Chapter 7
Assessment of Intelligence
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Defining and Purpose of Intelligence Testing
Type of aptitude test that measures a range of
intellectual ability.
Offers broad assessment of one’s cognitive
capabilities.
Some ways intelligence tests are used:
 Assist in determining giftedness,
 Assist in determining mental retardation,
 Assist in determining learning disabilities,
 To understand changes in brain function due to
accidents, dementia, aging, abuse, and disease,
 As part of admissions process to certain private
schools, and
 As part of personality assessment to aid in
understanding the whole person.
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Models of Intelligence
Edward Spearman’s (1863-1945) twofactor approach:
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General factor (g) and specific factor(s).
“Weight” of g varied as a function of what
was being measured.
E.g., ratio of general intelligence (g) to
specific talent for music (s) was 1 to 4.
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Models of Intelligence (Cont’d)
Thurstone’s Multifactor Approach

Seven primary mental abilities:
verbal meaning,
2. number ability,
3. word fluency,
4. perception speed,
5. spatial ability,
6. reasoning, and
7. memory.
1.
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Models of Intelligence (Cont’d)
Vernon’s Hierarchal Model of Intelligence
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Vernon’s top level is like Spearman’s (g)
Second level has: “v:ed” for verbal and
educational abilities, and “k:m” which represents
mechanical-spatial-practical abilities.
Third level is comprised of minor group factors.
Fourth level is made of specific factors.
See Figure 7.1, p. 131
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Models of Intelligence (Cont’d)
Guilford’s Multifactor/Multi-dimensional
Model
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Three-dimensional model of cognitive ability:
operations, or the processes we use in understanding,
2. contents, or what we use to perform our thinking
process, and
3. product, or the end result of our thinking processes.
1.

See Figure 7.2, p. 132
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Models of Intelligence (Cont’d)
Cattell’s Fluid and Crystal Intelligence
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Fluid gf intelligence: The culturally free portion of
intelligence with which we are innately born.
Crystallized intelligence (gc): Acquired as we learn, and
affected by our experiences, schooling, culture, and
motivation.
Crystallized intelligence generally increase with age
and fluid intelligence tends to slightly decline as we
age.
See Figure 7.3, p. 133
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Models of Intelligence (Cont’d)
Piaget’s Cognitive Development Theory
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Developmental model.
Speaks to how one learns, not amount of learning.
Stages: sensorimotor, preoperational, concrete
operational, and formal operational.
Two major concepts:
1.
2.
Assimilation: incorporating new stimuli or information into
existing cognitive structures.
Accommodation: creating new cognitive structures and/or
behaviors from new stimuli.
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Models of Intelligence (Cont’d)
Gardner’s Theory of Multiple Intelligences

Nine identified intelligences:
1.
2.
3.
4.
5.
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Verbal-Linguistic
Mathematical-Logical
Musical
Visual-Spatial
Bodily-Kinesthetic
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalist
9. Existential Intelligence
(not yet confirmed)
Says all humans have different amounts of these.
Based on research of brain-damaged, literature,
evolution, genetics, psychology and anthropology.
Theory is revolutionary, not mainstream.
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Intelligence Testing
To some degree, theories of intelligence are
the basis for intelligence tests.
Traditional intelligence tests measure
intelligence based on traditional constructs
(e.g., “g” and “s”) as opposed to Gardner’s
model.
Most prominent intelligence tests:

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Stanford-Binet
The three Wechsler Scales of Intelligence
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Stanford Binet Intelligence Test
Dates back to original work of Binet in 1904.
Takes 45 to 60 minutes.
Ages 2 to 90+ year olds.
Uses routing test, to help determine basal
age. Then uses ceiling age.
Measures verbal and nonverbal intelligence
across five factors: fluid reasoning,
knowledge, quantitative reasoning, visualspatial processing, and working memory.
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Stanford-Binet (Cont’d)
Discrepancies between verbal and nonverbal scores
can be an indication of a learning disability (See
Table 7.2, p. 138).
Reliability: For Full-Scale IQ = .97=.98.
Correlates highly with other intelligence tests,
Uses SD of 15, M = 100.
See Profile Sheet, Fig. 7.4., p. 139
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Wecshler Scales of Intelligence
WAIS-III (Wechsler Adult Intelligence Scale) 16–89 yrs.
WISC-IV (Wechsler Intelligence Scale for Children) 6–
16yrs.
WPPSI-III (Wechsler Preschool and Primary Scale of
Intelligence), 2.5 - 7yrs. and 3 months.
Similar tests: Downward extensions of each other.
Useful in assessing general cognitive functioning, mental
retardation, giftedness, and learning problems
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The WISC-IV (as a general example
of all Wechsler Tests)
Contains 15 subtests (see Table 7.3, p. 141)
The 15 subtests provide a Full Scale IQ and four
composite score indexes (see Table 7.4, p. 142):
1. Verbal Comprehension Index (VCI),
2. Perceptual Reasoning Index (PRI)
3. Working Memory Index (WMI), and
4. Processing Speed Index (PSI).
Uses Mean of 100, SD of 15 for FSIQ.
Uses Mean of 10, SD of 3 for subscales.
See Profile: Fig. 7.5., p. 143
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Kaufman Assessment Battery
for Children
Individually administered test of cognitive
ability for ages 3 to 18.
Subtests and scoring allows for a choice
between Cattell’s model of fluid and
crystallized intelligence.
Examines visual processing, fluid reasoning,
and short-term and long-term memory.
Uses Mean of 100, SD of 15
Good reliability and validity.
15
The Role of Helpers in the
Assessment of Intelligence
The assessment of intelligence takes advanced
training.
Many graduate programs do not automatically
offer this training.
Can get training on your own after or during your
grad degree.
Imperative that you have the basic knowledge of
intelligence tests so you know when to refer and to
participate in the development of treatment plans.
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Final Thoughts on Intelligence Testing
Abuse of intelligence testing has occurred:
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Used to maintain status quo (e.g., brighter people
are better than those who have musical ability).
Miscalculation intelligence of minorities.
Over-classification of individuals who are learning
disabled.
Misguided tool to defend racial differences of ability
Means to differentiate social classes.
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Final Thoughts on Intelligence Testing
(Cont’d)
Assessment of intelligence is complex and based on a
number of factors: environment, genetics, and biology.
Conclusions should be done knowing the “whole
person” as well as the societal issues that are involved.
All conclusions re: intelligence should have some
degree of tentativeness to it.
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