’s work in 1905.
and error and stimulus response association. • Terman’s revision in 1916 —
o His proposition stated that stimulus response connections that are repeated are was followed by the 1937
strengthened while those that are not used are weakened. revised Stanford-Binet (Terman & Merrill, 1937)
• The 1960 revision of Stanford-Binet (Terman & merrill, 1960) — gave way to a 1972 tests kit
5. L.L. Thurstones Multiple Factors Theory of Intelligence with revised norms, followed by the 4th edition of the scales published in 1986
• Factor Analysis • the Stanford-Binet Fifth Edition, or SB-5 — The most recent revision of the scale appeared
➢ statistical procedure that identifies clusters of related items (called factors) on a test in 2003,
➢ used to identify different dimensions of performance that underlie one’s total score
• His Multiple Factors Theory of Intelligence identified 7 primaries mental abilities: (1) verbal Description of SB: The Stanford-Binet 5th Edition (SB-5) assesses five general cognitive factors, and
comprehension, (2) word fluency, (3) number facility, (4) spatial visualization, (5) associative each factor is tapped by both verbal and non-verbal subtest activities (Roid & Pomplum, 2005).
memory, (6) perceptual speed and (7) reasoning. 1. Fluid Reasoning —involves the ability to solve new problems and is measured by the
following subtests;
6. Raymond Cattell’s Theory on Fluid and Crystallized Intelligence 2. Quantitative Reasoning — involves the ability to solve numerical and word problems as well
• Fluid Intelligence – essentially non-verbal which involves adaptive and new learning as to understand fundamental number of concepts;
capabilities, related to mental operations and processes on capacity, decay, selection and 3. Visual-Spatial processing — involves the ability to see relationships among objects, to
storage of information. (e.g. asking for directions in a mall) recognize spatial orientation, and to conduct pattern analysis.
➢ (Gf) — non-verbal, relatively culture free and independent of specific instruction 4. Working Memory — Involves the ability to process and hold both verbal and non-verbal
• Crystallized Intelligence - the accumulation of information, skills and strategies that people information and then to interpret it;
have learned through experience. (reading and writing) 5. Knowledge — involves the ability to absorb general information that is accumulated
➢ It refers to our ability to call up information from long term memory. overtime through experience at home, school, work, or the environment in general.
➢ (Gc) — acquired skills and knowledge that are dependent on exposure to a particular
culture as well as formal and informal education. Standardization
• Final standardization of the SB-5 included 4,800 participants, ages 2-96 years.
7. Howard Gardner’s Theory of Multiple Intelligences • Using 2001 U.S. Census figures, participants were sampled according to geographic region,
• Gardner’s Intelligence theory that proposes that there are eight distinct spheres of community size, ethnic group, age group, and gender. Socioeconomic status was considered
personality as well.
a) Linguistic Intelligence – Word Smart • In addition, SB-5 was administered to approximately 1,400 individuals from special
b) Logical-Mathematical Intelligence – Logic Smart populations (e.g., those with mental retardation, learning disabilities, attention deficit
c) Bodily Kinesthetic Intelligence – Body Smart disorder, or speech / hearing impairments) to ensure the clinical usefulness of the scores.
d) Spatial Intelligence – Picture Smart
e) Musical Intelligence – Music Smart Reliability and Validity
f) Interpersonal Intelligence – People Smart • Internal consistency reliabilities ranged from .95 to .98 for IQ scores and .90 to .92 for each
g) Intrapersonal Intelligence – Self Smart score in five factors.
h) Naturalist Intelligence – Nature Smart • Test-retest reliabilities across all age groups were generally high, in the .80’s for factor scores
and .90’s for IQ scores.
Origins of Intelligence Test • When it comes to validity, supportive evidence has been obtained (Roid & Pomplum 2005).
Intelligence Test — a method of assessing an individual’s mental aptitudes and comparing them to • Correlations between SB-4 IQ on 1986 and SB-5 IQ was .90.
those of others, using numerical scores • Correlations between SB-5 IQ and Wechsler scales were .84 for children and .82 for
• The first intelligence test was developed by the French Psychologist ALFRED BINET • adults.
• Stanford-Binet — The widely used American revision of Binet’s original intelligence test • Finally, participants with learning disabilities, mental retardation, or attention deficit
(revised by Terman at Stanford University) disorder could be reliably classified and distinguished from their peers based on SB-5 scores.
• “All in all, the validity of the SB-5 looks promising” (Trull & Prinstein, 2013)
Type of Tasks used in Intelligence Tests
• Testing the Alert Response — assessment technique commonly used to evaluate the infant’s The Wechsler Scale
capacity for responsiveness. • Earlier revisions of the Stanford-Binet has a number of disadvantages that led David
• Orienting response — response of turning in the direction of stimulus Wechsler in 1939 to develop the Wechsler-Bellevue Intelligence Scale.
• Verbal and performance abilities — focused of evaluation on older children. ➢ This was a test designed for adults – one that would offer items whose content was more
o the child may be called on to perform tasks designed to yield a measure of general appropriate for and more motivating to adults than the school-oriented Binet test.
information, vocabulary, social judgment, language, reasoning, numerical concepts, • Wechsler-Bellevue Intelligence Scale groups its items into subtests. For example, all
auditory and visual memory, concentration, and spatial ability arithmetic items were put into one subtest, and arranged in order of increasing difficulty.
• Verbal and Performance scale was introduced.
Other Issues of Intelligence Tests • A separate IQ for verbal and Performance IQ could be calculated along with Full-Scale IQ.
• Measured intelligence may vary as a result of factors related to the measurement process. • Wechsler used Performance test to cater the needs of special populations.
• Just a few of the many factors that can affect measured intelligence are: • Extensive research was designed to detect and eliminate items that may have contained
o a test author’s definition of intelligence, (2) the diligence of the examiner, (3) the cultural bias.
amount of feedback the examiner gives the examinee (Vygotsky, 1978), (4) the • Norms were expanded to include test takers in the age range of 74 to 89.
amount of previous practice or coaching the examinee has had, and (5) the • The test was co-normed (co-validated) with the Wechsler Memory Scale Third Edition
competence of the person interpreting the test data. (WMS-III).
• Another possible factor in measured intelligence is what is called the Flynn effect. • The WAIS-III yielded a Full Scale (composite) IQ as well as four Index Scores—Verbal
o James R. Flynn, of the Department of Political Studies at the University of Otago in Comprehension, Perceptual Organization, Working Memory, and Processing Speed—used
New Zealand, found that measured intelligence seems to rise on average, year by for more in-depth interpretation of findings.
year, starting with the year that the test is normed. • Wechsler used a deviation IQ concept — This concept assumed that intelligence is normally
distributed and compared individuals with their age peers.
Culture • In short, it compares the performance of a 15-year-old with that of other 15-year-olds
➢ specific models for thinking, acting, and feeling.
What is Intelligence? motor skills.
➢ It may be defined as multifaceded capacity that manifest itself in different ways across the • There is a relationship between culture and psychological assessment (intelligence tests)
lifespan. • Items on a test of intelligence tend to reflect the culture of the society where the test is
➢ In general, Intelligence includes the ability to: acquire and apply knowledge, reason logically, employed.
plan effectively, infer perceptively, make sound judgment and solve problems, grasp and • The desire to create a culture-free intelligence test has resurfaced with various degrees of
visualize objects, pay attention, be intuitive, find the right words and thoughts facility, cope dedication throughout history.
with, adjust to, and make the most of new situation • One assumption inherent in the development of such tests is that if cultural factors can be
controlled then differences between cultural groups will be lessened.
Theories and Definition of Intelligence • Nonverbal items were thought to represent the best available means for determining the
1. The Binet-Simon Scale (Alfred Binet and Theodore Simon) cognitive ability of minority group children and adults
➢ Define intelligence based on intelligence quotient or IQ is evolved
• The IQ is the ratio of mental age to chronological age with 100 as the average INDIVIDUAL TEST OF INTELLIGENCE
• Mental Age — The average age of individuals who achieve a particular level of performance a) The Wechsler Intelligence Scale for Children (WISC)
of a test. b) The Wechsler Adult Intelligence Scale (WAIS)
• Example: An 8 years old who passes the test for 8 years old has an IQ of 100 which is the Ravens Stanford Progressive Matrices Test
average for his or her chronological age. Meanwhile an 8-years old who passes the test for GROUP TEST
10 years old has an IQ of 10/8 x 100 = 125. Group Ability Tests:
Testing in Education, Structured Personality Test Other Special Test
2. Spearman’s Two Factor Theory of Intelligence Civil Service and Military
• General Intelligence (g) a) Minnesota Multiphasic
➢ factor that Spearman and others believed underlies specific mental abilities Personality Inventory 2
➢ measured by every task on an intelligence test b) Basic Personality Inventory a) Bender
a) Verbal Test: MD5
• The performance of any intellectual act requires combination of “g factor” available to same c) California Psychological Gestalt Visual
Mental Ability
individual to the same degree for all intellectual acts and “s factor” which are specific to that Inventory Motor Test
Test
act. d) 16 Personality Factors b) Panukat ng
b) Non-Verbal:
• The theories explain that if one knows how a person performs on one task that is highly e) Dimensions of Self Concept – Ugali at
Culture Fair
saturated with “g”, one can safely predict a similar level of performance for another highly Form H: College Pagkatao ng
Intelligence Test
“g” saturated task. Prediction of performance on tasks with high “s” factor is less accurate f) Tennessee Self Concept Scale Pilipino
g) Self Esteem Index
3. Terman’s Stanford Binet Individual Intelligence Test h) Differential Aptitude Test
➢ By far considered as the best available individual test of intelligence.
• The classic formula for the IQ is: IQ = mental age divided by chronological age x 100. The Stanford-Binet Intelligence Scales
➢ It was the first published intelligence test to provide organized and detailed administration
4. Thorndike’s Stimulus Response Theory (1920) and scoring instructions.
• Thorndike drew an important distinction among three broad classes of intellectual ➢ It was also the first American
functioning: test to employ the concept of
o Intelligence test — is measured by standard intelligence test. IQ.
o Mechanical Intelligence — is the ability to visualize relationships among objects and • For many years, the Binet scales
understand how the physical world works. were the preferred tests. They
o Social Intelligence — is the ability to function successfully in interpersonal situations underwent many revisions after
• Thorndike is cited for his work on what he considered as two most basic intelligence: trial Binet’s work in 1905.
and error and stimulus response association. • Terman’s revision in 1916 —
o His proposition stated that stimulus response connections that are repeated are was followed by the 1937
strengthened while those that are not used are weakened. revised Stanford-Binet (Terman & Merrill, 1937)
• The 1960 revision of Stanford-Binet (Terman & merrill, 1960) — gave way to a 1972 tests kit
5. L.L. Thurstones Multiple Factors Theory of Intelligence with revised norms, followed by the 4th edition of the scales published in 1986
• Factor Analysis • the Stanford-Binet Fifth Edition, or SB-5 — The most recent revision of the scale appeared
➢ statistical procedure that identifies clusters of related items (called factors) on a test in 2003,
➢ used to identify different dimensions of performance that underlie one’s total score
• His Multiple Factors Theory of Intelligence identified 7 primaries mental abilities: (1) verbal Description of SB: The Stanford-Binet 5th Edition (SB-5) assesses five general cognitive factors, and
comprehension, (2) word fluency, (3) number facility, (4) spatial visualization, (5) associative each factor is tapped by both verbal and non-verbal subtest activities (Roid & Pomplum, 2005).
memory, (6) perceptual speed and (7) reasoning. 1. Fluid Reasoning —involves the ability to solve new problems and is measured by the
following subtests;
6. Raymond Cattell’s Theory on Fluid and Crystallized Intelligence 2. Quantitative Reasoning — involves the ability to solve numerical and word problems as well
• Fluid Intelligence – essentially non-verbal which involves adaptive and new learning as to understand fundamental number of concepts;
capabilities, related to mental operations and processes on capacity, decay, selection and 3. Visual-Spatial processing — involves the ability to see relationships among objects, to
storage of information. (e.g. asking for directions in a mall) recognize spatial orientation, and to conduct pattern analysis.
➢ (Gf) — non-verbal, relatively culture free and independent of specific instruction 4. Working Memory — Involves the ability to process and hold both verbal and non-verbal
• Crystallized Intelligence - the accumulation of information, skills and strategies that people information and then to interpret it;
have learned through experience. (reading and writing) 5. Knowledge — involves the ability to absorb general information that is accumulated
➢ It refers to our ability to call up information from long term memory. overtime through experience at home, school, work, or the environment in general.
➢ (Gc) — acquired skills and knowledge that are dependent on exposure to a particular
culture as well as formal and informal education. Standardization
• Final standardization of the SB-5 included 4,800 participants, ages 2-96 years.
7. Howard Gardner’s Theory of Multiple Intelligences • Using 2001 U.S. Census figures, participants were sampled according to geographic region,
• Gardner’s Intelligence theory that proposes that there are eight distinct spheres of community size, ethnic group, age group, and gender. Socioeconomic status was considered
personality as well.
a) Linguistic Intelligence – Word Smart • In addition, SB-5 was administered to approximately 1,400 individuals from special
b) Logical-Mathematical Intelligence – Logic Smart populations (e.g., those with mental retardation, learning disabilities, attention deficit
c) Bodily Kinesthetic Intelligence – Body Smart disorder, or speech / hearing impairments) to ensure the clinical usefulness of the scores.
d) Spatial Intelligence – Picture Smart
e) Musical Intelligence – Music Smart Reliability and Validity
f) Interpersonal Intelligence – People Smart • Internal consistency reliabilities ranged from .95 to .98 for IQ scores and .90 to .92 for each
g) Intrapersonal Intelligence – Self Smart score in five factors.
h) Naturalist Intelligence – Nature Smart • Test-retest reliabilities across all age groups were generally high, in the .80’s for factor scores
and .90’s for IQ scores.
Origins of Intelligence Test • When it comes to validity, supportive evidence has been obtained (Roid & Pomplum 2005).
Intelligence Test — a method of assessing an individual’s mental aptitudes and comparing them to • Correlations between SB-4 IQ on 1986 and SB-5 IQ was .90.
those of others, using numerical scores • Correlations between SB-5 IQ and Wechsler scales were .84 for children and .82 for
• The first intelligence test was developed by the French Psychologist ALFRED BINET • adults.
• Stanford-Binet — The widely used American revision of Binet’s original intelligence test • Finally, participants with learning disabilities, mental retardation, or attention deficit
(revised by Terman at Stanford University) disorder could be reliably classified and distinguished from their peers based on SB-5 scores.
• “All in all, the validity of the SB-5 looks promising” (Trull & Prinstein, 2013)
Type of Tasks used in Intelligence Tests
• Testing the Alert Response — assessment technique commonly used to evaluate the infant’s The Wechsler Scale
capacity for responsiveness. • Earlier revisions of the Stanford-Binet has a number of disadvantages that led David
• Orienting response — response of turning in the direction of stimulus Wechsler in 1939 to develop the Wechsler-Bellevue Intelligence Scale.
• Verbal and performance abilities — focused of evaluation on older children. ➢ This was a test designed for adults – one that would offer items whose content was more
o the child may be called on to perform tasks designed to yield a measure of general appropriate for and more motivating to adults than the school-oriented Binet test.
information, vocabulary, social judgment, language, reasoning, numerical concepts, • Wechsler-Bellevue Intelligence Scale groups its items into subtests. For example, all
auditory and visual memory, concentration, and spatial ability arithmetic items were put into one subtest, and arranged in order of increasing difficulty.
• Verbal and Performance scale was introduced.
Other Issues of Intelligence Tests • A separate IQ for verbal and Performance IQ could be calculated along with Full-Scale IQ.
• Measured intelligence may vary as a result of factors related to the measurement process. • Wechsler used Performance test to cater the needs of special populations.
• Just a few of the many factors that can affect measured intelligence are: • Extensive research was designed to detect and eliminate items that may have contained
o a test author’s definition of intelligence, (2) the diligence of the examiner, (3) the cultural bias.
amount of feedback the examiner gives the examinee (Vygotsky, 1978), (4) the • Norms were expanded to include test takers in the age range of 74 to 89.
amount of previous practice or coaching the examinee has had, and (5) the • The test was co-normed (co-validated) with the Wechsler Memory Scale Third Edition
competence of the person interpreting the test data. (WMS-III).
• Another possible factor in measured intelligence is what is called the Flynn effect. • The WAIS-III yielded a Full Scale (composite) IQ as well as four Index Scores—Verbal
o James R. Flynn, of the Department of Political Studies at the University of Otago in Comprehension, Perceptual Organization, Working Memory, and Processing Speed—used
New Zealand, found that measured intelligence seems to rise on average, year by for more in-depth interpretation of findings.
year, starting with the year that the test is normed. • Wechsler used a deviation IQ concept — This concept assumed that intelligence is normally
distributed and compared individuals with their age peers.
Culture • In short, it compares the performance of a 15-year-old with that of other 15-year-olds
➢ specific models for thinking, acting, and feeling.
