Assessment in counseling chapter 7

Intelligence and General Ability Testing Chapter Models of Intelligence ∗ Psychometric approach ∗ Developmental progressions ∗ Information processing ∗ Other theories Psychometric Approach ∗ Based on premise that intelligence can be described in terms of mental factors (Bjorkland, 2005) ∗ Spearman’s two-factor model (1927) ∗ g (general ability factor) ∗ Specific factors ∗ Guilford’s structure-of-intelligence theory (1988) ∗ 180 intellectual factors in three dimensions: ∗ Mental operations ∗ Content areas ∗ Products Psychometric Approach (cont.) ∗ Thurstone’s primary mental abilities (1938) ∗ Verbal comprehension ∗ Word fluency ∗ Number facility ∗ Perceptual speed ∗ Memory ∗ Space ∗ Reasoning ∗ Vernon’s hierarchical theory (1950) ∗g ∗ Verbal and educational aptitude & spatial, mechanical and practical aptitude Cattell-Horn-Carroll Model ∗ One of the more influential contemporary theories ∗ g: top stratum ∗ Second stratum: Fluid abilities (Gf), crystallized abilities (Gc) & six other broad abilities ∗ Third stratum: more specific factors Developmental Progressions ∗ Developmental theorists posit that intelligence can be better understood by examining how intelligence develops ∗ Learning and environment influence the process ∗ Jean Piaget (1972) ∗ Stages of Development: ∗ Sensorimotor ∗ Preoperational ∗ Concrete ∗ Formal operations Developmental Progressions ∗ Jean Piaget (1972) (cont.) ∗ Intellectual functions: ∗ Assimilation ∗ Accommodation ∗ Ceci’s bioecological model (1990, 1993) ∗ Intellectual abilities are highly influenced by context in which they are performed ∗ Intelligence may not be reflected in methods currently used to assess intelligence Information-Processing ∗ These models focus on how individuals process information ∗ Luria’s theory (1966) ∗ Simultaneous processing ∗ Sequential processing ∗ Naglieri & Das’ theory (1997, 2005) ∗ Planning, Attention, Simultaneous and Successive (PASS) ∗ Sternberg’s triarchic theory (1985, 1988) ∗ Internal world of individual or mental processes that underlie intelligence ∗ Experiential subtheory ∗ Individual’s contextual or external world Other Theories ∗ Gardner’s theory of multiple intelligences (1993) ∗ Any set of adult competencies that are valued in a culture merits consideration as a potential intelligence ∗ “frames of mind” Linguistic Logical-mathematical Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist Existential ∗ Measures need to value intellectual capacities in wide range of domains, methods should be appropriate for domain Individual Intelligence Testing ∗ Wechsler Scales ∗ Stanford-Binet Intelligence Scale ∗ Kaufman Instruments ∗ Woodcock-Johnson III Complete Battery ∗ Additional Individual Instruments WISC-IV ∗ Full Scale IQ – based on four Index Scores: Verbal Comprehension Index • • • • • Similarities Vocabulary Comprehension Information (supplemental) Word Reasoning (supplemental) Working Memory Index • Digit Span • Letter-Number Sequencing • Arithmetic (supplemental) Perceptual Reasoning Index • • • • Block Design Picture Concepts Matrix Reasoning Picture Completion (supplemental) Processing Speed Index • Coding • Symbol Search • Cancellation (supplemental) Stanford-Binet Intelligence Test – ∗ For use with individuals – 85 years old ∗ Verbal IQ, Nonverbal IQ, Full Scale IQ ∗ Five factors for both verbal and nonverbal areas Fluid Reasoning Knowledge Quantitative Reasoning Visual-Spatial Processing Working Memory ∗ Basal level, ceiling level, routing tests Kaufman Instruments ∗ Kaufman Assessment Battery for Children, Second Edition (KABC-II, 2004) ∗ Kaufman Adolescent and Adult Intelligence Test (KAIT, 1993) ∗ Not as widely used as Wechsler instruments ∗ Integration of different theoretical approaches KABC-II ∗ Designed to assess children ages to 18 ∗ Yields or scales depending on whether the Cattell-Horn-Carroll (CHC) or Luria approach is used ∗ CHC perspective (Fluid-Crystallized Index) ∗ Short-Term Memory ∗ Visual Processing ∗ Long-term Storage and Retrieval ∗ Fluid Reasoning ∗ Crystallized Abilities ∗ Luria perspective (Mental Processing Index) ∗ Sequential Processing ∗ Simultaneous Processing ∗ Learning Ability ∗ Planning Ability KAIT ∗ Designed for individuals 11-85 years old ∗ intelligence scales: ∗ Fluid (Gf) ∗ Crystallized (Gc) ∗ Composite ∗ subtests: ∗ assess fluid intelligence ∗ assess crystallized intelligence Woodcock-Johnson III Complete Battery ∗ Assesses general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language & academic achievement ∗ Comprised of two instruments: ∗ Woodcock-Johnson Tests of Cognitive Abilities ∗ Woodcock-Johnson Tests of Achievement ∗ Based on CHC model of intelligence ∗ Clusters: Verbal Ability, Thinking Ability, Cognitive Efficiency, Broad Reading, Broad Math, Broad Written Language, Oral Language Additional Individual Instruments ∗ Differential Ability Scales-Second Edition (Elliot, 2006) ∗ Slossen Intelligence Test-Revised, Third Edition (Nicholson & Hibpshman, 1990) ∗ Raven’s Standard Progressive Matrices (Raven et al., 1998) ∗ Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007) ∗ Test of Nonverbal Intelligence (Brown et al., 1997) Group Intelligence Testing ∗ Given more often than individual intelligence tests, usually in schools ∗ Not as easy to monitor test-taker’s behavior during assessment ∗ Require more reading than individual tests ∗ Must consider other factors of individual (culture, background, language proficiency) when interpreting results Group Intelligence Testing (cont.) ∗ Cognitive Abilities Test (CogAT) ∗ Otis-Lennon School Ability Test, 8th Edition (OLSAT-8) ∗ Naglieri Nonverbal Ability Test (NNAT) ∗ Multidimensional Aptitude Battery II (MAB-II) ∗ Wonderlic Contemporary Cognitive Ability Test Is Intelligence Stable? ∗ Infants and young children have the least stable intelligence test scores ∗ Early research indicated intelligence gradually declines after age 20 – not supported by later research ∗ More recent research indicates intelligence gradually increases from childhood to middle age and then levels off ∗ Declines tend to occur in areas of fluid intelligence ∗ Degree of decline related to interaction of variables, such as physical health, mental activities, education What Do Intelligence Scores Predict? ∗ Intelligence tests appear to be related to academic performance (correlation of 0.5) ∗ The relationships among IQ scores, occupational success, and income are not simple ∗ Validity generalization ∗ Same test score data may be predictive for all jobs – if test is valid for a few occupations, it is valid for all jobs in that cluster ∗ GATB validity coefficients can be generalized to other occupations ∗ Concerns regarding the use of the Job Family method and ethnically diverse groups Is Intelligence Hereditary? ∗ One of the most controversial issues in intelligence testing ∗ Difficult to determine estimates of genetic contribution to intelligence ∗ Heritability indexes for intelligence tend to be approximately 50 ∗ Both genetic and environmental factors affect intellectual development; IQ scores seemingly related to interaction between the two What Environmental Factors Influence Intelligence? ∗ Culture and language ∗ School attendance ∗ Quality of schooling ∗ Family environment ∗ Environmental toxins Are There Group Differences in Intelligence? ∗ Gender ∗ Do not appear to be general intellectual differences between men and women ∗ Men may be better at visual-spatial tasks ∗ Women may be better at some verbal tasks ∗ Ethnicity ∗ African-Americans, Hispanics, and Native Americans tend to score lower on intelligence tests than European-Americans or AsianAmericans ∗ Differences may be due to socioeconomic, linguistic, cultural factors, etc What is the Flynn effect? ∗ James Flynn (1984, 1987) first to identify steadily increasing intelligence test scores in recent years ∗ Gains in IQ not reflected in gains in achievement ∗ Possible explanations: better nutrition, more test sophistication, changes in education and opportunities, changes in parenting practices [...]... Dunn, 20 07) ∗ Test of Nonverbal Intelligence 3 (Brown et al., 19 97) Group Intelligence Testing ∗ Given more often than individual intelligence tests, usually in schools ∗ Not as easy to monitor test-taker’s behavior during assessment ∗ Require more reading than individual tests ∗ Must consider other factors of individual (culture, background, language proficiency) when interpreting results Group Intelligence... may be due to socioeconomic, linguistic, cultural factors, etc What is the Flynn effect? ∗ James Flynn (1984, 19 87) first to identify steadily increasing intelligence test scores in recent years ∗ Gains in IQ not reflected in gains in achievement ∗ Possible explanations: better nutrition, more test sophistication, changes in education and opportunities, changes in parenting practices ... of the most controversial issues in intelligence testing ∗ Difficult to determine estimates of genetic contribution to intelligence ∗ Heritability indexes for intelligence tend to be approximately 50 ∗ Both genetic and environmental factors affect intellectual development; IQ scores seemingly related to interaction between the two What Environmental Factors Influence Intelligence? ∗ Culture and language... Reasoning, Visual Puzzles, Figure Weights*) ∗ Working Memory (Digit Span, Arithmetic, Letter-Number Sequencing*) ∗ Processing Speed (Symbol Search, Coding, Cancellation*) ∗ Uses basal and ceiling levels WISC-IV ∗ Full Scale IQ – based on four Index Scores: Verbal Comprehension Index • • • • • Similarities Vocabulary Comprehension Information (supplemental) Word Reasoning (supplemental) Working Memory Index... depending on whether the Cattell-Horn-Carroll (CHC) or Luria approach is used ∗ CHC perspective (Fluid-Crystallized Index) ∗ Short-Term Memory ∗ Visual Processing ∗ Long-term Storage and Retrieval ∗ Fluid Reasoning ∗ Crystallized Abilities ∗ Luria perspective (Mental Processing Index) ∗ Sequential Processing ∗ Simultaneous Processing ∗ Learning Ability ∗ Planning Ability KAIT ∗ Designed for individuals... and nonverbal areas 1 Fluid Reasoning 2 Knowledge 3 Quantitative Reasoning 4 Visual-Spatial Processing 5 Working Memory ∗ Basal level, ceiling level, routing tests Kaufman Instruments ∗ Kaufman Assessment Battery for Children, Second Edition (KABC-II, 2004) ∗ Kaufman Adolescent and Adult Intelligence Test (KAIT, 1993) ∗ Not as widely used as Wechsler instruments ∗ Integration of different theoretical... (supplemental) Working Memory Index • Digit Span • Letter-Number Sequencing • Arithmetic (supplemental) Perceptual Reasoning Index • • • • Block Design Picture Concepts Matrix Reasoning Picture Completion (supplemental) Processing Speed Index • Coding • Symbol Search • Cancellation (supplemental) Stanford-Binet Intelligence Test – 5 ∗ For use with individuals 2 – 85 years old ∗ Verbal IQ, Nonverbal IQ, Full Scale... supported by later research ∗ More recent research indicates intelligence gradually increases from childhood to middle age and then levels off ∗ Declines tend to occur in areas of fluid intelligence ∗ Degree of decline related to interaction of variables, such as physical health, mental activities, education What Do Intelligence Scores Predict? ∗ Intelligence tests appear to be related to academic... Cognitive Abilities ∗ Woodcock-Johnson Tests of Achievement ∗ Based on CHC model of intelligence ∗ Clusters: Verbal Ability, Thinking Ability, Cognitive Efficiency, Broad Reading, Broad Math, Broad Written Language, Oral Language Additional Individual Instruments ∗ Differential Ability Scales-Second Edition (Elliot, 2006) ∗ Slossen Intelligence Test-Revised, Third Edition (Nicholson & Hibpshman, 1990) ∗ Raven’s... Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV, 2008) ∗ Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV, 2003) ∗ Wechsler Preschool and Primary Scale of Intelligence III (WPPSI-III, 2002) ∗ Wechsler Memory Scale IV (WMS-IV, 19 97) WAIS-IV ∗ Full Scale IQ ∗ Index Scores: ∗ Verbal Comprehension (Vocabulary, Similarities, Information, Comprehension*) ∗ Perceptual Reasoning (Block ... value intellectual capacities in wide range of domains, methods should be appropriate for domain Individual Intelligence Testing ∗ Wechsler Scales ∗ Stanford-Binet Intelligence Scale ∗ Kaufman Instruments... steadily increasing intelligence test scores in recent years ∗ Gains in IQ not reflected in gains in achievement ∗ Possible explanations: better nutrition, more test sophistication, changes in education... Reasoning ∗ Crystallized Abilities ∗ Luria perspective (Mental Processing Index) ∗ Sequential Processing ∗ Simultaneous Processing ∗ Learning Ability ∗ Planning Ability KAIT ∗ Designed for individuals