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Intelligence defined by lay public - ANSWER- Most psychological definitions came from experts on human intelligence but people have their own notions of what constitutes intelligence. (Lay or implicit theories) Reasons logically and well, reads widely, displays common sense, keeps an open mind, writes without difficulty, is sensitive to other people's needs and desires. - Intelligent traits Differences between lay and expert defintions of intelligence - ANSWER- • Motivation & narrower (experts)
- Interpersonal aspects and broader (lay people) Developmental psychology students listed behaviours associated with intelligence in infancy, childhood and adulthood (Seigler & Richards, 1980) Taiwanese Chinese conceptions of intelligence (Yang & Steinberg, 1997) - ANSWER- i. General cognitive factor ii. Interpersonal intelligence iii. Intrapersonal intelligence iv. Intellectual self-assertion (knowing when to show you are intelligent) v. Intellectual self-effacement (knowing when to hide your intelligence) Galton definition of intelligence - ANSWER- more intelligent = higher sensory abilities Believed intelligence was hereditary rather than being learned. Developed many sensorimotor and perception-related tests by which he attempted to measure his definition of intelligence. Binet definition of intelligence - ANSWER- did not define explicitly but described various components of intelligence, including reasoning, judgement, memory and abstraction. Weschler definition of intelligence - ANSWER- conceptualised intelligence as "the aggregate capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. It is composed of elements or abilities which are qualitatively differentiable" Weschler IQ test - ANSWER- Measure two qualitvely differentiable abilties, which are verbal or performance based in nature. Provides verbal and performance IQ.
Spearman definition of intelligence - ANSWER- believed that across all of the various specific cognitive tasks that were used in intelligence tests there was a substantial overlap. A commonality that he called a general intellectual ability factor represented by italic lower case g Gardner definition of intelligence - ANSWER- argued that traditional IQ tests were limited and only covered a subset of human intelligence. Citing lay defiinitions emphasizing social competence, emotional insight and socially valued human abilities such as musical and artisti expression, proposed a theory of multiple intelligences. Intially seven (since expanded) Gardner original seven multiple intelligences - ANSWER- Includes Bodily-kinesthetic
- Musical intelligence
- Interpersonal intelligence
- Intrapersonal intelligence
- Philosophical/spiritual intelligence
- Naturalistic intelligence Interactionalism - ANSWER- Complex concept by which heredity and environment are presumed to interact and influence the development of intelligence. Majoy theme in theories of Binet, Wechler and Piaget. Dictionary definition of intelligence - ANSWER- A multifaceted capacity that includes the abilities to: Acquire and apply knowledge. REaosn logically, plan effectively and infer perceptively. Grasp and visualise concepts. Find the right words and thoughts with facility. Cope with and adjust to novel situations. factor analysis - ANSWER- Family of statistical techniques used to examine correlations among variables (items or tests) Used in theory validation, used in test construction and validation Invented by pearson in 1901, spearman further developed in 1904 Reason for factor analysis use - ANSWER- Simple theory is generally better than a complicated theory. Factor analysis helps us discover the smallest number of psychological dimensions that can account for various behaviours, symptoms and test scores we observe. Exploratory Factor analysis - ANSWER- Identifies underlying dimensions/clusters/factors/components in data used for theory development (e.g. structure of personality) and test construction/validation. summarises large amount of items or information into fewer scores. Based on correlations among items, identifies clusters of highly correlated items. Common variance among items might reflect central underlying theme.
intellectual development • Amount of time parent or caregivers talk to and play with their infant • Reading to children early on leads to higher literacy and intelligence later • Another strong contributing factor is socioeconomic status, which moderates the heritability of genetics. male-hubris, female humility effect - ANSWER- Termed by Furnham, Hosoe and Tang 2001, Most people believe themselves to be "smarter" than average ('better than average' effect). In actual fact, the correlation between SEI and actual IQ scores is weak to moderate ~.25-.
- Males rate their intelligence as SIGNIFICANTLY higher than females d =. Digit Span Intelligence Test - ANSWER- The examiner verbally presents a series of numbers, and the examinee's task is to repeat the numbers in the same sequence or backward. This subtest taps auditory short-term memory, encoding, and attention Vocabulary - ANSWER- The task is to define words. This test is thought to be a good measure of general intelligence, although education and cultural opportunity clearly contribute to success on it. Criteria for selecting an intelligence test - ANSWER- The theory on which a test is based ◦ Ease of administration (group, single) and scoring ◦ Adequacy and appropriateness of norms (are they dated, nonrepresentative) ◦ Reliability and validity issues ◦ Utility ◦ Availability of localized versions (e.g. for Australian, rather than American English) Binet-Simon Intelligence Scale - ANSWER- first practical intelligence scale o Scored by identifying what 75% of an age group could answer. o 30 individual tasks o Easy- name various body parts o More difficult- how are a rabbit and a bird different? o Construct a sentence from words o Remember digits o Draw a design from memory (below) The Stanford-Binet Intelligence Scales - ANSWER- ◦ The first published intelligence test with clear instructions on use, and for scoring ◦ The first test to introduce the concept of an alternate item (in the event the examiner makes a mistake, or misadministers an item) ◦ Not perfect however. Early versions used a nonrepresentative
standardization sample, and as you saw from our first lecture test was misused on Ellis Island for screening of non-English speaking immigrants. ratio IQ - ANSWER- Early versions of the Standford-Binet Intelligence test. So if Jane had the mental age of a 12 year old, but was only 10 years of age, she would have an IQ of 120 (above average) Weschler tests (WAIS, WISC, WPPSI) - ANSWER- Based on norms for the population: 100 is the mean; normal range: 85-115, includes verbal and nonverbal, and success of test depended less on having a formal education. Each subtest was scored separately providing a better profile. Version for adults (Wechsler Adult intellignece Scale-WAIS), for children (Weschler Intelligence Scale for Children-WISC), & even for preschool (Weschler Preschool and Primary Scale Intelligence-WPPSI). Goal of Weschler tests - ANSWER- Work under the premise that: ◦ Intelligence is both global and specific ◦ Aspects of intelligence cluster into higher-order cognitive ability domains (Verbal and Performance) ◦ Subtests are different measures of intelligence, not measures of different kinds of intelligence Structure of WAIS-III - ANSWER- organisation identified via factor analyses (a) "g" factor (b) verbal and performance factors (c) four indices (factors)
. verbal comprehension . working memory . perceptual organisation . processing speed (d) 14 subtests (2-3 per factor/index) Structure of WAIS IV - ANSWER- ◦ Better reflects CHC model and its revisions ◦ New subtests included, some subtests dropped. ◦ Four factors now: Verbal Comprehension, Working Memory, Pereceptual Reasoning and Processing Speed. ◦ Drops Verbal IQ and Performance IQ composites (but still used for GAI) ◦ Working Memory and Processing Speed composite (Cognitive Profiency Index CPI) Core Subtest - ANSWER- a subtest administered to obtain a composite score Block Design, Similarities, Digit Span, Matrix Reasoning, Vocabulary, Arithmetic, Symbol Search, Visual Puzzles, Information, and Coding Supplemental subtest - ANSWER- a subtest administered to provide additional clinical information or extend the number of
Diagnosis/Service Eligibility - ANSWER- • Formal assessment of strengths and weaknesses of individuals
- Diagnosis: specific learning disorder, intellectual impairment, or giftedness Formative Assessment - ANSWER- achievement during instruction •Guides further instruction •Role in fostering motivation and learning •e.g questions in class, practice test, take-home exam, assignment Summative Assessment - ANSWER- achievement after instruction completed ◦e.g. formal exam, final grade in course Difference between Educational Assessment and Testing - ANSWER- • Generally a psychological assessment is by referral, to address a specific question (e.g. why is my child struggling at school?) • Might be initially performed by school counsellor, guidance officer, and then suggest referral to educational psychologist • Educational testing, on the other hand, is more widely adopted. Standardized tests are used to gauge student ability/proficiency
- More objective than an individual teachers' assessment of a written task. • Provides hard data for education and policy makers to determine resourcing, teacher performance, and whether 'new curriculum changes or teaching techniques' are effective Assessment domain of test selection in National Psychology Exam - ANSWER- 1. WAIS IV (Wechsler Adult Intelligence Scale)
- WISC IV (Wechsler Intelligence Scale for Children)
- PAI, 2007 (Personality Assessment Inventory)
- DASS (Depression, Anxiety and Stress Scale)
- K-10 (Kessler-10)
- SDQ (Strengths and Difficulties Questionnaire) Woodcock Johnson- IV Cognitive Abilities (WJ-IV COG) - ANSWER- • More closely aligned with C-H-C model than Weschler tests •Provides scores on broad stratum abilities, based on subtest scores of underlying narrow abilities
- Provides more comprehensive assessment than WISC-V •10 subtests in standard battery (18 in extended) •Approx. 5 minutes per subtest (so around 60 minutes for standard battery)
Weschler Individual Achievement Test (WIAT-III) - ANSWER- • Used for similar purposes to the Woodcock-Johnson IV Achievement •16 different subtests, across four domains
- Reading
- Written language
- Oral language
- Mathematics •Provides a 'total achievement' score, and separate score for each domain
- WIAT-III also used for diagnosis, eligibility for services, interventions, in children and adults. Woodcock Johnson IV- Test of Achievement - ANSWER- 11 Subtests in Standard battery across four domains (Reading, Mathematics, Writing, Academic) • Separate test WJ-IV that includes oral language (e.g., picture vocabulary) • Can provide meaningful information to assist with diagnosis, eligibility for services, placement, and intervention decisions Instructional Accomodation - ANSWER- Adjustments to teaching strategies required to enable the student to learn and to progress through the curriculum
- e.g. use of voice to text software, or a computer to type with if handwriting/fine motor skills impaired. Environmental Accommodation - ANSWER- Changes or support in the physical environment of a classroom or school, or both. • e.g. quiet study area to minimise distractions, or seek rest breaks Assessment Accommodations - ANSWER- Adjustments to assessment activities to enable student to demonstrate their learning
- e.g. rest breaks, additional time (particularly if processing speed/reading slower), alternate exam sittings (university) RIASEC Types - ANSWER- • Holland developed a hexagonal model of 6 related "ideal" types • Understand the personality of the person and the job based on their profile on these 6 types 63
- The distance between types indicate how theoretically similar they are
- Research on this typology suggest either a circular or hexagonal structure to vocational interests Nomothetic approach - ANSWER- : characterized by efforts to learn how a limited number of personality traits can be applied to all people e.g. Cattell's 16PF and "Big Five"
OK or approval In Iran, Iraq, and Afghanistan it is reported to mean "up yours" Rosenzweig Picture-Frustration Study - ANSWER- Employs cartoons depicting frustrating situations Test-taker is asked to fill in the response of the cartoon figure being frustrated. Cards are available for children, adolescent, and adult samples. Responses are scored in terms of the type of reaction elicited and the direction of the aggression expressed Intropunitive - Aggression turned inward Extrapunitive - Outwardly expressed Inpunitive - Aggression is evaded so as to avoid or gloss over the situation Word Association Tests - ANSWER- involve the presentation of a list of stimulus words First proposed by Galton (1879), but as a cognitive measure (reaction time) Asked to respond verbally with the first word that comes to mind, no matter what it is. Widely used and associated with psychoanalysis, advanced by Carl Jung as a way to tap the unconscious mind. Rapport (1945) extended these techniques, developing a standardized test of 60 stimulus words. Some are classified as neutral (e.g chair, book, taxi) and others as "traumatic" Sentence completion test - ANSWER- : Involves presentation of a list of words that begin a sentence, but are incomplete. Assessee's task is to respond by finishing each sentence with whatever words come to mind I like to___________________________________ Figure drawing test - ANSWER- Assessee produces a drawing that is analysed on the basis of its content and related variables Kinetic Family Drawing (KFD) - ANSWER- Child draws a picture of his or her entire family, including themselves "doing something". Helps learn about the examinee in relation to his/her family Minnesota Multiphasic Personality Inventory (MMPI) - ANSWER- a commonly used psychiatric screening tool developed using empirical criterion keying Comprises a really broad pool of items (566 true false) used to diagnose a variety of psychiatric conditions, as well as particular personality traits. Had 10 'clinical' criterion groups to produce 10 clinical scales
MMPI Three Scales - ANSWER- the L scale (the Lie scale), the F scale (the Frequency scale), and the K (Correction scale). The L scale will call into question the examinee's honesty (things EVERYONE really does) The F scale contains items that are infrequently endorsed by non-psychiatric populations and do not fall into any known pattern of deviance, which can help determine how serious an examinee takes the test as well as identify malingering e.g. I often feel as if things are not real. (true) , At times I am full of energy (false) Most anytime I would rather sit and daydream than do anything else (true) The K score is associated with defensiveness and social desirability Changes in MMPI 2 - ANSWER- Firstly MMPI-2 was normed on a more representative standardization sample (theoretically, better differentiation between clinical and non-clinical populations) Some content was rewritten to correct grammatical errors, and remove stilted language that had become 'dated'. Items were added that addressed topics such as drug abuse, suicidality, marital adjustment, attitudes toward work, and Type A behaviour patterns. Of 567 items, 107 are completely new Additional validity scales were added to detect truthful responding, impression management (S scale) and malingering (Fake-Bad Scale FBS Behavioural Assessment - ANSWER- : Emphasis is on what a person does in situations rather than on inferences about what attributes he has more globally - Mischel (1968) Hawthorne effect - ANSWER- While the data gathered by behavioural observation and ratings is useful, it does have its problems. If you were being observed by a psychiatrist, would behavioural assessment make you feel slightly uncomfortable, or even paranoid? Might it make it harder to develop a positive therapeutic rapport? If you were in a mental health clinic, would you want to know what the psychiatric nurses are writing about you? Reactivity: - ANSWER- when they are conscious of being observed and assessed, people often change they behaviour simply because they know they are being studied. Analogue behavioural observation - ANSWER- the observation of a person in an environment designed to increase the chance that the assessor can observe targeted behaviours and interactions. situational performance measure - ANSWER- : Procedure that allows for observation and evaluation of an individual under a standard set of circumstances e.g. driving test.
