1
Q
Main Uses of Individual Tests of Intelligence
A
- Clinical, school, counseling
- Research
2
Q
Research Purposes
A
- Study the nature of intelligence
- Use as a control/descriptor variable to explain differences in sample averages
3
Q
8 Characteristics of Individual Tests
A
- Individual administration (one-on-one)
- Require advanced training (not easy)
- Wide range of abilities (only complete some such as age differences abilities)
- Need for establishing rapport (warm relationship)
- Most use a free response format
- Immediate scoring (reason for training)
- Administration time of about 60 minutes
- Opportunity for observation (qualitative, but useful for generating hypotheses)
4
Q
Francis Galton
A
- Popularized intelligence testing
- Set up lab at London’s 1884 International Exposition
- Devised bivariate distribution to measure relationship between intelligence and social class
5
Q
Alfred Binet
A
- Father of intelligence testing
- Emphasized individual performance on complex task for intelligence measurement
- Created a test in 1905 to measure intellectual development in children (mental age)
6
Q
Intelligence Quotient
A
- Lewis Terman in 1916
- (Mental age / chronological age) x 100
7
Q
Army Alpha and Beta
A
- Created by Arthur Otis due to WWI demands
- Alpha = verbal version for literate adults
- Beta = non-verbal version for illiterate adults or immigrants who did not speak english
8
Q
David Wechsler
A
- Adult clinical psychologist working at NYC’s Bellevue Hospital
- Created W-Bellevue-IS in 1939 then revised to WAIS in 1955 (for ages 16:0-90:11)
- Also created WISC (for children 6:0-16:11)
- Also created WPPSI (ages 2:6-7:7)
9
Q
Standardized IQ Scores
A
- Mean = 100
- SD = 15
10
Q
WAIS-IV Scoring
A
- Administer 15 different subtests
- IQ determined through 7 verbal and 8 performance
- Yields 4 index scores (verbal comprehension, perceptual reasoning, working memory, processing speed)
- Mean = 10
- SD = 3
11
Q
WAIS-IV Norms
A
- Separated by age group
- Standardization stratified by age, region, race, gender, and education level
- 13 age groups, about two per decade (ex: 20-24 and 25-29)
12
Q
WAIS-IV Psychometrics
A
- Excellent internal consistency
- Very reliable
- Good to excellent test-retest
- Confirmatory factor analysis validity
- Contrasted groups show expected patterns
13
Q
Peabody Picture Vocabulary Test
A
- Short 10 to 15 minute test
- Measures vocabulary across lifespan regardless of age
- One type of item and one global score
- 228 multiple choice items
- Examiner reads a word and examinee selects from four pictures
- Steeply graded in difficulty ranging from preschool to advanced vocabulary up to 90 years old
14
Q
PPVT-4 Scores and Norms
A
- Mean = 100
- SD = 15
- Scores rise steeply between ages 2 to 15
- Rise slowly at about 25
- Nearly flat through the adult years
- Vocabulary one of the most resistant to aging
15
Q
PPVT-4 Psychometrics
A
- Reliability of test-retest
- Internal consistency
- Alternate forms good
- Validity shows strong correlations with lengthier, more complicated tests/measures of vocabulary
16
Q
Tests of Specific Mental Abilities
A
- Mental ability that receives the most attention is memory
- Most widely used test for memory ability is the Wechsler Memory Scale (WMS)
17
Q
WMS-IV Structure
A
- Ages 16 to 90
- N = 1400
- Distinguishes between auditory vs. visual input and immediate vs. delayed recall
18
Q
WMS-IV Psychometrics
A
- Convergent: correlates with other memory tests
- Discriminant: not simply a measure of ‘g’
- Factor Analysis: supports the index strcuture
- Group contrasts: sensitive to identification of groups that would be expected to have memory deficits
- Excellent internal consistency and test-retest reliability
19
Q
DSM-5 Diagnostic Criteria
A
- Asses both cognitive capacity and adaptive functioning
- Severity determined more by adaptive functioning
- IQ less than 70 constitutes sub-average intellectual functioning
- Deficits in adaptive functioning must be documented before age 18
20
Q
Vineland-3 (2016)
A
- Most widely used measure of adaptive behavior
- Three main forms (comprehensive, full-length and abbreviated versions)
- Interview
- Parent/caregiver
- Teacher
- Composite score has M = 100 and SD = 15
- Various domain score has M = 15 and SD = 3
21
Q
Trends in Individually Administered Intelligence Tests
A
- Use of hierarchical model
- Increased complexity in structure
- Provision of remedial materials
- Growing use of briefer tests
- Sophistication in norming
- Attention to test bias
- Increased frequency of test revision
Testing and Measurement
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