CETT - Strand 3

Intelligence - or abilities?

Empirically measured intelligence/abilities vs theories of intelligences

CHC

Sternberg

Gardner

Multiple - 8

Key point being - judgements based solely on Standardised tests will ignore the holistic human. "people can be intelligent in a number of ways. So awareness of this is fundamental to educational judgements and provision.

Cross Battery Approach is also an important approach -

click to edit

interesting to footnote a comment about the titles of some of the most use test batteries... WISC fpr example.

Abiltiy test is what we are doing.

Interesting historical development of intelligence... Afonso 2005...

Spearman 1927- G and S

Plus contraversy in regards to Grw... which it is more a measurement of attainment, (Gc) and thus a cause for exclusionary results and test bias.

Less economically privedged schools, race, cultural identity, linguistics, special educational needs...

Sternberg - 3 spheres

Gardner

History of ability testing... CHC

Cattell - Gf and Gc

Horn + Cattell - Stratums - Gf - Gc... 8 specifics...

Carroll - 8 specifics - 69 sub-tests...

McGrew - unification...

define those 8

Good to mention Nagilari - CAS

IQ tests are outdated and based on a narrow conceptualisation of intelligence/abilities (Amod 2013)

comparisons between theories of intelligence

Stratums...

Spearman g and s

Sternberg 3 intelligences

Gardner 8 intelligences.

CHC - 3 stratums, 8 mid... etc...

Hierachies of abilites - Vernon 71 and Carrol 93

The 6 year old child... Opening in quote at the top of the page... "We would expect one blood test to yield a ...Kaufman 2015

1960's cognitive revolution (Amod 2013)

Nagliari and Kaufman 2001 - argued that the inclusion of language and other academic content - disadvantaged those whose had not experienced the test makers persumed levels of attainment. - EAL, race, economic, sex... -

Naglieri and Rojhn 2001 - identified the disproportionate representation of aftricañamerican children as having learning differences. -

Narrow study of 78 white and vlack children - using data from WISC III test against Naglaris CAS

Wechsler had dominated testing for 70 years...

3 major recommendations for testing -

  1. It must be measuring cognitive processes, not aquired - taugh/learnt academic
  1. Conceptualisation and measured using a mulitdimentional thoery

Keith and Kransler are ciritcal of this

Lack of empirical evidence to back up theories.

The CAS test that was pushed as a result of the critical theories actually didn't measure what it proported to measure... instead it actually fitted the CHC model...

Based on Luria 66, 73, 80, 82 theories ...

  1. Cortical arousal and attention

codification of information

planning, self-monitoring, structuring of cognition.