临床与咨询心理学导论 12 - Intellectual Assessment
L12 Intellectual AssesSMent
参考文献/图片来源：Pomerantz, A. (2013). Clinical psychology: science, practice, and culture (3rd ed.). Thousand Oaks, CA: SAGE Publications.
12.1 Theories of Intelligence
What is Intelligence? Debate!
• “The ability to acquire and apply knowledge and skills”
- Speed of mental processing
- Abstract thinking
- Memory
- Reasoning
- Imagination
- Adaptability
Different psychological theories of intelligence
- Is intelligence one thing or many things?
• “g” = Global Ability (Charles Spearman)
- Strong correlation among wide range of abilities
- Evidence that one factor (“g”) underlies them all
• Multiple Specific Abilities (Louis Thurstone)
- Intelligence is not one thing (“g”); it is many unrelated things!
- Distinct abilities: Verbal, Spatial, Math, Memory, etc.
- Specific abilities at least somewhat related to the “general ability”
• James Cattell - Two types of intelligences:
- Fluid Intelligence: One’s ability to reason (facing novel situations)
- Crystallized Intelligence: One’s body of knowledge (accumulate through experiences)
• John Carroll - Three striatum theory of intelligence (right picture): Three levels: General
(g) - Broad - Narrow (specific)
• Howard Gardner - Intelligence is:
1) The ability to create an effective product or offer a valuable service;
2) A set of skills that make it possible for a person to solve problems in life;
3) The potential for finding/creating solutions for problems.
- Multiple Discrete Intelligences: Interpersonal, Intrapersonal, Bodily/Kinesthetic, Visual-Spatial, Musical, Mathematical-Logical, Verbal-Linguistic, Existential, Naturalist, etc.
12.2 Uses for Intelligence Tests
• Prediction of future achievement
• Characterize observed difficulties
- Academic planning
- Informing DSM diagnoses (Intellectual Disability)
• Influence approach to assesSMent
- Many assesSMents assume average intellectual functioning for question comprehension - may need alternative assesSMent
• Influence approach to therapy
- Vocabulary level and expectations for abstract reasoning
- Use of written material/homework
12.3 Example of an Intelligence Test:
The Wechsler Scales
• First developed by David Wechsler in 1939
- Need for an assesSMent for adult intelligence
- Wechsler-Bellevue Test (1939)
- "The global capacity of a person to act purposefully, to think rationally, and to deal effectively with his/her environment.”
• Developed assesSMents for children/adolescents (1949) and very young children/preschool (1967)
• Scales revised multiple times since their development
Different Scales
• Wechsler Adult Intelligence Scale (WAIS-IV): Ages 16-90
• Wechsler Intelligence Scale for Children (WISC-V): Ages 6-16
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): Ages 2 years, 6 months - 7 years, 3 months
WAIS-IV (Currently 4th edition)
Originally only Verbal & Non-Verbal.
WAIS: Verbal Comprehension
• Similarities (required): Orally explain how two things or concepts are related.
Eg: How are a lion and a while alike? How are success & failure alike?
• Vocabulary (required): Orally explain the meaning of words.
Eg: What is an intersection?
• Information (required): Orally answer questions focusing on specific aspects of general knowledge.
Eg: How many cents are in a quarter?
• Comprehension (optional): Orally answer questions about social situations and social principles.
Eg: What are the advantages of using only the minimal amount of water necessary in our homes?
WAIS: Perceptual Reasoning (reasoning, spatial processing, visual-motor integration)
• Block Design (required): Recreate specific patterns or designs using colored blocks
• Matrix Reasoning (required): View an incomplete matrix and select the missing portion out of several items provided.
• Visual Puzzles (required): Identify the pieces to reconstruct the puzzle
• Picture Completion (optional): Identify the important part missing in an object or scene
• Figure Weights (optional): View scales with missing weights and determine how to correctly balance them with the options provided
WAIS: Working Memory (store, transform, recall info. from short-time memory)
• Digit span (required): Repeating number sequences either forward or backward
Eg: “Repeat the numbers 1-2-3 in reverse sequence.”
• Arithmetic (required): Completing mental math, no pencil/paper
• Letter-Number Sequencing (optional): Recalling letters in alphabetical order and numbers in ascending order.
Eg: “Repeat the sequence Q-1-B-3-J-2, but place the numbers in numerical order and then the letters in alphabetical order.”
WAIS: Processing Speed
• Symbol Search (required): Scanning symbols/shapes for an identified target
• Coding (required): Copying shapes and symbols using a key
• Cancellation (optional): Scanning shapes and crossing out specific a specific type
Intelligence Quotient (IQ)
• Compare client’s raw score to age-matched norms; Full scale: M=100, Std.=15.
Strengths of Wechsler Scales
• Extensive data on norms: Nationally representative samples of over 2000 people
• Strong reliability and validity
• Provides data on general intelligence and specific abilities - Relative strengths and weaknesses
12.4 CriticiSMs of Intelligence Tests
• Time intensive
• Modest correlations with financial and vocational success
• Assess limited range of aspects of intellectual functioning
• Dangers of summarizing intelligence with a number
• Other factors may be more important
- Emotional Intelligence (“EQ”)
- Social Intelligence
- Motivation (to succeed)
• scores may be influenced by factors unrelated to intelligence, such as motivation within testing, intimidation/anxiety, physical testing conditions, etc.
• Cultural (un)fairness
- Traditional IQ tests may contain content more familiar to individuals from certain cultural groups
- Revisions of the Wechsler and Stanford-Binet scales (try to work it out)
- Development of nonverbal tests - Universal Nonverbal Intelligence Test-2 (UNIT-2) - responses like pointing objects, etc.
• Rosenthal & Jacobson (1966): The Pygmalion Effect
- Elementary students given an IQ test: “academic blooming”
- 20% of students randomly identified as “bloomers”
- Students reassessed 8 months later
- Significant increases in IQ for students in the “blooming” group compared to controls in younger students (1st & 2nd grades)
• Flynn (1987): The Flynn Effect
- IQ scores increase in each generation in every country that collects data
- IQ scores increase in both overall & specific abilities
- Some argues that IQ tests do not measure intelligence but rather correlate with a (weak) causal link to intelligence
