This document discusses intelligence, IQ, IQ tests, and methods for estimating pre-morbid IQ. It defines intelligence and outlines several theories of intelligence. It explains what IQ is and how IQ tests work. It also discusses major IQ tests like the Wechsler scales and Stanford-Binet. The document outlines various methods for estimating an individual's intellectual abilities before any brain damage or disease onset, including using preserved abilities, historical records, and comparing pre-and post-injury test performance.

1. INTELLIGENCE,
IQ ,
IQ TESTS &
PRE-MORBID IQ
ALI. PK
CENTRAL INSTITUTE OF PSYCHIATRY
RANCHI
ALIPKPSY@GMAIL.COM

2. WECHSLER’S DEFINITION
 Intelligence is the aggregate or global capacity of
the individual to act purposefully, to think rationally,
and to deal effectively with the environment.

3. THEORIES OF INTELLIGENCE
 Spearman – g factor & s factor
 Gardner – 8 separate “intelligences”
 Sternberg – triarchic theory of intelligence
 Contextual
 Experiential
 Componential
 Thurstone ‘s view

7 “primary mental abilities”
1. Spatial ability
2. Perceptual speed
3. Numerical reasoning
4. Verbal meaning
5. Word fluency
6. Memory
7. Inductive reasoning

4. CATTELL’S VIEW
 Fluid Intelligence
 The ability to think on the spot and solve novel problems
 The ability to perceive relationships
 The ability to gain new types of knowledge
 Crystallized Intelligence
 Factual knowledge about the world
 The skills already learned and practiced
 Examples
 Arithmetic facts
 Knowledge of the meaning of words
 State capitals

5. WHAT IS IQ?
 Intelligence quotient (IQ): A numerical measure of a person’s
performance on an intelligence test relative to the performance
of other examinees
 Test Norms: standards of normal performance on IQ tests based
on the average & range of scores of a large, representative
sample of test takers
 IQ = MA/CA *100

6. ALFRED BINET
 Lawyer, self taught in psychology,
studied under Charcot (who also
influenced Freud)
 Asked by French government to create
a test to identify students who would
benefit from remedial education
 Along with Theodore Simon, created
first widely-used standardized test of
intelligence, the Simon-Binet Scale

7.  Lewis Terman: Divided child’s mental age by
the child’s chronological age to yield an
Intelligence Quotient (IQ) (idea originally from
William Stern, a German psychologist)

8.  Stanford- Binet Intelligence Scale: 1916
 Been updated many times
 David Wechsler:
 Wechsler Adult Intelligence Scale (WAIS)
 Wechsler Intelligence Scale for Children (WISC)
 Wechsler Adult Performance Intelligence Scale (WAPIS)
 Wechsler Primary and Preschool Scale-Revised (WPPSI-R)
---Probably the best IQ test
---Different subscales (Verbal vs.. Performance)

9. INTELLIGENCE LEVEL

10. WHAT IS MENTAL RETARDATION..?
 Mental retardation refers to significantly sub
average general intellectual functioning resulting in
or associated with concurrent impairment in
adaptive behavior, and manifested during
developmental period.
 (NIMH Manual for mental retardation)

11. Causes of
Mental
Retardation
Brain
Damage
Socio-
cultural
Factors
Prenatal
Factors
Genetic
Factors

12. THE MOST COMMONLY USED INTELLIGENCE TESTS
MAY BE CLASSIFIED INTO THREE TYPES:
 1. Schedules of development and socio-adaptive
functioning.
 2. Verbal Tests.
 3. Non verbal and Performance tests

13. SCHEDULES OF DEVELOPMENT AND SOCIO-
ADAPTIVE FUNCTIONING.
 1. Developmental Screening Test (DST):
 The Developmental Screening Test by Bharat Raj
(1977) is designed to measure mental development of
children from birth to 15 years of age by a semi-
structured interview with the child and a parent or a
person well acquainted with the child.
 There are 88 items distributed according to the age
scales. It provides Developmental Age, DA and
Developmental Quotient (Bharat Raj, 1977).

14.  The Vineland Social Maturity Scale (VSMS):
It is developed by Edgar A. Doll in 1935,. The scale was
designed to assess the social competence of
individuals of ages from birth to 25 years and above.
The Indian adaptation of VSMS, by A.J. Malin, has an
age range of birth to 15 years. There are eight domains
with 89 items. Scoring of the items gives the
information on social age from which the social
quotient could be calculated (Malin, 1992).

15. VERBAL & NON-VERBAL
 WAIS
 WAPIS
 STANFORD BINNET
 VAIS
 SFBT

16. WECHSLER SYSTEM
 Verbal subtests
 Information
 Similarities
 Arithmetic
 Vocabulary
 Comprehension
 Digit span
 Letter-number sequencing
 Performance subtests
 Picture arrangement
 Picture completion
 Block design
 Object assembly
 Matrix reasoning
 Digit symbol
 Symbol search

17.  Performance IQ is based on:
 Coding
Copying marks from a code; visual rote learning
 Picture Completion
Telling what's missing in various pictures
 Example: Children are shown a picture, such as a car with no
wheels, and are asked: What part of the picture is missing?
 Picture Arrangement
Arranging pictures to tell a story

18.  Block Design
 Arranging multi-colored blocks to match printed design
 Example: Using the four blocks, make one just like this
 Object Assembly
 Putting puzzles together - measures nonverbal fluid reasoning
 Example: If these pieces are put together correctly, they will make
something. Go ahead and put them together as quickly as you
can.

20. PREMORBID INTELLIGENCE
Premorbid intelligence is an estimate of a person's
intellectual functioning prior to known or suspected
onset of brain disease or dysfunction.

21. ASSESSING PRE-MORBID IQ
Historical data reflecting past achievements
Historical records, such as school transcripts, military C-file
and employment records, particularly job performance
evaluations, are helpful in establishing the capabilities the
individual had prior to the injury
Post-injury test performance.
Standardized achievement test results can assist greatly in
making the above estimation process more objectively
based

22. Hold method of estimation.
In this approach, the neuropsychologist makes use of
test scores which are resistant to brain injury and
frequently well preserved (thus the name "hold"
tests) in order to estimate prior level of functioning.
Abilities such as vocabulary and reading are
examples of cognitive functions, shown to be more
resilient to disrupting effects of brain injury, that are
typically used to predict premorbid intellectual
ability.

23. NART
 The NART is administered by giving the subject the list of
61 words and asking him to read each word aloud: “I
want you to read slowly down this list of words starting
here and continuing down this column and on to the next.
I must warn you that there are many words that you
probably won’t recognize, in fact most people don’t know
them, so just guess at these, O.K.? Go ahead.”
 CHORD DENY
 ACHE CAPON
 DEPOT AISLE
 BOUQUET PSALM

24. "Best performance method"
Rather than using tests which are pre-determined to
be resistant to brain injury, the entire testing record
is reviewed and the highest scores, in combination
with historical data, are used to make predictions
concerning the individual’s prior level of functioning.
Pre-Post assessment.
Pre and post functioning data collected from close
informant and comparison is made. VSMS &DST.