presentation on intelligence

7/27/2019 Presentation on Intelligence

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When you earnestly believe you can compensate for a lack of skill by

doubling your efforts, theres no END to what you cant do!


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Biological Intelligence:

focus on the physical structure and functioning of the brain in ways that can be

measured objectively. E.g.: reaction time to physical stimuli.

Psychometric Intelligence:

using standardised psychological tests to measure levels of functioning on

psychologically defined constructs. According to this view, intelligence is defined as

what intelligence tests measure.

Social (or emotional) Intelligence:

defines the construct of intelligence in terms of adaptive behaviour and argues that

we must define intelligent behaviour within the particular context where we find it.


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One General Factor (g):

Spearman

single general factor (g)

different measures of cognitive ability correlate positively with each other, indicating

that they measure some shared ability or construct.

specific (s) factors: specific to a particular activity

two-factor theory of intelligence allows for both:

a general (g)

specific (s) factors

Cattell:

two distinct gs which he called

gf: fluid

gc : crystallised


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Multiple FactorsThurstone

7 Primary mental abilities verbal comprehension

general reasoning

word fluency

memory

number spatial and

perceptual speed abilities


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Multiple IntelligencesGardner (1983)

musical

bodily kinaesthetic

logical-mathematical

linguistic

spatial

interpersonal

intrapersonal


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Contextual IntelligenceSternberg (1984)

Intelligence is seen in terms of the contexts in which it occurs,

rather than as something we only obtain from test results.

Socio-cultural and context should be taken into account.

Individuals:

ability to adapt to environment

relevance of behaviour,

adaptation to and shaping of environment and

purpose/goal-directed behaviour.

Triarchic Theory of Intelligence:

Componential (analytical), Experiential (creative) and Contextual (practical)

intelligence.

Use the Sternberg Triarchic Abilities Test (STAT).


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Conceptual intelligence and the Systems

or Information Processing Approach:

Called the Cognitive Processing Approach to the

Measurement of Cognitive Ability

Intelligence is based on 3 components:Attentional processes

Information processes

Planning processes

E.g.: PASS theory (Planning, Attention, Successive) Theory


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Emotional Intelligence:Goleman (1995) Behavioural and interpersonal adjustment of the individual to a particular

environment /situation

Traditional way of thinking of intelligence doesnt allow room for effect that

emotions have on thought, decision-making and eventually on success.

Aspects such as self-control, zeal and persistence as well as ability to motivateoneself are important factors in determining success in life.

socio-emotional approach of Goleman (includes abilities as well as a series of

personality traits) and the view that links emotions with reasoning (a view that

focuses on abilities only) Mayer and Salovey.

MEIS (Multifactor Emotional Intelligence ScalesMSCEIT (Mayer, Salovey and Caruso Emotional Intelligence Test)

Bar-on Emotional Quotient Inventory (EQ-I)


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Emotional Intelligence:Goleman (1995) Behavioural and interpersonal adjustment of the individual to a particular

environment /situation

Traditional way of thinking of intelligence doesnt allow room for effect that

emotions have on thought, decision-making and eventually on success.

Aspects such as self-control, zeal and persistence as well as ability to motivateoneself are important factors in determining success in life.

Socio-emotional approach of Goleman Includes abilities as well as a series of personality traits

links emotions with reasoning

MEIS (Multifactor Emotional Intelligence Scales

MSCEIT (Mayer, Salovey and Caruso Emotional Intelligence Test)

Bar-on Emotional Quotient Inventory (EQ-I)


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Meaning of Intelligence Scores

IQ =

Term Intelligence Quotient

Coined by Stern (1912)

enable us to compare scores among and between different age groups

The IQ is obtained by dividing mental age by chronological age

Danger of:- viewing the results as if they represent an inherent and unchangeable ability

- the expectation that results are 100% accurate

- the view that results are infallible and perfectly reliable


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Provides a measure of an individuals relative functioning relative to chronological age

and makes allowance for improvement over time.

If standardised scores are used, performance on a measure can be compared across age

groups. Based on mean and standard deviation, raw scores can be converted to standard scores

or normalised scaled scores making it possible to determine how an individuals test

performance compares with the rest of his/her age group.

IQ tests usually have a mean of 100 and standard deviation of 15 = Deviation IQ.

The way that intelligence is defined will determine which tasks will be included in a

measure and should be taken into account in interpreting the score obtained.
http://localhost/var/www/apps/conversion/tmp/scratch_14//upload.wikimedia.org/wikipedia/commons/f/f7/IQ_curve.svg


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Shuttleworth-Jordan:

increasing globalisation: there is a narrowing and possibly disappearing gap across

race groups in cognitive test results in association with a reduction in socio-cultural

differences. Barometer of educational and economic opportunity.

3 Aspects that Van de Vijver says must be taken into account are:

construct equivalence

method equivalence and

item equivalence

Construct Equivalence: is the construct being measured equivalent across groups?

Method Equivalence: ensuring that the contextual and practical application of measuresdo not lead to differences across groups.

Item equivalence: ensure that different sub-groups do not respond to a particular item

differently due to the construction of the item and is not related to the construct being

measured.

Use of IRT (Item Response Theory) and DIF (Differential Item Functioning) methods to

detect these inequalities.


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Individual Intelligence Measures General ability is taken into account in evaluating general intelligence level often used

in career counselling or in school. Generally consist of a number of verbal and non-verbal sub-tests that together

provide an indication of general intelligence.

Description and Aim:

SA measures are generally based on the psychometric model of testing.Model assumes that the persons ability to perform a variety of tasks that require

intelligence (in accordance with a specific theoretical definition) represents his/her level

of intelligence.


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Used for the following reasons: To determine the individuals level of general ability vs. his/her age group

To compare persons own performance on various scales and subtests of a measure to gain

an understanding of his/her unique intellectual functioning.

Bayley Scales of Infant Development (1 month to 30 months)

JSAIS (3 years to 7 years 11 months)

SSAIS-R (7 years to 16 years 11 months)

WAIS-III (16 years 11 months to 69 years 11 months)WAIS-IV being normed for SA

General Ability:Standardised scores are expressed in terms of a fixed reference to the normed group

Performance compared with the norm

Organisations use tests for placement, promotion, transfers as well as for identification of

potential training needs, performance counselling and career development.

Profile of Abilities:Able to use standardised scored for individual comparison with single person across the

various sub-scales to identify strengths and weaknesses and draft a plan for intervention or

remediation.

Important considerations:

The reliability and validity of a measure for a specific context

How suitable the measure is for cross-cultural use.


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Used to describe a specific ability

Individuals ability to acquire, with training, a specific skill or to attain a specific

level of performance. Items are meant to show a unitary measure, not provide

an indication of differential abilities.

Description and AimAbilities measured include reasoning on the basis of verbal, non-verbal,

quantitative material, language comprehension, spatial ability/perceptual

speed, memory, coordination etc.Tasks that measure the same ability are grouped together in homogenous tests.

Differential Aptitude Tests Form (DAT)

Critical Reasoning Test Battery (CRTB) (used in management/supervisor tests)

ITTS (Information Technology Test Series)


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Scores converted to standard scores to get a set of scores by area

Can be compared with other peoples (norms) or with own strengths and weaknesses.

Mostly used in the educational context

Industry: graded in terms of minimum education level and/or suitable job level

Educational Context:ASB (Aptitude Test for School Beginners) used to determine if children are ready for school.

Tests Perception, Spatial, Reasoning, Numerical, Gestalt, Coordination, Memory and Verbal

Comprehension.

Used to identify children that are potentially at risk for developmental difficulties.

Industrial Context

Emphasis needs to be placed on measures of learning potential. (APIL-B, CPP, LPCAT, RavensProgressive Matrices and TRAM 1/2) and the wide range of aptitude measures mentioned above.

In SA, norms have been established for the ASB (Aptitude for School Beginners) in 1994.

Measures for Specific Cognitive Functions

After brain injury, for example, specific deficits need to be assessed.

There are tests to measure: language, perceptual functions, spatial and manipulatory ability, motor

performance, attention and concentration, memory and executive functions.


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