DISCUSSION

1. LIRA UNIVERSITY
FACULTY: HEALTH SIENCES
DEPARTMENT: MENTAL HEALTH
PROGRAM: BACHELOR OF SCIENCES IN COMMUNITY PSYCHOLOGY AND
PSYCHOTHERAPY
COURSE UNIT: PSYCHOMETRIC MEASURES
COURSE CODE: CPP 3203
LECTURER NAME: DR. OBOKE EDONGA HENRY
NAME REGISTRATION NO. SIGNITURE
OGWANG FELIX 16/U/0121/LCP
AUMA IRENE 16/U/0105/LCP
AGWENG MARY 16/U/0128/LCP/PS
KANAABI MARK MARVIN 16/U/0113/LCP
Question;
Intelligence Quotient (IQ) test

2. Intelligence is the ability to solve problems and to adapt to and learn from life’s everyday
experiences (i.e. Includes characteristics such as creativity and interpersonal skills; The mental
abilities that enable one to adapt to, shape, or select one’s environment; The ability to judge,
comprehend, and reason; The ability to understand and deal with people, objects, and symbols;
The ability to act purposefully, think rationally, and deal effectively with the environment).
Howard Gardner suggested eight types of Multiple Intelligences and He believed each of us
have all of the eight types of intelligence to varying degrees. These are related to how an
individual prefers to learn and process information. They include;
1. Verbal skills: The ability to think in words and use language to express meaning.
Sensitivity to the meanings and sounds of words, mastery of syntax, appreciation of the
ways language can be used (authors, journalists, speakers, poets, and teachers)
2. Mathematical skills: The ability to carry out mathematical operations. Understanding of
objects and symbols and of actions that be performed on them and of the relations
between these actions, ability for abstraction, ability to identify problems and seek
explanations (scientists, engineers, accountants)
3. Spatial skills: The ability to think three-dimensionally. Capacity to perceive the visual
world accurately, to perform transformations upon perceptions and to re-create aspects of
visual experience in the absence of physical stimuli, sensitivity to tension, balance, and
composition, ability to detect similar patterns (architects, artists, sailors, chess masters)
4. Bodily-kinesthetic skills: The ability to manipulate objects and be physically adept. Use
of one’s body in highly skilled ways for expressive or goal-directed purposes, capacity to
handle objects skillfully (surgeons, craftspeople, dancers, athletes, actors)
5. Musical skills: sensitivity to pitch, melody, rhythm, and tone. Sensitivity to individual
tones and phrases of music, an understanding of ways to combine tones and phrases into
larger musical rhythms and structures, awareness of emotional aspects of music
(musicians, composers, sensitive listeners)
6. Interpersonal skills: The ability to understand and effectively interact with others.
Ability to notice and make distinctions among the moods, temperaments, motivations,
and intentions of other people and potentially to act on this knowledge (teachers, mental
health professionals, parents, religious and political leaders)

3. 7. Intrapersonal skills: The ability to understand oneself. Access to one’s own feelings,
ability to draw on one’s emotions to guide and understand one’s behavior, recognition of
personal strengths and weaknesses (theologians, novelists, psychologists, therapists)
8. Naturalistic skills: The ability to observe patterns in nature and understand natural and
human -made systems. Sensitivity and understanding of plants, animals, and other aspects
of nature (farmers, botanists, ecologists, landscapers, environmentalists)
Factors Influencing Intelligence
1. The Child’s Influence:
• Genetics
• Genotype–Environment Interaction
• Gender (Boys and girls tend to be equivalent in most aspects of intelligence; The
average IQ scores of boys and girls is virtually identical; The extremes (both low
and high ends) are over- represented by boys)
Girls as a group: Tend to be stronger in verbal fluency, in writing, in perceptual speed (starting
as early as the toddler years). Boys as a group: Tend to be stronger in visual-spatial processing,
in science, and in mathematical problem solving (starting as early as age 3)
2. The Immediate Environment’s Influence
• Family Environment
• School Environment
3. The Society’s Influence
• Poverty (The more years children spend in poverty, the lower their IQs tend to be;
Reduced access to health service, poor parenting, and insufficient stimulation and
emotional support can impair intellectual growth)
• Race/Ethnicity (Overall, differences in IQ scores of children from different racial
and ethnic groups describe children’s performance ONLY in the environments in
which the children live. These findings do not indicate potential, nor do they tell
us what these children would do if they live someplace else. The current group
differences in IQ are due to environmental differences -- as discrimination and
inequality decrease -- IQ differences decrease).

4. Hence, as we think about what intelligence is, we should ask the following questions:
 To what extent is intelligence genetic?
 To what extent is intelligence stable?
 How do cognitive abilities interact with other aspects of functioning?
 Are there true sex differences?
 Is intelligence a global capacity (similar to “good health”) or can it be differentiated into
various dimensions (called “factors” or “aptitudes”)?
 Are there a number of “intelligences”?
 How do you measure intelligence?
The above questions lead to the main question: How do you measure intelligence?
Intelligence Quotient (IQ): Measure of intelligence that takes into account an individual’s/
child’s mental and chronological age. In otherworld’s IQ is a total score derived from
several standardized tests designed to assess human intelligence.
IQ Score = MA / CA x 100
Mental age (MA): the typical intelligence level found for people at a given chronological age
Chronological age (CA): the actual age of the individual/child taking the intelligence test
People whose mental age is equal to their chronological age will always have an IQ of 100. If the
Chronological age exceeds mental age – below-average intelligence (below 100). If the mental
Age exceed the chronological age – above-average intelligence (above 100).
Most common Types of IQ Tests
Since Goddard’s controversial Binet tests, psychologists have worked to develop numerous other
tests. Most are intended for elementary school-aged children, but some may be used for adults.
The most common types of IQ tests are:

5. 1. Stanford-Binet Intelligence Scale (BS5) It is a cognitive ability and intelligence test that
is used to diagnose developmental or intellectual deficiencies in young children. The
Stanford–Binet Intelligence Scale is now in its fifth edition (SB5) and was released in
2003. the Stanford–Binet is a modified version of the Binet-Simon Intelligence scale. The
Binet-Simon scale was created by the French psychologist Alfred Binet and his
student Simon. Binet believed that intelligence is malleable and that intelligence tests
would help target kids in need of extra attention to advance their intelligence.
2. The Wechsler Intelligence Scales the intelligence scales developed by David Wechsler
include several successive editions of three scales; one designed for adults i.e. Wechsler
Adult Intelligence Scale (WAIS) appropriate for use with individuals aged 16–90 years,
one for school aged children i.e. Wechsler Intelligence Scale for Children (WISC, 6–16
years), and one for Preschool and Primary children i.e. Wechsler Preschool and Primary
Scale of Intelligence (WPPSI, 2½–7 years, 7 months) are used.
 Wechsler Adult Intelligence Scale (WAIS) is an IQ test in adults and older
adolescents designed to measure intelligence and cognitive ability. It is currently in its
fourth edition (WAIS-IV) released in 2008 by Pearson, and is the most widely used IQ
test, for both adults and older adolescents, in the world. Data collection for the next
version (WAIS 5) began in 2016 and is projected to be complete in 2019 The WAIS-IV
measure is appropriate for use with individuals aged 16–90 years.
 Wechsler Intelligence Scale for Children (WISC) has 2 scales (verbal an performance)
with 10 items.
 Wechsler Preschool and Primary Scale of Intelligence (WPPSI) has 2 scales (verbal an
performance with also 10 items but different from the ones in the WISC.
3. Kaufman assessment battery for children (K-ABC) which was developed from
Stanford-Binet and Wechsler Scales. It measures ability in reading, arithmetic, word
knowledge and general recognition

6. Administration of the IQ tests
1. Stanford-Binet Intelligence Scale The test measures five weighted factors and consists
of both verbal and nonverbal subtests. The five factors being tested are;
 Knowledge
 Quantitative reasoning
 Visual-spatial processing
 Working memory
 Fluid reasoning.
 The SB5 can be administered to individuals as early as two years of age. There are ten
subsets included in this revision including both verbal and nonverbal domains. For every
verbal subtest that is used, there is a nonverbal counterpart across all factors. These
nonverbal tasks consist of making movement responses such as pointing or assembling
manipulative.
 These counterparts have been included to address language-reduced assessments in
multicultural societies. Depending on age and ability, administration can range from
fifteen minutes to an hour and fifteen minutes.
 The fifth edition incorporated a new scoring system, which can provide a wide range of
information such as four intelligence score composites, five factor indices, and ten subtest
scores. Additional scoring information includes percentile ranks, age equivalents, and a
change-sensitive score Extended IQ scores and gifted composite scores are available
with the SB5 in order to optimize the assessment for gifted programs
 To reduce errors and increase diagnostic precision, scores are obtained electronically
through the use of computers now.

7. Fluid reasoning Knowledge Quantitative
reasoning
Visual-spatial
processing
Working
memory
Early reasoning Vocabulary Non-verbal
quantitative
reasoning (non-
verbal)
Form board and
form patterns
(non-verbal)
Delayed response
(non-verbal)
Verbal
absurdities
Procedural
knowledge (non-
verbal)
Verbal
quantitative
reasoning
Position and
direction
Block span (non-
verbal)
Verbal analogies Picture
absurdities (non-
verbal)
Memory for
sentences
Object series
matrices (non-
verbal)
Last word
2. Wechsler Adult Intelligence Scale (WAIS) The current version of the test, the WAIS-
IV, which was released in 2008, is composed of 10 core subtests and five supplemental
subtests, with the 10 core subtests comprising the Full Scale IQ. With the new WAIS-IV,
the verbal/performance subscales from previous versions were removed and replaced by
the index scores and the General Ability Index. GAI is clinically useful because it can be
used as a measure of cognitive abilities that are less vulnerable to impairments of
processing and working memory.
There are four index scores representing major components of intelligence:
 Verbal Comprehension Index (VCI)
 Perceptual Reasoning Index (PRI)
 Working Memory Index (WMI)
 Processing Speed Index (PSI)
Two broad scores, which can be used to summarize general intellectual abilities, can also be
derived:

8.  Full Scale IQ (FSIQ), based on the total combined performance of the VCI, PRI, WMI, and
PSI
 General Ability Index (GAI), based only on the six subtests that the VCI and PRI comprise.
Index Task Core? Description
Proposed abilities
measured
Verbal
Comprehension
Similarities
Participants are given
two words or concepts
and have to describe
how they are similar.
Abstract verbal
reasoning; semantic
knowledge
Vocabulary
Participants must name
objects in pictures or
define words presented
to them.
Semantic
knowledge; verbal
comprehension and
expression
Information
Participants are
questioned about their
general knowledge.
Degree of general
information acquired
from culture
Comprehension
Ability to express
abstract social
conventions, rules
and expressions
Perceptual
Reasoning
Block Design
Visual spatial
processing and
problem solving;
visual motor
construction
Matrix
Reasoning
Nonverbal abstract
problem
solving, inductive
reasoning
Visual Puzzles
Visual spatial
reasoning

9. Picture
Completion
Ability to quickly
perceive visual
details
Figure Weights
Quantitative
reasoning
Working
Memory
Digit Span
Participants must recall
a series of numbers in
order.
Working memory,
attention, encoding,
auditory processing
Arithmetic
Quantitative
reasoning,
concentration,
mental manipulation
Letter-Number
Sequencing
Participants must recall
a series of numbers in
increasing order and
letters in alphabetical
order.
Working memory,
attention, mental
control
Processing
Speed
Symbol Search Processing speed
Coding
Processing speed,
associative memory,
graph motor speed
Cancellation Processing speed

10. 3. WISC: Verbal Scale (information, similarities, arithmetic, vocabulary,
comprehension/digit span). Performance Scale (picture completion, picture arrangement,
block design, object assembly, coding/mazes)
4. WPPSI: Verbal Scale (information, vocabulary, arithmetic, similarities, comprehension).
Performance Scale (animal house, picture completion, mazes, geometric design, block
design).
Interpretation of an IQ Test Results
According to the National Institute of Child Health and Human Development, 85 percent of
intellectually disabled children receive IQ scores between 55 and 70. A score of 100 is
considered average.
The normal distribution: most of the population falls in the middle range of scores between 84
and 116.
• Very Superior Intelligence (gifted) - Above 130
• Superior Intelligence - 120 to 129
• High Average Intelligence - 110 to 119
• Average Intelligence - 90 to 109
• Low Average Intelligence - 80 to 89
• Borderline Intellectual Functioning - 71 to 79
• Mild Mental Retardation - 55 to 70
• Moderate Retardation - 40 to 54
• Severe Mental Retardation - 25 to 39
• Profound Mental Retardation - Below 25

11. IQ testusage
IQ tests are used for different purposes and problems such as;
 Choice of profession and associated problems
 Staff selection
 Choice of school and study
 Clinical research into illnesses that negatively affect intelligence, such as dementia.
 IQ testing is used in courts to determine whether a defendant has special or extenuating
circumstances that preclude him from participating in some way in a trial.
 People also use IQ testing results to seek disability benefits from the Social Security
Administration.