Intelligence

Tests and different subtests/ sub scales

Because you can’t compare people only on one variable because different parts of the brain are
responsible for different functions and abilities.

Intelligence tests are time limited.

Stanford Binet (who and when was it developed)

Stanford Binet Kamat (Indian adaptation)

MA/CA x100

40-50 moderately impaired or delayed (intellectual disability to be used instead of mental retardation)
55-69 mildly impaired or detailed
70-79 borderline impaired
80-89 low avg
90-109 avg
110-119 high avg
120-129 superior
130-134 gifted
140-160 very gifted or highly advanced

Can be conducted in group or individual settings

Group setting: When psychological testing is done with more than one individual at the same time and
place.
In an educational, military, clinical setting.

Advantages Disadvantages

Time saving, cost effective, screen people, not many Social desirability, people might not pay attention,
test administrators, large number of people are tested, controls may not be in place, test administrator should
if groups are literate it’s easy to follow instructions > be cell versed with the rules of the tests / professional
similar educational background people should be skills, lack of personal attention, lack of rapport/
tested together, can be used in organisational interaction> random answers, discussion of answers,
can’t apply adaptive testing, non probing, not
appropriate for individual with differential abilities

Non verbal test: raven progressive matrices (culturally relevant in Indian context)
> no statements
Comprehensive test of nonverbal intelligence (CTONI -2)
(Lowest level of performing ) Basal level and ceiling level (max they can score) > adaptive testing to
tailor test according to person’s ability

Use theories as a reference for case history (Gardner's theory) and ask further questions based on it.
Ask about learning styles, family history, educational and work setting, mental health, developmental
milestones, stakeholder has to be involved, life changes

Gardner’s theory of intelligence

Factor analysis: statistical technique applied for deductive thingy (retain and remove) applied to all
theories to come up with construct

He spoke about different components which contribute to intelligence which he also termed as multiple
intelligence factors. In particular he spoke about

1. Linguistic
2. Visual spatial Intelligence
3. Logical Mathematical
4. Interpersonal
5. Intrapersonal
6. Existential
7. Kinesthetic
8. Musical
9. Naturalistic

Two factor theory of intelligence/ two factor theory of intelligence > done by factor analysis

Developed by Charles spearman in 1904

g factor > overall intelligence. Everyone has it but at different levels. General quotient of intelligence
s factor > specific / specialised abilities. Unique abilities that individuals possess
Musical literacy, financial literacy, athletic abilities

Catell
Crystallised: more concrete in nature
book smart and street smart
Formal education, factual knowledge,

fluid intelligence: non verbal culture free intelligence

Values, abstract reasoning, athletic abilities
Intuition

Catell horn Carroll

Cartel collaborated with Carroll
Carroll> three stratum theories (stratas)

individuals have a way of processing

1> 8 abilities
2> 3 abilities + speed factors

Three different levels of intelligence

1. each individual possesses 8 abilities (at the top)
Crystallised, fluid, memory, learning, visual perception, auditory perception, cognitive speediness and
decision making
2. Three factors:
language development, spelling abilities/ communication, comprehension of language additionally two
more factors develop speed factors such as verbal and written fluency
3. Hierarchical strata
Culmination/ sub-summation
of two categories. The two strata’s meet and are applied in the real world

They took all the factors and they put it together and called it the CHC model.

Information processing model

> Being compared to computer system on how they process information > all processes of learning
This model also talks about simultaneous processing (parallel search) and > looking for someone in a
crowded room, solving captcha, puzzle pieces

successive processing/ sequential search when you’re going step by step. > market list, learning numbers
and letters. Following recipes

Stanford Binet (2-85y)

Based on CHC test of intelligence

1st edition 1916 > first usable standardised IQ test had been developed.
Reliable and valid and systematically put
It took five years to make it standardised
Test retest reliability and as found to be high
Internal consistency ranged from 0.97-0.98 (anything above 0.65 is good)
Content validity > high
Criterion validity > high
Item analysis was also high

The second revision (1937)

2 forms were created L Lewis and M maud forms
3rd edition 1960 So many changes were made because of WW2
Concepts like MA and CA were introduced
IQ ratio: MA/CA * 100

MA=CA IQ=100
MA< CA IQ is >100
MA>CA IQ is <100

Deviation IQ
We take the individual's IQ score. My score is compared to a standardised sample and the deviation from
the standardised sample is calculated

We check the level of deviation (if at all)

4th edition 1952

Started comparing to people of your own age
Age segregation became a very big factor in this edition. It was called the point scale.

They grouped the questions according to categories of similar age groups

5th edition 2003

How the CHC model was adapted

Fluid reasoning FR
Knowledge KN
Quantitative reasoning QR
Visuo spatial processing VS
Working Memory WM

Each of these sub tests have a verbal and non verbal (10 subtests totally)
40-50 mins to administer
Mean (normal IQ) is 100 and deviation is 3 (+-3)

1. a routing test was developed

After Building of rapport a direction is given to the assessee. What are you supposed to do? Helps decide
what categories are given.
2. Teaching items
When instructions are given to the assessee are they able to perform the task. Are they able to verbally
follow instructions
3. Basal and ceiling level
Tailor according to needs and capabilities of clients
A prerequisite criteria of base level or ceiling level > if 3 consecutively
Basal level are items of the test that each and every individually can answer whether they are
developmentally delayed

More than 3 items incorrect consecutively (not able to do not able to follow instructions) we say the
person has reached ceiling level and we stop the test

Alternate test items > if they can’t carry out tasks or if faulty instructions were given an alternate test
items are conducted

4. Extra test behaviour is also notes anything extra about client

Test anxiety
Boredom
Fidgety
Nervous tics
Child like behaviour

David Weschler

Wechsler-Bellevue (WAIS) in 1930 came up with the first test > to help children with special needs/
differential needs abilities

(Stanford focused more on motivation, personality traits etc and didn’t believe that in differential abilities
while W had a broader view)

developed 2 different scales for children and for adult to overcome shortcomings that existed in stanford
Binet scale
Much more comprehensive

He found one standardised score too narrow and came up with his own scale which was multilingual,
multicultural and multinational

A singular score cannot define someone’s intelligence

Tests should not be time bound

Stanford Binet was catering only to children

Weschler’s adult WISC IV
Current scale that is being used

Weschler’s children WISC V (6-16)

After they spoke of 1st version After revisions, adaptability, test retest and all psychometric soundness
test were done the first version of WAIS 1 was published in 1955
In 1981 > WAIS R (weschlers)
The first revision of the test added new norms; it relied on validity data from the original test. It also
included 6 verbal and 5 information sub tests. It provided the verbal IQ score, performance IQ Score and
overall IQ score

WAIS III (1997)

The changes made in this test included 7 verbal and 6 performance tests, it also included secondary score
for working memory, verbal comprehension, processing speed and perceptual organisation

WAIS IV 2008
This version of the test is made up of 10 main subtests and 5 supplemental subtests(for some differential
abilities).
The main subtests and called core subtests. The IQ is derived from the 10 main/ core subtest
(the g factor)

Reasons for supplemental test:

• Physical injuries/ limitations
• Learning disabilities
• Differential abilities
• Maybe the examiner made a mistake while giving instructions (the examiner may have
given unclear instructions so the supplemental test help)
• If the examiner is exposed to the test items and has prepared the answers beforehand the
supplemental test would aid in getting the scores

The ten core tests that are there

1. Block design
2. Similarities
3. Digit span
4. Matrix reasoning
5. Vocabulary
6. Arithmetic
7. Symbol search
8. Visual puzzles
9. Information
10. Coding

5 subtests (supplemental)
1. Verbal comprehension scale
2. Perceptual reasoning scale
3. working memory scale
4. Processing speed scale
5. Figure weights
Advantages:
More comprehensive
Supplementary scale makes up for shortcomings
More tailored to different age groups
Multi cultural multi lingual abilities
Breaks down IQ score in verbal and performance wherein SB gives one comprehensive score.

Skewness > distribution of data

+ve skewness > how it’s not at the extreme (not very skewed and more towards the centre) around the
mean
-ve skewness extreme data > more towards the tails of the number line

Kurtosis
Looking at the steepness of the curve that is used to understand or interpret data in psychological
testing(the curve indicates the distribution)
1. Platykurtic curve (perry the platypus/ like a plateau) not thick tail


2. Lepto Curtic curve
More steep and tails need to be darkened


3. Mesokurtic curve
Somewhere in the middle
Thick tail


Normal curve/ Gaussian curve


Percentage of break up needs to be know

It is a bell shaped symmetrical figure that tells us about an even distribution which means that there is no
skewness.
This is just about your sample population

Different types of standard scores

You use raw scores and convert it into a stand score according to the test.
It helps us understand the interpretation of raw score
It takes the mean and SD of the criterion group (the general and extremes) is taken into consideration
(standard score)
Clinical, intelligence and personality scales we don’t know what is the meaning of this

Through different statistical methods

Sometimes one method won’t be enough so you need to come up with other tests to be more accurate.
Individual differences

1. Z score= X - M/ SD
raw score - mean divided by sd
Interpretation of SS which is obtained by the above formula.
From 0 we check + or -1

2. T score
Is calculated or computed by checking (mean) 50+ or -10(SD) scale

3. Stanine
Standard score and the number 9
During WW2 during intelligence testing
Mean value of 5 sd 2
Used to interpret and individuals standing on variable