Mental

Ability Test


Panukat ng katalinuhang /Filipino Intelligence test

By Aurora Palacio & Vicentia Cervera

• It is a test designed to measure the mental ability of a Filipino adolescents and adults, on the basis of
his/her verbal and non-verbal skills.
• Appropriate to administer for ages range from 16 and above.
• Intended for use in school setting, business and industry as well as in any other situation where
assessment of intelligence of an adult Filipino is called for.
• It covers the individual’s verbal proficiency as manifested in his capacity to comprehend meanings
(vocabulary), ability to perceive relationships (analogy), apply simple mathematical concepts and
problem-solving (numerical-ability), and to think and reason out with abstract concepts and ideas.
o Vocabulary (Talasalitaan) – 30 items
§ A test of ability to deal with words and their meaning as used in a sentence.
o Analogy (Ugnayan) – 30 items
§ A test of skill in perceiving relationships
o Numerical ability (Kakayahan sa bilang) – 25 items
§ test of proficiency along application of basic mathematical concepts and
processes in various problem solving situations within the sphere of Filipino
experiences.
o Non-Verbal ability (Isinasalarawang problema)- 50 items

• Three types of intelligence are obtained from PKF:
o CIS or crystallized intelligence score obtained from the sum of the standard scores in vocabulary,
analogy and numerical ability. This represent the measure of one’s verbal ability
o FID or fluid intelligence score obtained from standard score of non-verbal sub-test. This indicates
ability to deal with abstract thinking and reasoning.
o GIS or general intelligence score obtained by adding the CIS and FIS. This gives an approximation
of one’s intellectual ability based on his verbal and nonverbal skills.
• The total working time for the entire test is 70 minutes.
• PKF salient features
o It is written in Filipino
o Items are based on the Filipino way of life and experiences
o It measures four generally accepted factors of human intelligence
o It is reliable
o It is valid
o It is easy to administer and sore
o Total working time is 70 minutes
o A manual for the user has been prepared
o It can be used in the school or business setting.

Wechsler Intelligence Scales

Intelligence as an effect rather than a cause and asserted that non-intellective factors such as personality,
contribute to the development of each person’s intelligence.

The principal goals of a Wechsler Scales administration are threefold:
Ú to assess current and/or premorbid levels of intelligence;
 Ú to test or generate hypotheses about the presence of organic brain dysfunction and psychopathological
conditions; and
Ú to make predictions as to how these conditions will affect the client’s response to treatment.

Subtests and their descriptions:
1. Information- taps general knowledge, learning and memory;
2. Comprehension- taps social comprehension, the ability to organize and apply knowledge;
3. Similarities- taps the ability to analyze relationships and engage in logical, abstract thinking;
4. Arithmetic- taps learning of arithmetic, alertness, concentration and short-term auditory memory;
5. Vocabulary- a good measure of intelligence;
6. Receptive Vocabulary- taps auditory discrimination and processing, auditory memory and the
integration of visual perception and auditory input;
7. Picture Naming- taps expressive language and word retrieval ability;
8. Digit Span- taps auditory short-term memory, encoding and attention;
9. Letter-Number Sequencing- taps attention, sequencing ability, mental manipulation and processing
speed;
10. Picture Completion- draws on visual perception abilities, alertness, memory, concentration, attention
to detail and ability to differentiate essential from nonessential detail;
11. Picture Arrangement- taps the ability to comprehend or “size up” a situation, attention ,concentration
and the ability to see temporal and cause-and-effect relationships;
12. Block Design- draws on perceptual-motor skills, psychomotor speed, and the ability to analyze and
synthesize;
13. Object Assembly- taps on pattern recognition, assembly skills, and psychomotor speed;
14. Coding- draws on factors such as attention, learning ability, psychomotor speed and concentration
ability;
15. Symbol Search- taps cognitive processing speed;
16. Matrix Reasoning- taps perceptual organizing abilities and reasoning;
17. Word Reasoning- taps verbal abstraction ability and the ability to generate alternative concepts;
18. Picture Concepts- the ability to abstract as well as categorical reasoning ability;
19. Cancellation- visual selective attention and related abilities.

The Wechsler Scales can be used to develop hypotheses about the quality and character of the client’s
perceptual, cognitive and ideational processes .

A. Organicity
– Premorbid intelligence
• May be estimated by evaluating the strengths of the client’s performance on the
Information and Vocabulary subtests. Scores on these subtests are based on overlearned
material that is resistant to the effects of brain injury or severe psychopathology.
– Degree of impairment and probable cause
– Prognosis

B. Perceptual Processes
– Information processing ( encoding, memory and recall)
– Attention and concentration (distractability)
– Perceptual-motor functioning

C. Cognitive Processes
– Problem-solving skills ( concrete and abstract operations, integration, conceptualization,
generalization)
– Intelligence
– Intellectual strengths and weaknesses
 – Psychopathology ( thought disorders)


The Wechsler Scales can also be used to generate hypotheses about client’s affective states, motivation and
investment in treatment and recovery.

A. Mood
– Dominant trait and state moods
– pre- and postmorbid affect
– Emotional responsiveness (range, lability, modulation)
– Degree of affective disturbance
– Chronicity versus acuteness

B. Motivation and Investment
– Attitude toward testing
– Response to frustration
– Client involvement and commitment to change.


Stanford Binet

Intelligence Scale

• It was developed by Binet and simon in 1095
• It samples a wide variety of tasks that involve the
processing of information, and measures the
individual’s intelligence by comparing his or her
performance on these tasks to the performance of
appropriate norm group.
• It measures fluid reasoning, knowledge, quantitative
reasoning, visual-spatial processing and working
memory.
• It is a standardized test that assesses intelligence and cognitive abilities in children and adults aged 2 to 85+
• It is used as a tool in school placement, in determining the presence of learning disability or developmental
delay and in tracking intellectual development.
• Co-normed with the Bender-Gestalt Visual-Motor Gestalt Test, 2nd Edition, and linked to the Woodcock-
Johnson Tests of Achievement. Early SB-5 is based on a representative sample of 1,800 child



1. Bead Memory
• Two levels
o Single & Double Bead displays for younger children
o Sequential displays for older individuals
• Used to test visual short-term memory
2. Quantitative
• Items presented visually, subject responds verbally
• Scrap paper is permitted
• Used to test quantitative skills (mathematics)
3. Memory for Sentences
• Tests auditory short-term memory
• Sentences are presented verbally, must be repeated verbally
4. Pattern Analysis
• Tests visual-spatial and motor skills
• Arrays of blocks presented visually, blocks must be assembled by hand to match patterns
5. Comprehension
• NOT a test of reading comprehension, but a test of social and moral reasoning
• Items are presented verbally, must be answered verbally
6. Absurdities
• Another test of social, logical reasoning
• Items are presented visually, must be answered verbally
7. Memory for Digits
• Two subtests
• digits forward
• digits backward
• BUT, both scores are combined for the subtest score
• Taps short-term auditory memory and active working memory
8. Copying
• Two levels
• Copying blocks for younger children
• Paper and pencil for older children
• Tests visual-motor integration and visual spatial skills
9. Memory for Objects
• Tests sequential, visual, short-term memory
10. Matrices
• Tests non-verbal, logical-deductive reasoning
11. Number Series
• Tests quantitative and logical-deductive reasoning
• Scratch paper is allowed
12. Paper Folding and cutting
• Tests visual-spatial reasoning
• No actual cutting occurs in actual test items, only for sample items
13. Verbal Relations
• Tests verbal, logical reasoning
14. Equation Building
• Tests quantitative, logical, deductive reasoning skills and active working memory


• Routing Subtests used for “adaptive” testing
• Used to test knowledge of words and their meaning
• Highest level attained on vocabulary test indicates starting point for remainder of tests
• This is used to gauge “age group” for test
• “Vocabulary loads highly on g”
• Added an additional non-verbal routing subtest


Standard Progressive Matrices (SPM)

• is a group or individually administered test that nonverbally assesses intelligence in children and
adults through abstract reasoning tasks.
• It is sometimes called Raven's, although the SPM is only one of three tests that together
comprise Raven's Progressive Matrices.
• Appropriate for ages 8-65, the SPM consists of 60 problems (five sets of 12), all of which involve
completing a pattern or figure with a part missing by choosing the correct missing piece from
among six alternatives. Patterns are arranged in order of increasing difficulty.
• The test is untimed but generally takes 15-45 minutes and results in a raw score which is then
converted to a percentile ranking. The test can be given to hearing and speech-impaired
children, as well as non-English speakers.
• The Standard Progressive Matrices is usually used as part of a battery of diagnostic tests, often
with the Mill Hill Vocabulary Scales. The SPM is part of a series of three tests (Raven's
Progressive Matrices) for persons of varying ages and/or abilities, all consisting of the same kind
of nonverbal reasoning problems. The SPM is considered an "average"-level test for the general
population.
• It is a non-verbal measure of mental ability, helping to identify individuals with advanced
observation and clear thinking skills who can handle the complexity and ambiguity of the
modern workplace.
• The SPM was designed to assess non-verbal reasoning in the general population, and is used
widely in clinical, educational, occupational, and research settings.
• The SPM score indicates a candidate’s potential for success in professional, management and
high-level technical positions that require:
o Clear thinking
o Problem identification
o Holistic situation assessment
o Monitoring of tentative solutions for consistency with all available information












Personality Test

Myers-Briggs Type Indicator® (MBTI)

• The test was developed by of Isabel Briggs Myers, and her mother, Katharine Briggs.
• The purpose of the test is to make the theory of psychological types described by C. G. Jung
understandable and useful in people's lives.
• The essence of the theory is that much seemingly random variation in the behavior is actually
quite orderly and consistent, being due to basic differences in the ways individuals prefer to use
their perception and judgment.

Four dichotomies specified or implicit in Jung's theory, that will identify and describe an individual’s
distinctive personality types that result from the interactions among the preferences

• Favorite world: Do you prefer to focus on the outer world or on your own inner world? This is
called
o Extraversion (E):
o Introversion (I):

• Information: Do you prefer to focus on the basic information you take in or do you prefer to
interpret and add meaning?
o Sensing (S)
o Intuition (N)

• Decisions: When making decisions, do you prefer to first look at logic and consistency or first
look at the people and special circumstances?
o Thinking (T)
o Feeling (F)

• Structure: In dealing with the outside world, do you prefer to get things decided or do you
prefer to stay open to new information and options?
o Judging (J)
o Perceiving (P)

The 16 personality types of the Myers-Briggs Type Indicator® or the Type Table
ISTJ
Quiet, serious, earn success by thoroughness and dependability. Practical, matter-of-fact, realistic, and
responsible. Decide logically what should be done and work toward it steadily, regardless of distractions.
Take pleasure in making everything orderly and organized - their work, their home, their life. Value
traditions and loyalty.
ISFJ
Quiet, friendly, responsible, and conscientious. Committed and steady in meeting their obligations.
Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people
who are important to them, concerned with how others feel. Strive to create an orderly and harmonious
environment at work and at home.

INFJ
Seek meaning and connection in ideas, relationships, and material possessions. Want to understand
what motivates people and are insightful about others. Conscientious and committed to their firm
values. Develop a clear vision about how best to serve the common good. Organized and decisive in
implementing their vision.

INTJ
Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see
patterns in external events and develop long-range explanatory perspectives. When committed,
organize a job and carry it through. Skeptical and independent, have high standards of competence and
performance - for themselves and others.

ISTP
Tolerant and flexible, quiet observers until a problem appears, then act quickly to find workable
solutions. Analyze what makes things work and readily get through large amounts of data to isolate the
core of practical problems. Interested in cause and effect, organize facts using logical principles, value
efficiency.

ISFP
Quiet, friendly, sensitive, and kind. Enjoy the present moment, what's going on around them. Like to
have their own space and to work within their own time frame. Loyal and committed to their values and
to people who are important to them. Dislike disagreements and conflicts, do not force their opinions or
values on others.

INFP
Idealistic, loyal to their values and to people who are important to them. Want an external life that is
congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas.
Seek to understand people and to help them fulfill their potential. Adaptable, flexible, and accepting
unless a value is threatened.

INTP
Seek to develop logical explanations for everything that interests them. Theoretical and abstract,
interested more in ideas than in social interaction. Quiet, contained, flexible, and adaptable. Have
unusual ability to focus in depth to solve problems in their area of interest. Skeptical, sometimes critical,
always analytical.

ESTP
Flexible and tolerant, they take a pragmatic approach focused on immediate results. Theories and
conceptual explanations bore them - they want to act energetically to solve the problem. Focus on the
here-and-now, spontaneous, enjoy each moment that they can be active with others. Enjoy material
comforts and style. Learn best through doing.

ESFP
Outgoing, friendly, and accepting. Exuberant lovers of life, people, and material comforts. Enjoy working
with others to make things happen. Bring common sense and a realistic approach to their work, and
make work fun. Flexible and spontaneous, adapt readily to new people and environments. Learn best by
trying a new skill with other people.



ENFP
Warmly enthusiastic and imaginative. See life as full of possibilities. Make connections between events
and information very quickly, and confidently proceed based on the patterns they see. Want a lot of
affirmation from others, and readily give appreciation and support. Spontaneous and flexible, often rely
on their ability to improvise and their verbal fluency.

ENTP
Quick, ingenious, stimulating, alert, and outspoken. Resourceful in solving new and challenging
problems. Adept at generating conceptual possibilities and then analyzing them strategically. Good at
reading other people. Bored by routine, will seldom do the same thing the same way, apt to turn to one
new interest after another.

ESTJ
Practical, realistic, matter-of-fact. Decisive, quickly move to implement decisions. Organize projects and
people to get things done, focus on getting results in the most efficient way possible. Take care of
routine details. Have a clear set of logical standards, systematically follow them and want others to also.
Forceful in implementing their plans.

ESFJ
Warmhearted, conscientious, and cooperative. Want harmony in their environment, work with
determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal,
follow through even in small matters. Notice what others need in their day-by-day lives and try to
provide it. Want to be appreciated for who they are and for what they contribute.

ENFJ
Warm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and
motivations of others. Find potential in everyone, want to help others fulfill their potential. May act as
catalysts for individual and group growth. Loyal, responsive to praise and criticism. Sociable, facilitate
others in a group, and provide inspiring leadership.

ENTJ
Frank, decisive, assume leadership readily. Quickly see illogical and inefficient procedures and policies,
develop and implement comprehensive systems to solve organizational problems. Enjoy long-term
planning and goal setting. Usually well informed, well read, enjoy expanding their knowledge and
passing it on to others. Forceful in presenting their ideas.

Sixteen personality factor questionnaire (16 PF)

16PF Authors: Raymond B. Cattell, A. Karen Cattell, & Heather E. P. Cattell
Manual Authors: Mary Russell, Darcie Karol

• 16PF Questionnaire, has been very popular in applied psychology like contexts such as counselling
and human resources.
• The 16PF questionnaire is a broad assessment of normal adult personality. Appropriate for
individuals 16 years and older.
• The purpose of the measure is to provide a comprehensive snapshot of an individual’s personality
profile, by reporting on 16 primary personality factor scales as well as five broader global scales
• The 16PF can be used in a variety of settings. It can be used as a starting point in therapy, to give a
counselor an overall view of a client’s personality profile and serve as a guide to an individualize
counseling plan.
• The 16PF provides a measure of behavioral trends including anxiety and adjustment, which can
facilitate diagnostic and treatment strategies. The 16PF may also be used as a way to evaluate
management potential, facilitate leadership development and executive coaching, supplement
individual and couple’s counseling, and inform career and vocational counseling.

Scales
Bipolar Dimensions of Personality
Warmth (Reserved vs. Warm; Factor A)
Reasoning (Concrete vs. Abstract; Factor B)
Emotional Stability (Reactive vs. Emotionally Stable; Factor C)
Dominance (Deferential vs. Dominant; Factor E)
Liveliness (Serious vs. Lively; Factor F)
Rule-Consciousness (Expedient vs. Rule-Conscious; Factor G)
Social Boldness (Shy vs. Socially Bold; Factor H)
Sensitivity (Utilitarian vs. Sensitive; Factor I)
Vigilance (Trusting vs. Vigilant; Factor L)
Abstractedness (Grounded vs. Abstracted; Factor M)
Privateness (Forthright vs. Private; Factor N)
Apprehension (Self-Assured vs. Apprehensive; Factor O)
Openness to Change (Traditional vs. Open to Change; Factor Q1)
Self-Reliance (Group-Oriented vs. Self-Reliant; Factor Q2)
Perfectionism (Tolerates Disorder vs. Perfectionistic; Factor Q3)
Tension (Relaxed vs. Tense; Factor Q4)

1. Warmth, which is considered to indicate friendliness towards others and willingness to
participate.
2. Reasoning, which is thought to be indicative of cognitive ability and intellect;
3. Emotional Stability, which refers to the candidate’s ability to adapt while under stress and
whether they are easily upset.
4. Dominance, which ascertains to levels of aggression, assertiveness and co-operation.
5. Liveliness, which tends to indicate whether the candidate is likely to be cheerful or expressive as
opposed to introverted or serious.
6. Rule-Consciousness, which generally conveys attitudes towards authority and likelihood of
obedience.
7. Social Boldness, which refers to whether an individual is likely to be timid or shy as opposed to
being uninhibited or out-going.
8. Sensitivity, which considers whether the candidate is compassionate and sympathetic to others
or if they tend to be more objective.
9. Vigilance, which specifies how trusting, accepting or suspicious the individual may be around
others.
10. Abstractedness, which can refer to being imaginative or solution orientated but at the higher
level can also suggest being impractical.
11. Privateness, which can indicate how forthright or non-disclosing an individual might be.
 12. Apprehension, which is descriptive of whether someone may be more self-assured or insecure.
13. Openness to Change, which is regarded as flexibility and a liberal attitude as opposed to being
attached to the familiar.
14. Self-Reliance, which identifies how self-sufficient or group orientated an individual might be.
15. Perfectionism, which refers to self-discipline and precision as opposed to impulsiveness.
16. Tension, which conveys the likelihood of being time driven or impatient instead of being relaxed
and patient.

NEO-PI-R

The NEO PI-R is a concise measure of the five major domains of personality, as well as the six traits or
facets that define each domain. Taken together, the five domain scales and 30 facet scales of the NEO
PI-R facilitate a comprehensive and detailed assessment of normal adult personality. The NEO PI-R has
useful applications in counselling, clinical psychology, psychiatry, behavioural medicine and health
psychology, vocational counselling and industrial/organizational psychology, and educational and
personality research.

N: Neuroticism
- refers to the chronic level of emotional adjustment and instability. High N identifies individuals who are
prone to psychological distress

N1: Anxiety
N2: Angry, Hostility
N3: Depression
N4: Self-conscientiousness
N5: Impulsiveness
N6: Vulnerability

E: Extraversion
refers to the quantity and intensity of preferred interpersonal interactions, activity level, need for
stimulation, and capacity for joy. High E identifies individuals who tend to be sociable, active, talkative,
person oriented, optimistic, fun loving, and affectionate.

E1: Warmth
E2: Gregariousness
E3: Assertiveness
E4: Activity
E5: Excitement-seeking
E6: Positive emotions

O: Openness
refers to the active seeking and appreciation of experiences for their own sake. High O identifies
individuals who are curious, imaginative, and willing to entertain novel ideas and unconventional values.

O1: Fantasy
O2: Aesthetics
O3: Feelings
O4: Action
O5: Ideas
O6: Values

A: Agreeableness
refers to the kinds of interactions an individual prefers along a continuum from compassion to
antagonism. High A identifies individuals who tend to be soft-hearted, good natured, trusting, helpful,
forgiving, and altruistic.

A1: Trust
A2: Straightforwardness
A3: Altruism
A4: Modesty
A5: Modesty
A6: Tender-mindedness

C: Conscientiousness
- assesses the degree of organization, persistence, control, motivation in goal-directed behaviour. High C
identifies individuals who tend to be organized, reliable, hard-working, self-directed, punctual,
scrupulous, ambitious, and persevering.

C1: Competence
C2: Order
C3: Dutifulness
C4: Achievement striving
C5: Self-discipline
C6: Deliberation