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Notes - Psychological Assessment - Module #2

The document discusses various definitions and theories of intelligence, highlighting contributions from notable psychologists like Binet, Terman, Sternberg, Wechsler, and Thorndike. It emphasizes that intelligence is a composite of several functions rather than a single ability, and factors such as age, demographic variables, and biological factors can influence mental abilities. Additionally, it addresses the concept of Intelligence Quotient (IQ) as a measure of cognitive ability and its relationship with educational performance.

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15 views3 pages

Notes - Psychological Assessment - Module #2

The document discusses various definitions and theories of intelligence, highlighting contributions from notable psychologists like Binet, Terman, Sternberg, Wechsler, and Thorndike. It emphasizes that intelligence is a composite of several functions rather than a single ability, and factors such as age, demographic variables, and biological factors can influence mental abilities. Additionally, it addresses the concept of Intelligence Quotient (IQ) as a measure of cognitive ability and its relationship with educational performance.

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aryan.laporno057
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PSYCHOLOGICAL ASSESSMENT

MODULE #2: NATURE OF INTELLIGENCE


What is intelligence?
● Different definitions
● Various understanding of the concept
Some ideas
● “brains”, cleverness
● Ability to learn
● To think abstractly
● To adapt to the environment
● Very good memory; quick recall
● Fast learner
Alfred Binet
● Intelligence is manifested by performance on a variety of tasks and can be measured by
responses to a sample of those tasks
● emphasized judgment, understanding, and reasoning
● Intelligence is an attribute of behavior, not attribute of a person
● From the sum total of the person’s performance will emerge general intelligence
● Criticism: Binet’s sample of tests was heavily loaded with school-type tasks – designed
to identify mentally retarded children in the school system
Lewis Terman
● Intelligence is the ability to do abstract thinking
● Criticism: definition is too narrow; abstract thinking is an important aspect of intelligence
but not the only one.
Robert Sternberg
● ability to adapt to the vagaries of a changing and uncertain world; ability to motivate
oneself to accomplish expeditiously the tasks that need to be accomplished.
● Sternberg agreed that traditional intelligence tests are effective in assessing learning
ability and abstract reasoning, but believed that there should be better measures for
practical problem-solving and motivation.
David Wechsler
● Intelligence is the aggregate or global capacity of the individual to act purposefully, to
think rationally, and to deal effectively with the environment
● Intelligent behavior must reflect something more than sheer intellectual ability.
Edward Lee Thorndike
● Measurement of intelligence consists essentially of a quantitative evaluation of mental
productions in terms of number, and the excellence and speed with which they are
executed.
● To act intelligently, one must be able to recall numerous items and have a retentive
memory:
○ 1. Abstract or verbal – facility in the use of symbols
○ 2. Practical – facility in manipulating objects
○ 3. Social – facility in dealing with human beings
● For Thorndike, intelligence should emphasize what a person can do, as well as how
● Instead of formulating a universally acceptable definition of intelligence, some
alternative terms might be used.
○ general mental ability
○ scholastic aptitude
○ academic ability
■ The last 2 terms recognize the fact that traditional intelligence tests are
primarily predictors of success in schoolwork.

Intelligence Quotient
● Often a shorthand designation for intelligence, and is not identified with a particular type
of score on a particular test
Understanding intelligence as a construct
● Intelligence should be regarded as a descriptive rather than explanatory concept.
● IQ is an expression of a person’s ability level at a given point in time, in relation to
available age norms.
● Intelligence is not a single, unitary ability, but a composite of several functions.
○ one’s relative ability tends to increase with age in those functions whose value is
emphasized by one’s culture or subculture; and tends to decrease in those
functions whose value is de-emphasized.
● I.Q. is both a reflection of prior educational achievement and a predictor of subsequent
educational performance.
● Items on intelligence tests represent attempts to assess individual differences in the
effects of experiences common to nearly everyone.
● It is assumed that, when exposed to the same experiences, persons of higher
intelligence will benefit more from those experiences than persons of lower intelligence.
Individual/Group Differences in Mental Abilities
A. Age changes
● Cross-sectional studies – compare people or groups brought up in different
environmental circumstances
● Longitudinal studies – compare same groups of people at different ages
● Specific Abilities
○ General intelligence tests measure a combination of several cognitive abilities,
and the pattern of change in performance with age depends on the specific ability
measured
● Age-related Declines
○ Are less likely to be found in vocabulary knowledge and similar skills highly
dependent on lifelong learning than in performance on unfamiliar problems of
logic and other skills requiring new learning.
○ Found in the ability to reason and solve problems involving visual and geometric
stimuli (“fluid intelligence”) than in verbal skills (“crystallized intelligence”).
● Variations in cognitive abilities during adulthood
○ Depend on the kinds of experiences relevant to test performance a person has
during these years
○ People who remain intellectually active show less decline in intelligence tests
than those who fail to continue in academic-type pursuits
● Terminal Drop
○ Deterioration in cognitive functioning, sensorimotor abilities, personality
characteristics during the last few months or years of life.
B. Demographic variables
● Family size and birth order
○ Intellectual ability declines as family size increases
○ High achievement is often associated with first-born children
○ More favorable parental treatment is given to first-borns
● Occupational Status
○ More highly intelligent people can enter occupations demanding higher ability
○ higher intelligence = better paying jobs?
● Socio-economic Status
○ Defined in terms of parental income, education, occupation
○ High IQ children found among higher social classes
○ + relationship between IQ & SES
● Urban vs. rural residence
○ Lower IQ of those coming from rural areas
○ Access to better education and modern technology
● Teacher Expectations
○ Looking glass theory – by C.H. Cooley
■ people tend to adapt their behavior and self-perceptions to how they
believe they are perceived by other people.
C. Biological factors
● Sex differences
○ Females – verbal fluency, reading comprehension, clerical skills
○ Males – mathematical reasoning, visual-spatial ability, speed and
coordination

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