Intelligence Development
What is intelligence?
Measuring Intelligence in Children
Practical and Other Issues
Why?
Unitary of Factorial
Cognitive vs intelligence development
Sternberg et al
Expert
Verbal intelligence
Problem solving
Practical intelligence
Lay Person
Verbal ability
Social Competence
Practical problem solving ability
No single way to define
Rational - judge and reason well
Abstract thinking
Objective measures
Developed measure
Cognitive ability
Cog = rational process, capacity (individual processes)
Inte: performance, products (compares individuals)
Intelligence Quotient
Index of performance on standardised test relative to others
Change over lifespan - experience/training
Proxy measure
Measured with normal distribution
Unitary = Single capacity/ability
Francis Glaton
Charles Spearman
John Raven
John Caroll
Johnson et al
Factorial = Different independent types of intelligence
Thurstone
Gardener
Stenberg
7 Factors - Primary mental abilities
Verbal meaning, word fluency, numerical reasoning, spatial, perceptual speed, memory, inductive reasoning
Multiple Intelligences
Don't have intellectual capacity but can perform in other areas
Triarchic theory
Information processing, experience and context
Emphasis on different aspects
Goleman
Emotional intelligence
Relevant for leadership, human interaction
Bayley Scales of Infant Development
Standford-Binet
Wechslet Scales
Kaufman Assessment Battery for Children
Raven's Standard Progressive Matrices
Predict academic achievement (adapt circumstances)
Predict job success
Assess general adjustment and health (+mental)
Training
Application = time-consuming - account fatigue (Experimenter and Ps)
Choice of test based on reasons for testing and needs/context of child
Reactions = as important as the outcome
IQ says nothing about circumstances
Infants 1m - 3.5y
Different tasks for different ages
Derives from developmental quotient
Use = assess risk of abnormal development
Cognitive - looking for fallen object Language - naming objects and pictures Motor - sitting
2y - Adult
Introduce mental age concept
IQ = Mental age/chronological age x 100
Identify children in need of special education
Reasoning - verbal, quantitate, abstract visual, STM
Non verbal - culturally fair
If failed then taught - avoids failing due to unfamiliarity
Information processing skills: Sequential processing, simultaneous
Based on Spearman's general factor
Assess analytic ability
Little verbal ability
Assess performance and reasoning in psychological disorders
Children and adolescents versions
WISC-III
Verbal scales: general information, comprehension, arithmetic, similarities, vocabulary, digit span
Performance scales: picture completion, picture arrangement, block design, object assembly, coding, mazes, symbol search
6y - 16y
Dependent on verbal ability - challenging for non-native
Identify learning difficulties
Scores = verbal, performance, full scale
Scales
Wechsler Preschool and Primary Scale of Intelligence
Wechseler Intelligence Scale for Children
Weschler Adult Intelligence Scale
WPPSI-IV - Verbal, Performance, Full Scale
WISC-V - Verbal, Comprehension, Visual Spatial< Fluid Reasoning, Working Memory, Processing Speed Indexex