L12 Intellectual AssesSMent?

參考文獻/圖片來源：Pomerantz, A. (2013). Clinical psychology: science, practice, and culture (3rd ed.). Thousand Oaks, CA: SAGE Publications.

12.1 Theories of Intelligence

What is Intelligence? Debate!

? “The ability to acquire and apply knowledge and skills”

- Speed of mental processing

- Abstract thinking

- Memory

- Reasoning

- Imagination

- Adaptability

Different psychological theories?of intelligence

-?Is intelligence one thing or many things?

? “g” = Global Ability?(Charles Spearman)

- Strong correlation among wide range of abilities

- Evidence that one factor (“g”) underlies them all

? Multiple Specific Abilities?(Louis Thurstone)

- Intelligence is not one thing (“g”); it is many?unrelated?things!

- Distinct abilities: Verbal, Spatial, Math, Memory, etc.

- Specific abilities at least somewhat related to the “general ability”

? James Cattell?- Two types of intelligences:

- Fluid Intelligence:?One’s ability to reason?(facing novel situations)

- Crystallized Intelligence:?One’s body of knowledge?(accumulate through experiences)

? John Carroll?- Three striatum theory of intelligence?(right picture): Three levels: General

(g) - Broad - Narrow (specific)

? Howard Gardner?- Intelligence is:

1)?The ability to create an?effective product or?offer a valuable?service;

2)?A set of skills that?make it possible for a?person to solve?problems in life;

3)?The potential for?finding/creating?solutions for problems.

- Multiple Discrete Intelligences: Interpersonal, Intrapersonal, Bodily/Kinesthetic, Visual-Spatial, Musical, Mathematical-Logical, Verbal-Linguistic, Existential, Naturalist, etc.

12.2 Uses for Intelligence Tests

? Prediction of future achievement

? Characterize observed difficulties

- Academic planning

- Informing DSM diagnoses?(Intellectual Disability)

? Influence approach to assesSMent

- Many assesSMents assume average intellectual functioning?for question comprehension?- may need alternative assesSMent

? Influence approach to therapy

- Vocabulary level and expectations for abstract reasoning

- Use of written material/homework

?

12.3 Example of an Intelligence Test:

The Wechsler Scales

? First developed by David Wechsler in 1939

- Need for an assesSMent for adult intelligence

- Wechsler-Bellevue Test?(1939)

- "The global capacity of a person to act purposefully, to think?rationally, and to deal effectively with his/her environment.”

? Developed assesSMents for children/adolescents (1949)?and very young children/preschool?(1967)

? Scales revised multiple times since their development

Different Scales

? Wechsler Adult Intelligence Scale (WAIS-IV): Ages 16-90

? Wechsler Intelligence Scale for Children (WISC-V): Ages 6-16

? Wechsler Preschool and Primary Scale of Intelligence?(WPPSI-IV): Ages 2 years, 6 months - 7 years, 3 months

?

WAIS-IV (Currently 4th?edition)

Originally only Verbal & Non-Verbal.

WAIS: Verbal Comprehension

? Similarities?(required): Orally explain how two things or concepts?are related.

Eg: How are a lion and a while alike??How are success & failure alike?

? Vocabulary?(required): Orally explain the meaning of words.

Eg: What is an intersection?

? Information (required): Orally answer questions focusing on?specific aspects of general knowledge.

Eg: How many cents are in a quarter?

? Comprehension?(optional): Orally answer questions about social?situations and social principles.

Eg: What are the advantages of using only the minimal amount?of water necessary in our homes?

?

WAIS: Perceptual Reasoning?(reasoning, spatial processing, visual-motor integration)

? Block Design?(required): Recreate?specific patterns or designs?using colored blocks

? Matrix Reasoning?(required): View an?incomplete matrix and?select the missing portion?out of several items provided.

? Visual Puzzles (required): Identify the pieces?to reconstruct the puzzle

? Picture Completion?(optional): Identify the important part missing?in an object or scene

? Figure Weights?(optional): View scales with?missing weights and determine?how to correctly balance them?with the options provided

?

WAIS: Working Memory?(store, transform, recall info. from short-time memory)

? Digit span?(required): Repeating number sequences?either forward or backward

Eg: “Repeat the numbers 1-2-3?in reverse sequence.”

? Arithmetic?(required): Completing mental math, no pencil/paper

? Letter-Number Sequencing?(optional):?Recalling letters in alphabetical order?and numbers in ascending order.

Eg: “Repeat the sequence Q-1-B-3-J-2, but place the numbers in?numerical order and then the letters in alphabetical order.”

?

WAIS: Processing Speed

? Symbol Search?(required): Scanning?symbols/shapes for an?identified target

? Coding?(required): Copying shapes?and symbols using a key

? Cancellation?(optional): Scanning?shapes and crossing out?specific a specific type

?

Intelligence Quotient (IQ)

? Compare client’s raw score to age-matched norms; Full scale: M=100, Std.=15.

Strengths of Wechsler Scales

? Extensive data on norms: Nationally representative samples of over 2000 people

? Strong reliability and validity

? Provides data on general intelligence and specific abilities?- Relative strengths and weaknesses

?

12.4 CriticiSMs of Intelligence Tests

? Time intensive

? Modest correlations with financial and vocational success

? Assess limited range of aspects of intellectual functioning

? Dangers of summarizing intelligence with a number

? Other factors may be more important

- Emotional Intelligence (“EQ”)

- Social Intelligence

- Motivation?(to succeed)

? scores may be influenced by factors unrelated to?intelligence, such as?motivation?within testing, intimidation/anxiety, physical testing conditions, etc.

? Cultural (un)fairness

- Traditional IQ tests may contain content more familiar to?individuals from certain cultural groups

- Revisions of the Wechsler and Stanford-Binet scales?(try to work it out)

- Development of nonverbal tests?- Universal Nonverbal Intelligence Test-2 (UNIT-2)?- responses like pointing objects, etc.

?

? Rosenthal & Jacobson (1966): The Pygmalion Effect

- Elementary students given an IQ test: “academic blooming”

- 20% of students randomly identified as “bloomers”

- Students reassessed 8 months later

- Significant increases in IQ for students in the “blooming” group?compared to controls in younger students (1st?& 2nd?grades)

? Flynn (1987): The Flynn Effect

- IQ scores increase in each generation in every country that?collects data

- IQ scores increase in both overall & specific abilities

- Some argues that IQ tests do not measure intelligence but rather correlate with a?(weak)?causal link to intelligence