Definition that emphasize adjustment or adaption to the environment--adaptability to new situations, the capacity to deal with a range of situations.

1. The Assessment of
Intelligence
Clinical Psychology: Chapter 7

2. 1. What is Intelligence and, and
what are the some of the problem
we face in measuring this
construct?

3. Definitions of Intelligence
There is no universally accepted
definition of intelligence. However, over
the years, most have fallen into one of
three classes:
• Definition that emphasize adjustment
or adaption to the environment--
adaptability to new situations, the
capacity to deal with a range of
situations

4. • Definition that focus on the ability to
learn-- on educability in the broad
sense of the term.
• Definition that emphasize abstract
thinking—the ability to use a wide
range of symbols and concepts, the
ability to use both verbal and
numerical symbols

5. To illustrate a little of the longstanding
diversity of definitions, consider the
following examples:
Intelligence is the aggregate or
global capacity of the individual to act
purposefully, to think rationally, and to
deal effectively with his environment.
(Wechsler, 1993, p. 3)

6. As a concept, intelligence refers to the
whole class of cognitive behaviors which
reflect an individual capacity to solve
problems.
Intelligence is expressed in terms of
adaptive goal-directed behavior.
Intelligence is very general mental
capability that among other things,
involves the ability to reason, plan, solve
problems , think abstractly, comprehend
complexes ideas, learn quickly and learn
from experiences

7. Theories of Intelligence
• Analytic Approaches
Spearman (1927) the father of factor
analysis, posited the existence of a g factors
(general intelligence) an s factors (specific
intelligence). The elements that tests have
common are represented by g, whereas the
elements unique to a given test are s factors.

8. Theories of Intelligence
• Cattell’s Theory
The work of R.B Cattell (1987) emphasizes
the centrality of g. At the same time, Cattell has
offered a tentative list of 17 primary ability
concepts.
 Fluid
 Crystalized

9. • Guiford’s Classification
The views of Gilford (1967) were quite
different from those of Cattell Spearman,
Thurstone, and most other psychometricians.
Guilford proposed a Structure of the Intellect
(SOI) model and then used a variety of
statistical and factor analytic techniques to
test it.
 Operation
 Content
 Product

10. • Recent Developments
Gardener (19983-1999) has described the
theory of multiple intelligence.
 Linguistic
 Musical
 Logical mathematical
 Spatial
 Bodily kinesthetic
 personal

11. The IQ: It’s Meaning and Its Correlates
• The Intelligence Quotient (IQ)
 Ratio IQ
Binet regarded the mental age (MA) as
an index of mental performance. Each
successfully passed on a Binet test
signified a certain number of months’
credit. At the conclusion of the test, the
item passed were added up and MA
emerged.

12.  Deviation IQ
A deviation IQ then involves a
comparison of an individual’s performance
on an IQ test with that of his or her age
peers. Thus IQ score has a similar meaning,
even if the two individuals are markedly
different in age.

13. 2. What is the relationship
between intelligence and
school success as well as
between intelligence and
occupational status success?

14. • Correlates of the IQ
 School Success
In general IQ’s have been shown to
relate substantially both to success in
school and to achievement tests that
measures what has been learned
(Herrnstein & Murray 1994, Kamphaus,
1993) the correlation between IQ score
and grades is about .50 (Neisser et al,.
1996).

15.  Occupational Status and Success
Because amount of education would
seem to be, in general, a strong
determinate of the kind of job one can
obtain, it will come as no surprise to learn
that IQ and occupational status are
related. This seems to be true whether
occupational status is defined in terms of
income, rated prestige, or social prestige,
or social prestige (Brody & Brody, 1976)

16. Group Differences
Males tend to score significantly higher
on measures on spatial ability and, after
puberty, on measures of quantitative ability.
Females tends to score significantly higher
on measures of verbal ability (Neisser et.
Al., 1996). Among racial/ethnic group
Hispanic American and African American
tends to obtain significantly lower IQ scores
than do European Americans.

17. 3. What do studies suggest
regarding the genetic versus
environmental influence on
intelligence?

18. Heredity and Stability of IQ
Score
Behavioral Genetics
Behavioral genetics is a research
specialty in which both genetic and environment
influences on the development of behavior are
evaluated. Proteins are produced and regulated
by genetic codes, and protein interact with
physiological intermediaries (hormones,
neurotransmitters, structural properties of the
nervous system).

19. Genetic vs. Environment
Genetic versus environmental influences
are not either/ or choices. Clearly both play
some role in the development and expression
of intelligence. Behavioral genetics do not
claim that environmental plays no role in IQ ;
rather their data clearly implicate
environmental factors and should serve as a
stimulus for more research on the nature and
effect of these factors on the development
intelligence.

20. 4. How are Standford-Binet
Edition (SB-4) and Weschsler
(WAIS-III, WISC-IV) similar?
How are they different?

21. The Clinical Assessment of
Intelligence
 The Stanford-Binet Scales
The Stanford-Binet was notable for being
an age scale. It had 20 age levels, beginning at
year II and proceeding through Superior Adults
Level III. Each level had six items. Each item
passed was converted 1 or 2 months of mental-
age credit (depending on whether it was located
before or after level V)

22. The 1986 version is radically different. It is
based on a hierarchical model of intelligence .
The Stanford-Binet 4th edition (SB-4) contains for
general classes of items, and each class consists
of several kinds of subtest:
• Verbal Reasoning-Vocabulary, comprehension,
absurdities and verbal relations
• Quantitative Reasoning-Quantitative, number
series, equation building
• Abstract/Visual Reasoning-Pattern analysis,
copying, matrices, paper folding and cutting
• Short-Term Memory-Bead memory, memory for
sentences, memory for digits, memory for objects

23.  Standardization
Final standardization of the SB-
4 included 5013 participants. Using
1980 US census figures,
participants were sampled
according to geographic region,
community size, ethnic group, age
group and gender. Socio economic
status was considered as well.

24.  Reliability and Validity
Internal consistency reliabilities were
basically in the 80’s and 90’s. Test-Retest
reliability for intervals of 2-8 months were
(preschoolers) mostly in the 70’s, with a few
in the 80’s and 90’s.
As for validity of SB-4 composite
scores , a variety of supportive evidence
has been obtained (Lawren, Swerdlik and
Ryburn, 1992.; Thorndike et. Al,. 1986)

25.  The Wechsler Scales
Earlier version of the Standford-Binet
had a number of disatages that lead David
Wechsler 1989 to develop the Wechsler-
Bellevue Intelligence Scales. This was a
test designed for adults one that would
offer items whose content was more
appropriate for and more motivating to
adults than the schools-oriented binet.

26.  The WAIS III
A new version of the Wechsler-
Bellevue, known as the Wechsler adult
intelligence scale (WAIS-R) was published in
1981. The most recent version, the
Wechsler Adult Intelligence Scale-Third
Edition (WAIS-III) was introduced in 1997.

27. One major change introduced in the
WAIS-III is the inclusion of reversal items in
several subtests, all examinees begin with
the same to basal item. If a perfect score on
it either basal item is not obtained, the
preceding items are administered in reverse
sequence until a perfect score is achieved
for two consecutive items

28. Following are brief description of 14
WAIS-III subtests. The first seven
constitute the verbal substest, the other
seven are performance subtest.
1. Vocabulary
2. Similarities
3. Arithmetic
4. Digit Span
5. Information
6. Comprehension
7. Letter-Numbering Sequence

29. 8. Picture Completion
9. Digit Symbol-Coding
10.Block Design
11.Matrix Reasoning
12.Picture Arrangement
13.Symbol Search
14.Object Assembly
Standardization
Reliability and Validity

30. 5. How are intelligence test
used in a clinical test used in
a clinical situation? What are
some of the limitations
regarding their used in these
situations ?

31. The Clinical Use of Intelligence
• The estimation of general intellectual level
• Prediction of Academic Success
• The Appraisal of Style
Some Final Observations and Conclusion
An abstraction
The role of the situation
Generality versus specificity of
measurement

32. Reported by:
Ella Mae D. Ayen
CAS-06-602A

33. Thank you 

34. Choose the best answer on the
following item.
1. Who developed the first widely
accepted test of intelligence?
a. Alfred Binet b. Stanford
c. Raven
2. It refers to the consistency in which
individual respond to test stimuli
a. Standardization b. Validity
c. Reliability

35. 3. Who was the father of the factor analysis,
posited the existence of a g factor (general
intelligence) and s factor (specific
intelligence)?
a. Stanford b. Spearman
c. Binet
4. The theory in which emphasizes the
centrality of g. At the same time, offered
tentative list of 17 primary ability concepts.
a.Factor-Analysis Approach
b. Cattel’s Theory
c. Guilford’s Classification

36. 5. Who described a theory of multiple
intelligent?
a. Binet b. Guilford
c. Gardner
6. How many definitions does intelligence fall
into universally accepted?
a.3 b. 4 c. 5
7. He developed the WAIS-III
a. Binet b. Stanford
c. Wechsler

37. 8. Type of validity where the degree to
which items adequately measures the s of
various aspects of the variable or
construct.
a. Predictive validity
b. Construct validity
c. Content validity
9. The proposed in “Structure of Intellect”
model and then used a variety of statistical
and factor analytic.
a. Cattell b. Guilford
c. Gardner

38. 10. The Stanford-Binet fourth Edition (SB-
4) is consist of how many general classes
of items?
a. 4 b. 5 c. 6
11. One of the WAIS-III subtest in which
the examinee must defined words that
increase in differently.
a.Vocabulary b. Comprehension
c. Information

39. 12. WAIS-III is consists of how many
subtest?
a. 14 b. 15 c. 16
13. One of the subtest of SB-4 in which
consist of bead memory, memory for
digits and memory for object.
a. Verbal reasoning
b. Short-term memory
c. Abstract/visual

40. 14. One of the WAIS-III subtest which
measures a short-term memory and
attention
a. Digit-span b. Information
c. block-design
15. One of the WAIS-III subtest which
the examinee must assemble to match
the design of a set of cards.
a. Digit-span b. Information
c. block-design

41. Modify true or false
________ 1. Intelligence is defined in terms of
the ability to a achieve success in life in terms
of one’s personal standards.
_______ 2. IQ’s have been shown to relate
substantially both to success in school and
achieve test measures what has been
learned.
_______ 3.Females tend to score significantly
higher on measures of spatial ability and after
puberty on measures of quantitative.

42. ________4. The Wechsler Intelligence
Scale for children (WISC) was first develop
in 1950.
________ 5. Females tend to score
significantly higher on measures of verbal
ability.

43. End 