2. Intelligence Defined Intelligence Defined Intelligence Defined Intelligence Defined 1. What intelligence tests measure. 2. Ability or abilities involved in learning and adaptive behavior. 3. Ability to assimilate information and use it effectively in adapting to one’s environment.

3. History of Intelligence History of Intelligence Traditional Theories Traditional Theories History of Intelligence History of Intelligence Traditional Theories Traditional Theories Galton: Quantifiable, measurable, and normally distributed. Spearman: “g” general intelligence “s” specific skills Cattell: Crystallized = acquired knowledge Fluid = innate capacities Guilford: Structural model - Content - Operation - Product

4. History of Intelligence History of Intelligence Contemporary Theories Contemporary Theories History of Intelligence History of Intelligence Contemporary Theories Contemporary Theories Sternberg: Triarchic model - Componential: internal learning, problem-solving, strategizing. - Experiential: novel vs. familiar - Contextual: situational setting Gardner: Content model - multiple intelligences Goleman: Emotional Intelligence

5. Intelligence Defined Intelligence Defined Intelligence Defined Intelligence Defined 1. What intelligence tests measure. 2. Ability or abilities involved in learning and adaptive behavior. 3. Ability to assimilate information and use it effectively in adapting to one’s environment.

7. Features of Assessment Features of Assessment Reliability: Consistency of assessment Reliability: Consistency of assessment Validity: What are we assessing? Validity: What are we assessing? Standardization: Content, administration, scoring, normative data, interpretation Standardization: Content, administration, scoring, normative data, interpretation Features of Assessment Features of Assessment Reliability: Consistency of assessment Reliability: Consistency of assessment Validity: What are we assessing? Validity: What are we assessing? Standardization: Content, administration, scoring, normative data, interpretation Standardization: Content, administration, scoring, normative data, interpretation

8. Reliability Inter-Rater: Consistency between two raters. Inter-Rater: Consistency between two raters. Test-Retest: Consistency of scores on a test with the same person, after an interval of time. Test-Retest: Consistency of scores on a test with the same person, after an interval of time. Parallel Forms: Consistency between two different versions of a test. Parallel Forms: Consistency between two different versions of a test. Internal Consistency: Correlation among items on a test, such as split-half. Internal Consistency: Correlation among items on a test, such as split-half. Reliability Inter-Rater: Consistency between two raters. Inter-Rater: Consistency between two raters. Test-Retest: Consistency of scores on a test with the same person, after an interval of time. Test-Retest: Consistency of scores on a test with the same person, after an interval of time. Parallel Forms: Consistency between two different versions of a test. Parallel Forms: Consistency between two different versions of a test. Internal Consistency: Correlation among items on a test, such as split-half. Internal Consistency: Correlation among items on a test, such as split-half.

9. Validity Content/Face: Item/test content directly related to attribute being measured. Content/Face: Item/test content directly related to attribute being measured. Criterion: Correlation between test & another valid criterion measure. Predictive & concurrent. Criterion: Correlation between test & another valid criterion measure. Predictive & concurrent. Construct: Theoretical connection between test & construct being measured. Construct: Theoretical connection between test & construct being measured. Validity Content/Face: Item/test content directly related to attribute being measured. Content/Face: Item/test content directly related to attribute being measured. Criterion: Correlation between test & another valid criterion measure. Predictive & concurrent. Criterion: Correlation between test & another valid criterion measure. Predictive & concurrent. Construct: Theoretical connection between test & construct being measured. Construct: Theoretical connection between test & construct being measured.

10. Standardization Content Administration Procedures Administration Procedures Scoring Procedures Scoring Procedures Normative Data Normative Data Interpretation Standardization Content Administration Procedures Administration Procedures Scoring Procedures Scoring Procedures Normative Data Normative Data Interpretation

11. Intelligence Testing Intelligence Testing Binet & Simon: 1 st intelligence test Terman: Stanford revision of Binet-Simon - based on “Ratio IQ”: MA/CA X 100 = IQ WW-I: Army Alpha & Beta Tests Wechsler: Deviation IQ - age based norm groups - statistical IQ: M = 100, SD = 15 - based on Army recruitment tests Intelligence Testing Intelligence Testing Binet & Simon: 1 st intelligence test Terman: Stanford revision of Binet-Simon - based on “Ratio IQ”: MA/CA X 100 = IQ WW-I: Army Alpha & Beta Tests Wechsler: Deviation IQ - age based norm groups - statistical IQ: M = 100, SD = 15 - based on Army recruitment tests

12. Intelligence Tests Intelligence Tests Stanford-Binet Intelligence Test SB-IV Wechsler Intelligence Scales WPPSI-R WISC-III WAIS-III Kaufman Scales KABC KBIT Intelligence Tests Intelligence Tests Stanford-Binet Intelligence Test SB-IV Wechsler Intelligence Scales WPPSI-R WISC-III WAIS-III Kaufman Scales KABC KBIT

13. Intelligence Testing Intelligence Testing Stanford-Binet & Wechsler Scales : - largely crystallized, esp. at upper levels for SB-IV - logical-mathematical & linguistic - spatial at young ages - “g” score, with several “s” scores Intelligence Testing Intelligence Testing Stanford-Binet & Wechsler Scales : - largely crystallized, esp. at upper levels for SB-IV - logical-mathematical & linguistic - spatial at young ages - “g” score, with several “s” scores

14. Intelligence Testing Intelligence Testing Stanford-Binet: Four levels of scores. Stanford-Binet: Four levels of scores. 1) “g” = overall IQ Score 1) “g” = overall IQ Score 2) Crystallized abilities 2) Crystallized abilities Fluid-analytic abilities Fluid-analytic abilities Short-term memory Short-term memory 3) Verbal reasoning 3) Verbal reasoning Quantitative reasoning Quantitative reasoning Abstract-visual reasoning Abstract-visual reasoning 4) Subtest Scores 4) Subtest Scores Intelligence Testing Intelligence Testing Stanford-Binet: Four levels of scores. Stanford-Binet: Four levels of scores. 1) “g” = overall IQ Score 1) “g” = overall IQ Score 2) Crystallized abilities 2) Crystallized abilities Fluid-analytic abilities Fluid-analytic abilities Short-term memory Short-term memory 3) Verbal reasoning 3) Verbal reasoning Quantitative reasoning Quantitative reasoning Abstract-visual reasoning Abstract-visual reasoning 4) Subtest Scores 4) Subtest Scores

15. Intelligence Testing Intelligence Testing Stanford-Binet: Four levels of scores. Stanford-Binet: Four levels of scores. IQ Crystallized FluidSTM Crystallized FluidSTM Verbal Quant.Abs./Vis. - Verbal Quant.Abs./Vis. - Subtest Scores Subtest Scores Intelligence Testing Intelligence Testing Stanford-Binet: Four levels of scores. Stanford-Binet: Four levels of scores. IQ Crystallized FluidSTM Crystallized FluidSTM Verbal Quant.Abs./Vis. - Verbal Quant.Abs./Vis. - Subtest Scores Subtest Scores

16. Intelligence Testing Intelligence Testing Wechsler Scales: Four levels of scores. 1) “g” = Full Scale IQ 2) Verbal IQ and Performance IQ 3) Verbal Comprehension Index Perceptual Organization Index Freedom From Distractibility (WISC-III) Working Memory (WAIS-III) Processing Speed 4) Subtest Scale Scores Intelligence Testing Intelligence Testing Wechsler Scales: Four levels of scores. 1) “g” = Full Scale IQ 2) Verbal IQ and Performance IQ 3) Verbal Comprehension Index Perceptual Organization Index Freedom From Distractibility (WISC-III) Working Memory (WAIS-III) Processing Speed 4) Subtest Scale Scores

17. Intelligence Testing Intelligence Testing Wechsler Scales: Four levels of scores. Wechsler Scales: Four levels of scores. IQ Verbal Performance Verbal Performance Verbal FD/WM Percept. Proc. Verbal FD/WM Percept. Proc. Comp. Org. Spd. Comp. Org. Spd. Subtest Scores Subtest Scores Intelligence Testing Intelligence Testing Wechsler Scales: Four levels of scores. Wechsler Scales: Four levels of scores. IQ Verbal Performance Verbal Performance Verbal FD/WM Percept. Proc. Verbal FD/WM Percept. Proc. Comp. Org. Spd. Comp. Org. Spd. Subtest Scores Subtest Scores

18. Mental Retardation Mental Retardation DSM-IV: 3 Criteria DSM-IV: 3 Criteria  Significantly subaverage intellectual ability - 2 SD below Mean Significantly subaverage intellectual ability - < 70 IQ or >2 SD below Mean Significantly subaverage intellectual ability - < 70 IQ or >2 SD below Mean  Concurrent deficits in adaptive functioning - 2 or more of 11 areas Concurrent deficits in adaptive functioning - 2 or more of 11 areas Concurrent deficits in adaptive functioning - 2 or more of 11 areas  Onset before age 18 Onset before age 18 Onset before age 18 Mental Retardation Mental Retardation DSM-IV: 3 Criteria DSM-IV: 3 Criteria  Significantly subaverage intellectual ability - 2 SD below Mean Significantly subaverage intellectual ability - < 70 IQ or >2 SD below Mean Significantly subaverage intellectual ability - < 70 IQ or >2 SD below Mean  Concurrent deficits in adaptive functioning - 2 or more of 11 areas Concurrent deficits in adaptive functioning - 2 or more of 11 areas Concurrent deficits in adaptive functioning - 2 or more of 11 areas  Onset before age 18 Onset before age 18 Onset before age 18

20. Mental Retardation Mental Retardation CLASSIFICATION Level IQ Ed. MA Level IQ Ed. MA Mild69-55 Educable 8-6 to 10-10 Mild69-55 Educable 8-6 to 10-10 Moderate54-40 Trainable 6-1 to 8-5 Moderate54-40 Trainable 6-1 to 8-5 Severe39-25 3-9 to 6-0 Severe39-25 3-9 to 6-0 Profound < 25 < 3-9 Profound < 25 < 3-9 Mental Retardation Mental Retardation CLASSIFICATION Level IQ Ed. MA Level IQ Ed. MA Mild69-55 Educable 8-6 to 10-10 Mild69-55 Educable 8-6 to 10-10 Moderate54-40 Trainable 6-1 to 8-5 Moderate54-40 Trainable 6-1 to 8-5 Severe39-25 3-9 to 6-0 Severe39-25 3-9 to 6-0 Profound < 25 < 3-9 Profound < 25 < 3-9

21. 0 AGE Adult INTELLECT

22. Mental Retardation Mental Retardation DEFICITS IN ADAPTIVE BEHAVIOR DEFICITS IN ADAPTIVE BEHAVIOR CommunicationSelf-Care CommunicationSelf-Care Home LivingSelf-Direction Home LivingSelf-Direction Social SkillsAcademic Skills Social SkillsAcademic Skills WorkLeisure WorkLeisure HealthSafety HealthSafety Use of Community Resources Use of Community Resources Mental Retardation Mental Retardation DEFICITS IN ADAPTIVE BEHAVIOR DEFICITS IN ADAPTIVE BEHAVIOR CommunicationSelf-Care CommunicationSelf-Care Home LivingSelf-Direction Home LivingSelf-Direction Social SkillsAcademic Skills Social SkillsAcademic Skills WorkLeisure WorkLeisure HealthSafety HealthSafety Use of Community Resources Use of Community Resources

23. Mental Retardation Mental Retardation Causes Biological: - Genetic, Disease, Metabolic D/O Biological: - Genetic, Disease, Metabolic D/O Psychosocial: - Poverty, poor education, poor stimulation Psychosocial: - Poverty, poor education, poor stimulation Biological + Psychosocial: - Infections, toxins, trauma, nutrition, FAS, FTT, pre-mature birth Biological + Psychosocial: - Infections, toxins, trauma, nutrition, FAS, FTT, pre-mature birth Mental Retardation Mental Retardation Causes Biological: - Genetic, Disease, Metabolic D/O Biological: - Genetic, Disease, Metabolic D/O Psychosocial: - Poverty, poor education, poor stimulation Psychosocial: - Poverty, poor education, poor stimulation Biological + Psychosocial: - Infections, toxins, trauma, nutrition, FAS, FTT, pre-mature birth Biological + Psychosocial: - Infections, toxins, trauma, nutrition, FAS, FTT, pre-mature birth

25. Heredity vs. Environment Heredity vs. Environment Heredity: - Contributes about 50% Heredity: - Contributes about 50% - Differences within a given group - Differences within a given group - Sets a range of intellectual potential - Sets a range of intellectual potential Environment: - Poverty, poor education, poor stimulation Environment: - Poverty, poor education, poor stimulation - Differences between different groups - Differences between different groups - e.g. ethnic groups - e.g. ethnic groups - Steers development of intellect within the range set by heredity - Steers development of intellect within the range set by heredity Heredity vs. Environment Heredity vs. Environment Heredity: - Contributes about 50% Heredity: - Contributes about 50% - Differences within a given group - Differences within a given group - Sets a range of intellectual potential - Sets a range of intellectual potential Environment: - Poverty, poor education, poor stimulation Environment: - Poverty, poor education, poor stimulation - Differences between different groups - Differences between different groups - e.g. ethnic groups - e.g. ethnic groups - Steers development of intellect within the range set by heredity - Steers development of intellect within the range set by heredity

26. Heredity vs. Environment Heredity vs. Environment Heredity vs. Environment Heredity vs. Environment Low Adult Intellect High Birth Heredity Environment

27. Implications How do we interpret and use individual and group differences in intelligence? How do we interpret and use individual and group differences in intelligence? Good uses vs. Abuses Good uses vs. Abuses Identify needs/talentsLabel & stigmatize Identify needs/talentsLabel & stigmatize Enhance opportunitiesDeny opportunities Enhance opportunitiesDeny opportunities Promote potentialImpede potential Promote potentialImpede potential Promote well-beingImpede well-being Promote well-beingImpede well-being Enrich societyInfect society Enrich societyInfect society ConstructiveDestructive ConstructiveDestructive Implications How do we interpret and use individual and group differences in intelligence? How do we interpret and use individual and group differences in intelligence? Good uses vs. Abuses Good uses vs. Abuses Identify needs/talentsLabel & stigmatize Identify needs/talentsLabel & stigmatize Enhance opportunitiesDeny opportunities Enhance opportunitiesDeny opportunities Promote potentialImpede potential Promote potentialImpede potential Promote well-beingImpede well-being Promote well-beingImpede well-being Enrich societyInfect society Enrich societyInfect society ConstructiveDestructive ConstructiveDestructive