PSYCHOLOGICAL ASSESSMENT

Some basic Info from Sinag’s Reviewer: CHAPTER 9(PART 1)

INTELLIGENCE a multifaceted capacity that manifests CHARLES SPEARMAN
itself in different ways across the lifespan intelligence is the capacity of the organization to adjust itself to an increasingly
complex environment
he found that measures of intelligence tend to correlate to various degrees, which
represents that those exist a factor that is common to all the intellectual and
cognitive abilities of the person
TWO-FACTOR THEORY OF INTELLIGENCE
g factor (general ability) in born and involved in every general mental ability task
of the person
s factor (specific ability) acquired through experience and responsible for only the
specific intellectual abilities

FRANCIS GALTON
most intelligent persons are those equipped w/the best
sensory abilities
the more perceptive the sense are of difference, the
larger is the field upon w/c our judgement and
intelligence can act
sensorimotor and other perception- related tests as a
measure of intelligence born w/ a different level of the g factor, and the greater it is, the greater are the
heritability of intelligence chances that the person will succeed in various aspects of life
viewed intelligence as a number of distinct processes or I= g+S1+S2+S3+S4...
abilities that could be assessed only by separate tests
ALFRED BINET
the abilities used cannot be separated because they
interact to produce solution
components of intelligence: reasoning, judgement,
memory, and abstraction
DAVID WECHSLER
intelligence is the aggregate or global capacity of the
individual to act purposefully, to think rationally, and to
deal effectively w/ his environment
composed of elements or abilities, though not entirely
independent, are qualitatively differentiable
measurement of the various aspects of these abilities
non intellective factors: conative, affective, and
personality traits
2 differentiable abilities: verbal and performance factor
JEAN PIAGET
intelligence may be conceived of as a kind of evolving
biological adaptation to the outside world
cognitive development is a consequence of interaction
w/ environment that leads to the reorganization of the
psychosocial structures
4 stages of cognitive development:

RAYMOND B. CATTELL
2 major types of intelligence: crystallized (Gc) and Fluid (Gf)
HORN
extended cattell’s
proposed the addition of several factors:
visual processing (Gu)
auditory processing (Ga)
quantitative processing (Gq)
speed of processing (Gs)
PERSPECTIVES ON INTELLIGENCE facility w/ reading and writing (Grw)
I. Interactionism - Binet, Wechsler, Piaget short-term memory (Ggm)
complex concept by which heredity and environment are long-term storage and retrieval (Glr)
presumed to interact and influence the development of
vulnerable abilities in that they decline w/ age and tend not to return to preinjury
one’s intelligence
levels following brain damage
L.L Thurstone conceived of intelligence as composed of
maintained abilities; they tend not to decline w/ age and may return
what he termed primary mental abilities (PMA)
THREE-STRATUM THEORY OF COGNITIVE ABILITIES
PMA: verbal meaning, perceptual speed, reasoning,
by Carroll
number facility, role memory, word fluency, and spatial
hierarchical model
relations
II. Factor Analytic Theories
focus is squarely on identifying the ability or groups of
abilities deemed to constitute intelligence
used FA to study correlations bet. tests measuring varied
abilities
PSYCHOLOGICAL ASSESSMENT
Some basic Info from Sinag’s Reviewer: CHAPTER 9(PART 2)
CHC MODEL
McGrew-Flanagen
to improve the practice of psychological assessment in
education
g factor was not employed in this model because it
locked utility in psychoeducational evaluations
10 broad stratum and 70 narrow-stratum
E.L Thorndike
another multifactor theory
intelligence’s 3 cluster of ability: social intelligence,
concrete intelligence, abstract intelligence
general mental ability factor (g): in the total number of
modifiable neural connections or “bonds”
no test published

MEASURING INTELLIGENCE
INFANCY sensorimotor+ perceptual tests & interview w/
adults
birth to 18 months, intellectual assessment consists
primarily of measuring sensorimotor development
structured interview w/ the examinees parents,
III. INFORMATION PROCESSING guardians, and other caretakers
derived from the work of Aleksandr Luria OLDER CHILD
focuses on the mechanisms by w/c information is processed shifts to verbal and performance abilities
how information is processed ADULTS
2 basic types of information processing: simultaneous (parallel) processing and retention of GI, quantitative reasoning, expensive
successive (sequential) processing language and memory, and social judgement
PASS MODEL type of tests are similar to older children
Das and Noglien intelligence tests are given to them to obtain a measure
Planning of: learning potential, skill acquisition, faculties of
Attention impaired individuals, and competency
Simulteneous
Successive

INTELLIGENCE TEST
test user’s viewpoint

STANFORD- BINET INTELLIGENCE SCALE: FIFTH ED

(SB5)
Lewis Terman
translation and extension of the Binet-Simon test and it
featured newly developed test items and a new
methodological approach that included normative
studies
effect of stimulating a worldwide appetite for
intelligence test
1st edition
flaws: lack of representatives
first published IT to provide organized and detailed
administration and scoring instruction
first American test to employ the concept of IQ
alternate item
2nd edition
Maud Merrill
2 equivalent form- L&M
new types of tasks and preschool-level and adult-level
testtakers
excellent validity and reliability
criticism: lack of representation if minority groups
use of deviation IQ
raw score are converted into standard scores
PSYCHOLOGICAL ASSESSMENT
Some basic Info from Sinag’s Reviewer: CHAPTER 9(PART 3)
3rd revision II. WECHSLER TESTS
criticism: quantity of standardization sample- the manual Wechsler Bellevue (W-B1)
was vague about the number of minority individuals in devised by David Wechsler
the SS for evaluating the intellectual capacity of its multilingual,
over represented the west and urban communities multinational, and multicultural clients
4th edition a point scale- items were classified by subtests rather
departed theoretical organization, test organization, test than by age
administration, test scoring, and test interpretation increasing difficulty
point scale > age scale W-B2
based on the Cattell-Horn Model standardization sample was rather restricted
test composite is obtained lacked sufficient inter-item reliability
5th edition items that were too easy
scoring criteria for some items were too ambiguous
WAIS
for adults
verbal & performance scales
yielded: verbal IQ, performance IQ, and a full scale IQ
WAIS-R
new norms and updated materials
alternate administration of verbal and performance test
WAIS-III
more user-friendly
physically larger for older adults
some items were added to extend the test’s floor to make
the test more useful for evaluating people w/ extreme
intellectual deficits
items w/ cultural bias were removed
expanded age range (included 74 to 89 y/o)
co-normed w/ Wechsler Memory Scale- III
4 index scores: verbal comprehension, perceptual
organization, working memory, and processing speed

Teaching Items
found in routing tests and other subtests
designed to illustrate the task required and assure the examiner that the
examinee understands
not formally scored
floor lowest level of the items on a subtest
ceiling highest level of the subtest
basal level used to describe a subtest w/ reference to a specific testtaker’s
performance and criterion must be met for testing on the subtest to continue

includes practice items/ teaching items to ensure that

low scores are actually due to a deficit
full scale IQ floor: 40
full scale IQ ceiling: 160
other improvements:
PSYCHOLOGICAL ASSESSMENT
Some basic Info from Sinag’s Reviewer: CHAPTER 9(PART 4)
General Ability Index (GAI) IV. GROUP TESTS OF INTELLIGENCE
Cognitive Proficiency Index (CFI) ARMY ALPHA AND ARMY BETA
WISC-V Robert Yerkes; WWI
subtests were redesigned for computerized Alpha: for the literate; contains general information questions,
administration analogies, and scrambled sentences
WPPSI-IV Beta: for foreign- born recruits or to illiterate recruits; images, coding,
Wechsler pre-school and primary scale of intelligence and picture completion
III. SHORT FORMS OF IT first group intelligence test
tests that have been abbreviated in length, typically to ability to learn, to think quickly, and accurately
reduce the time needed for test administration, scoring, ARMY GENERAL CLASSIFICATION TEST (AGOT)
and interpretation WWII
Watkins concluded that short forms may be used for group tests are still administered for screening process
screening purposes only SCREENING TOOLS
used to identify a particular trait or constellation of traits at a gross or
imprecise level
data denied from this may be explored in more depth by more
individualized methods of assessment
also used in educational settings- school ability test

WECHSLER ABBREVIATED SCALE OF INTELLIGENCE (WASI)

to answer the need for a short instrument to screen intellectual
ability TESTS OF CREATIVITY
6 to 89 y/o 1. Structure-of-Intellect Abilities
2 subtests: vocabulary and block design- 15 mins Guilford; test battery
4 subtests: V, BD, similarities, and matrix reasoning- 30 mins includes verbally oriented tasks and non verbally oriented tasks
yields: verbal IQ, performance IQ, and full scale IQ 2. Remote Associates Test
WASI-2 Mednick
reduced clinical accuracy presents the testtaker w/ 3 words and the task is to find the 4th word
associated w/ the other 3
3. Torrance Tests of Creative Thinking
word-based, picture-based, and sound-based test materials

ISSUES IN THE ASSESSMENT OF INTELLIGENCE

items tend to reflect the culture of the society whose the test is
employed
score on such a test reflects the degree to w/c testtakers have been
integrated into the society and the culture

V. OTHER MEASURES
COGNITIVE STYLES
which are acquires and process information
tests designed to measure creativity may well measure variables
related to intelligence
FOUR TERMS COMMON TO MANY MEASURES OF CREATIVITY
Originality
Fluency
Flexibility
Elaboration
STRUCTURE-OF-INTELLECT MODEL (GUILFORD)
Convergent Thinking required in most achievement tests; it is a
deductive process that entails recall and consideration of facts as
well as a series of logical judgements to narrow solutions and
eventually arrive at one solution
Divergent Thinking thought is free to move in many different
directions, making several solutions possible; requires flexibility
of thought, originality, and imagination
PSYCHOLOGICAL ASSESSMENT
Some basic Info from Sinag’s Reviewer: CHAPTER 9(PART 5)
CULTURE LOADING
test incorporates the vocabulary, concepts, traditions,
knowledge, and feelings associated w/ a particular culture
CULTURE-FAIR INTELLIGENCE TEST
minimize the influence of culture

include only those tasks that seemed to reflect experiences,

knowledge, and skills common to all different cultures
nonverbal and have to be simple, clear directions administered
orally by the examiner

FLYNN EFFECT
James R. Flynn
progressive rise in intelligence test scores that is expected to
occur on a normed test intelligence from the fate it was first
formed