Chapter 9: Intelligence and Its Measurement

• What is intelligence?
• Definitions
• Intervening Variables
• Factor Analytic Approaches
• Alternative Approaches
• Binet Scales
• Wechsler Scales

• Definitions
• Galton
• Binet
• Wechsler
• Piaget

• Nature of Intelligence
• Innate vs. Environment
• Heritability index
• Twin studies have demonstrated good evidence of genetic influence

• Genetic Evidence
• Twin, family, and adoption studies
• Biological mothers, tested at the time of delivery: IQ = 86.
• 13 years later, their children had an IQ of 107
• Genetic Evidence
• French studies have shown increases in IQ of children adopted into families with a higher
SES

• Stability of Intelligence
• Is there a decline in IQ across age cohorts?

– Cross-sectional studies
– Intergenerational effects
– Longitudinal studies
– Cross-sequential studies

• Origins of Intelligence
• Heredity
• Influence of genetic and environmental variables is well established
• Environmental Factors
• Origins of Intelligence
• Early malnutrition or exposure to rubella can impair a child’s mental functioning
• Origins of Intelligence
• Mother-infant interactions and quality of the home environment are the best predictors of a
child’s performance on IQ and language tests 4-years later
• Origins of Intelligence
• Relationship between a child’s IQ at age 4, age 13, and risk factors
– Maternal level of education
– Maternal mental illness
– Minority status
– Family size

• Interacting Variables
• Personality factors
• Measurement Process
• Gender roles
• Socioeconomic Status (SES)
• Culture
• Cumulative Experiences

• Conventional Intelligence Tests

• Measure general level of intellectual performance

• Functions
• Preliminary screening
• Academic
• Identification of mentally retarded
• Clinical

• Limitations of IQ Scores
• Validity is a tests ability to assess the construct it is trying to assess
• IQ is what IQ tests measure

• IQ Tests & Cultural Bias

• Crisco is a:
a. patent medicine
b. disinfectant
c. toothpaste
d. food product
• Culture free tests carry hidden biases
• Categorize geometric stimuli according to color and shape
– Liberians have no experience with abstract geometrical figures taken out of context
and reproduced on paper

• Factor Analytic Approaches

• Based on statistical analysis of test scores (factor analyses)
• Finding common dimensions of intelligence

• Two factor Theory (g-s)

• General factor “g”
– electrochemical mental energy, abstract reasoning (facility of thinking)
• Specific factors "s"
• Spearman later accepted there were “group factors”
• Objective is to obtain tests high in "g"

• Examples
• Binet-Simon scale (high in verbal)
• Raven's Progressive Matrices
• Catell's Culture Fair Intelligence Test

• Multi-Factor Approaches
• Advanced by Thorndike (1921)
– social
– concrete
– abstract
• Current theory accepts that there are a number of broad group factors

• Primary Mental Abilities

(Thurstone, 1938)
• Primary Mental Abilities Test (PMAT)
• Identified 12 group factors of intelligence
• Also acknowledged second order factors
– Verbal comprehension, Word Fluency, Number, General reasoning, Space,
Associated memory, Perceptual Speed

• Hierarchical Theory
(Vernon, 1950)
• Alternative schema
• 1 - General factor "g"
• 2 - Major group factors
– verbal-educational and practical-mechanical
• 3 - Minor group factors
– verbal and numerical, mechanical, spatial subfactors
• 4 - Specific factors

• Structure of Intellect Model (Guilford, 1967)

• Three dimensions
1. Operations
2. Contents
3. Products

• Raymond B. Catell (1971) factor analytic model

• fluid intelligence
– non-verbal, culture free
– mazes
• crystallized intelligence
– exposure and education
• Alternative Approaches
• Information Processing (Luria, 1966)
• Two basic styles (separate but complementary)
– simultaneous (parallel)
– successive (sequential) information is individually processed in sequential fashion

• Multiple Intelligences
(Gardner, 1983)
• Multiple abilities
• Musical, artistic, social
• Abilities not measured by current tests
• Linguistic
– using words effectively
• Logical-Mathematical
– reasoning, calculating
• Spatial
– think in terms of physical space
• Musical
– show sensitivity to rhythm and sound
• Body-Kinesthetic
– use the body effectively
• Intrapersonal
– understanding one's own interests, goals
• Interpersonal
– understanding, interacting with others

• Criticisms of Gardner’s Theory

• Underestimates general intelligence
• Lacks measures
• A talent is not an intelligence