Chapter 7
Assessment: Intellectual and
Cognitive Measures
I N T R O D U C T I O N TO C L I N I C A L P S Y C H O L O G Y 2 E
HUNSLEY & LEE
P R E P A R E D B Y D R . C AT H Y C H O V A Z , K I N G ’ S C O L L E G E , U W O
Topics:
Defining Intelligence: Theories of Intelligence
Assessing Intelligence
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Clinical Context
Wechsler Intelligence Scales
Administration, Scoring, and Interpretation Issues
A closer look at the WAIS-IV
Canadian Normative Data
Emotional Intelligence
Other Intelligence Scales
Intelligence – what is it?
 There
have been many different attempts
to adequately define intelligence
Wechsler (1939):
 Intelligence is a person’s global capacity to
act purposefully, to think in a rational
manner, and to deal effectively with his/her
environment.
Theories of Intelligence
1.
Factor Models: Two or more factors thought to be
more or less at the same level
2.
Hierarchical Models: Different levels of factors with
some factors being sub-domains of other factors
3.
Information Processing Models: Less on the
organization and more on how the brain processes
information
Theories of Intelligence:
Factor Models
1. Charles Spearman: Proposed that all intellectual
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activities share a common core: General factor, g
Postulated there were also a number of specific factors, s
Based on intercorrelations with tests of sensory abilities
Idea still is retained in most theories of intelligence
2. Thurstone: Primary mental abilities as relatively distinct
abilities
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Proposed that the overlap among primary mental abilities
was Spearman’s g factor
• Also developed a measure of intelligence based on his model
Theories of Intelligence:
Hierarchical Models
1. Raymond Cattell: Believed current tests were too focused
on verbal and school-based abilities
• Developed a test based on more perceptual aspects of
intelligence
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Fluid intelligence: ability to solve problems without drawing on
prior experiences (innate intellectual ability)
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Crystallized Intelligence: what we have learned from life and our
experiences (including formal education)
Theories of Intelligence:
Information Processing Models
1. Sternberg’s Triarchic Theory: Based on how humans
process information (three interrelated components)
i.
ii.
iii.
Componential: executive functioning, performance speed,
knowledge acquisition
Experiential: the influence of task novelty on problem solving
Contextual: adaptation, alteration, and selection of the
environment
Theories of Intelligence:
Information Processing Models
Gardner’s Theory of Multiple Intelligences:
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Assigned less importance to g
Multiple forms of intelligence ignored in other theories
Educators have designed curriculums based on these components
Linguistic
Interpersonal
Musical
Naturalist
Logical- Mathematical
Spiritual
Spatial
Existential
Bodily - Kinesthetic
Moral
Intrapersonal
Assessing Intelligence:
Clinical Concepts
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Read brief case examples in text p. 250 - 251
Intelligence is often assessed in larger psychological
assessments (e.g., memory problems, neuropsychological
assessments, head injuries, learning disability evaluations)
Premorbid IQ: intellectual functioning prior to an
accident or neurological decline
Important concept for assessment
The Wechsler Intelligence Scales
Early IQ tests measured ‘mental age (MA)’ (most students
at a particular age got a certain number of items on a test
correct) relative to the child’s chronological age (CA)
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Ratio IQ: MA / CA X 100
 7 yr MA / 8 yr CA X 100 = 87.5
 2.5 yr MA / 3 yr CA X 100 = 83.3
 20 yr MA / 25 yr CA X 100 = 80
 Assumes a linear development of learning
 No longer used
The Wechsler Intelligence Scales
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Wechsler developed the Deviation IQ as a solution
to problems of Ratio IQ:
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Mean of 100 and a standard deviation of 15 – based on the age of
the test-taker relative to other test-takers at that age
Wechsler scales use a hierarchical model (with a general IQ and
sub-scale specific abilities)
The Wechsler Intelligence Scales
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Test norms may not be appropriate for all
individuals – e.g., ethnicity, SES, outside the US, disabilities
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Test biases may be a part of the test – especially questions
specifically drawing on US-related content
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Test only focuses on academically related intelligences
Canadian Normative Data
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Extensive work has been done in Canada regarding
establishing standardized norms
Using data derived from testing Canadian normative
samples, test developers then developed scaled
(standardized scores) from the raw scores
Scaled scores have X=10 and SD = 3
This allows the same statistical procedures as used with
the American data to be applied to the Canadian data
The Wechsler Intelligence Scales
There are 3 main Wechsler scales:
1.
2.
3.
Wechsler Preschool & Primary Scale of Intelligence – 3rd ed.
(WPPSI-III): Ages 2 yrs, 6mo. to 7 yrs, 3 mo.
Wechsler Intelligence Scale for Children – 4th ed. (WISC-IV):
Ages 6-16
Wechsler Intelligence Scale for Adults – 4th ed. (WAIS-IV):
Ages 16-90
There is also the:
Wechsler Abbreviated Scale of Intelligence (WASI-IV): Shortened
version designed for ages 6-89
Wechsler Scales
Previous versions of Wechsler scales used a:
1. Verbal IQ (VIQ)
2. Performance (non-verbal) IQ (NVIQ)
3.
Full Scale IQ = PIQ + NVIQ
Current versions use 4 Index or Composite Scores:
1.
2.
3.
4.
Verbal Comprehension
Perceptual Reasoning
Working Memory
Processing Speed
Administration, Scoring,
and Interpretation Issues
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Extensive training is provided in doctoral programs as
well as training sessions for psychologists
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Administration and scoring needs to be thoughtful,
careful, and meticulous
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General interpretive strategy is to move from the
general to the specific
WAIS-IV Content
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Verbal Comprehension Scale
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Similarities: Pairs of words (describing concepts or
objects) presented and the subject must explain how the
objects are similar
Vocabulary: Defining a series of orally and visually
presented words
Information: Questions that address knowledge of
events, people, and places
Comprehension: Questions about common concepts
and problems and the person must provide the answer or
solution
WAIS-IV Content
Perceptual Reasoning Scale
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Block Design: Colored blocks to create three-dimensional
representations of two-dimensional geometric patterns.
Matrix Reasoning: Incomplete patterns and, from five choices,
must select one that completes the pattern
Visual Puzzles: Pieces of a puzzle where images are chosen
that go together to match the example
Picture Completion: Pictures of common objects and settings
with a missing part
Figure Weights: The person must chose the “weight”
depicted in a series of images that would be equivalent to the
“weight” depicted in the example
WAIS-IV Content
Working Memory Scale
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Digit Span: The person is presented with a series of numbers and
must repeat them in the same sequence or in a reversed sequence
Arithmetic: The person solves arithmetic problems and provides
the answer orally
Letter-Number Sequencing: Sequences of letters and numbers
are presented orally and the person repeats them with the letters
in alphabetical order and numbers in ascending order
WAIS-IV Content
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Processing Speed Scale
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Symbol Search: The person must indicate, by checking a box,
whether target symbols occur in the group of symbols
presented
Coding: Using a key that matches numbers to symbols, the
person must rapidly provide the correct symbols to a list of
numbers
Cancellation: The person is presented with a series of
different coloured shapes and is asked to cross out images that
have a specific shape (e.g., circles) and a specific colour
IQ and its Correlates
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Important caveats:
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Correlation does not mean causation
Intelligence is not due to heredity or the environment but the
interplay of the two
IQ is not the same as intelligence
Some findings:
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About 50-60% of IQ is related to genetics
Flynn Effect: IQ appears to be increasing over time
IQ scores plateau at age 30
IQ declines for some individuals at age 70
IQ is correlated with SES
Some small differences in ethnicity found
Emotional Intelligence (EI)
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From Gardner’s work on Intrapersonal & Interpersonal
Intelligence – the ability to understand oneself and others
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Several measures of EI including the Emotional Quotient
Inventory and the MSCEIT (perceiving, using and
managing emotions)
Emotional Intelligence (EI)
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EI is positively correlated with:
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Better social relations for children and adults
Better family and intimate relations
More positive perception by others
Better academic achievement
Better psychological well-being
Other Intellectual
Functioning Tests
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Stanford-Binet V:
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Designed for ages 2-85. Also an IQ mean of 100, SD of 15.
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Not as often used outside the US and Canada due to lack of content
adaptations
Kaufman Assessment Battery-II:
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Focuses on how children and adults learn and compares to
achievement scores
Other Intellectual
Functioning Tests
Wechsler Memory Scale III:
Focuses on episodic memory (person’s direct experience to
visual and auditory stimuli). Also has X = 100 and SD = 15.
Wechsler Individual Achievement Test (WIAT-II):
Focuses on academic and problem solving skills.
In conjunction with a Wechsler IQ, assesses for a
discrepancy between IQ and achievement and can help
diagnose learning disabilities
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