1. Chapter 7 Assessment: Intellectual and Cognitive Measures INTRODUCTION TO CLINICAL PSYCHOLOGY 2E HUNSLEY & LEE PREPARED BY DR. CATHY CHOVAZ, KING’S COLLEGE, UWO

2.  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:

3.  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?

4. 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

5. 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

6. 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

7. 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

8. 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 LinguisticInterpersonal MusicalNaturalist Logical- MathematicalSpiritual SpatialExistential Bodily - KinestheticMoral Intrapersonal

9.  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

10. 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

11.  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

12.  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

13.  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

14. There are 3 main Wechsler scales: 1. Wechsler Preschool & Primary Scale of Intelligence – 3 rd ed. (WPPSI-III): Ages 2 yrs, 6mo. to 7 yrs, 3 mo. 2. Wechsler Intelligence Scale for Children – 4 th ed. (WISC-IV): Ages 6-16 3. Wechsler Intelligence Scale for Adults – 4 th 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

15. 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 Comprehension 2. Perceptual Reasoning 3. Working Memory 4. Processing Speed Wechsler Scales

16.  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

17.  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

18. 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

19. 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

20.  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

21.  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

22.  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)

23.  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)

24.  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

25. 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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