Intelligence

Intelligence-a construct that is a well accepted notion of problem solving ability.

Because it is a construct, it has been open to much debate.

Test makers distinguish the construct of intelligence from its assessment (the manner in which we obtain information about intelligence).

First effective test developed in early 1900's by Alfred Binet and Thoedore Simon- "identify a children who were considered lacking in mental ability).

Trying to measure capacity to learn rather than knowledge (identify pictured objects, repeat three-digit series, reproduce geometric figure drawing, define abstract words).

We generally think of intelligence as a basic, enduring attribute of an individual. If intelligence is a constant, why do IQ scores fluctuate?

children are influenced by emotional factors, motivational factors, variations in experience.

Although intelligence refers to the totality of a person's ability and potential, no finite samples of behavior can possibly demonstrate everything that is worth knowing about a person's abilities.

Purpose of today's test--"predict likelihood for success in traditional academic settings; signal those for whom academic difficulties may be expected"

Tests do not measure all components of one's cognitive development-rather a sample in key areas. The key areas represent the author's beliefs about intelligence.

IQ tests are not used to change academic programs for students performing well, only used when the student has difficulty or is failing. When used appropriately, IQ test serve to confirm the presence and nature of learning difficulties. They should reduce, not increase, the number of children qualifying for special education.

Assessment

Wechsler Intelligence Scales

Verbal IQ, Performance IQ, Full Scale IQ

• Wechsler Preschool and Primary Scale of Intelligence-Revised WPPSI-R, ages 3-7
• Wechsler Intelligence Scale for Children-Third Edition (WISC III) ages 6- 16
• Wechsler Adult Intelligence Scale-Third Edition (WAIS-III), 16 years and older

Stanford-Binet IV

1. Term intelligence has been replaced by the term cognitive development.
2. Terms intelligence, IQ, and mental age are not used.
3. Standard Age Score replaces IQ
4. Five SAS Scores-verbal; reasoning. abstract/vision; Reasoning. Quantitative Reasoning, Short-Term Memory, Test Composite
5. Four fold purpose:
   • differentiate between student who are mentally retarded and those who have learning disabilities.
   • help educators understand why a student is having difficulty in school
   • identify gifted students
   • study cognitive skills of individual ages 2 to adult

Test of Nonverbal Intelligence

• performance items
• quick assessment, not as much depth
• student tend to score higher