INTELLIGENCE

AND ITS
MEASUREMENT.
PRESENTED BY: Alo, Andacao, &
Calizar
 PROBLEM
FIRST
REPORTER
1 TABLE OF CONTENTS:

• WHAT IS INTELLIGENCE
SECOND
REPORTER • MEASURING

INTELLIGENCE
• ISSUES IN THE
LAST
REPORTER
ASSESSMENT OF
 WHAT IS INTELLIGENCE?
IN GENERAL, INTELLIGENCE INCLUDES THE
ABILITIES TO:
■ acquire and apply ■ grasp and visualize
knowledge concepts
SOLUTION SOLUTION
■ reason 1logically ■2 pay attention
■ plan effectively ■ be intuitive
■ infer perceptively ■ find the right words and
■ make sound thoughts with facility
judgments and solve ■ cope with, adjust to, and
problems make the most of new
situations
THOUGHTS OF BEHAVIORAL SCIENTISTS
ON THE MEANING AND MEASUREMENT
OF INTELLIGENCE.

Francis Galton (1883) believed

that SOLUTION
the most intelligent persons
were those2 equipped with the best
sensory abilities.
• attempted to measure
sensorimotor and other
perception-related tests
• first person to publish on the
THOUGHTS OF BEHAVIORAL SCIENTISTS
ON THE MEANING AND MEASUREMENT
OF INTELLIGENCE.
Alfred Binet argued that when
one solves a particular
problem, the abilities used
SOLUTION
cannot2 be separated because
they interact to produce the
solution.
• Binet called for more
complex measurements of
intelligence.
• Reasoning, judgment,
THOUGHTS OF BEHAVIORAL SCIENTISTS
ON THE MEANING AND MEASUREMENT
OF INTELLIGENCE.
David Wechsler - the aggregate or
global capacity of the individual to act
purposefully, to think rationally and to
deal effectively
SOLUTION with his environment.
2
• Look at these different abilities to
measure intelligence.
• Assessing intelligence, must
consider other factors like
personality traits.
• Main types of abilities: Verbal and
THOUGHTS OF BEHAVIORAL SCIENTISTS
ON THE MEANING AND MEASUREMENT
OF INTELLIGENCE.
Jean Piaget - a kind of biological
adaptation that evolves as we
interact with the world around us.
SOLUTION
• He proposed that as we interact
2
with our surroundings, our
psychological structures get
reorganized.
• Four stages of cognitive
development (Sensorimotor
Stage, Preoperational Stage,
 PERSPECTIVES ON INTELLIGENCE
INTERACTIO
refers NISM
to the complex concept by which heredity and
environment are presumed to interact and influence the
development of one’s intelligence.
Louis L. Thurstone - developed and published the
Primary Mental Abilities test, consist separate tests, each
designed to measure one PMA: verbal meaning,
perceptual speed, reasoning, number facility, rote
memory, word fluency, and spatial relations.
Factor-analytic theories - the focus is squarely on
identifying the ability or groups of abilities deemed to
constitute intelligence.
 PERSPECTIVES ON INTELLIGENCE
Information-processing theories - focuses on
identifying the specific mental processes that constitute
Factor-analytic theories of intelligence use a statistical
intelligence.
method called factor analysis to find relationships
between
Charles different
Spearman test- scores.
developed new ways to measure
how different intelligence tests are related; scores on
different intelligence tests often correlated.
• Two-factor theory of intelligence.
• Suggested that there is a general intelligence factor
(g), specific abilities (s), and errors (e).
 • believed that the g factor (general intelligence) is like
a mental energy that helps us solve problems.
• identified group factors, which are abilities that are
not as general as g but not as specific as s.
Other researchers tried to be even more specific
about what makes up intelligence.
• ability to repeat a chain of numbers (called Factor R)
• abilities like processing sound (R1)
• remembering spoken information (R2)
• quickly processing spoken information (R3).
 Different models of intelligence have been
proposed over time.
Guilford’s model, explained mental activities without
focusing
Thurstoneon initially
g. thought intelligence was made up of
seven primary abilities, but later realized it was hard to
create tests that didn’t also measure g.
Howard Gardner proposed a theory of multiple
intelligences, suggesting there are seven types of
intelligence
• described interpersonal intelligence as the ability to
understand and work well with others
• Intrapersonal intelligence is about understanding
oneself and using that knowledge to live effectively
Raymond B. Cattell proposed a theory of intelligence
that John Horn later expanded.

Two main types of intelligence:

1.Crystallized Intelligence (Gc) includes skills and

knowledge you gain from your culture and education,
like vocabulary and general knowledge.
2. Fluid Intelligence (Gf) involves nonverbal skills that
are less influenced by culture and education, like
solving puzzles or remembering numbers.
Horn added more specific abilities to this theory, such as:

• Visual Processing (Gv): Understand and use visual

information.
• Auditory Processing (Ga): Understand and use auditory
information.
• Quantitative Processing (Gq): Math skills.
• Speed of Processing (Gs): Quick thinking and process
information.
• Reading and Writing (Grw): Reading and writing.
• Short-term Memory (Gsm): Remember information for
a short time.
Three-stratum theory of cognitive abilities by John
Carroll. This model is like a layered cake:
• Top Layer (Stratum I): General intelligence (g).
• Middle Layer (Stratum II): Eight broad abilities,
including fluid intelligence (Gf), crystallized
intelligence (Gc), memory, visual and auditory
perception, retrieval capacity, cognitive speediness,
and decision speed.
• Bottom Layer (Stratum III): Many specific abilities
linked to the broad abilities in the middle layer.
Researchers have tried to create a more complete
model of intelligence called the Cattell-Horn-Carroll
(CHC).

Kevin S. McGrew and Dawn Flanagan further

developed the CHC model. Their version includes ten
broad abilities and over seventy narrow abilities. Here are
the ten broad abilities:
1.Fluid Intelligence (Gf): Problem-solving and
reasoning in new situations.
2.Crystallized Intelligence (Gc): Knowledge and skills
gained from experience and education.
3.Quantitative Knowledge (Gq): Math skills.
4.Reading/Writing Ability (Grw): Skills in reading and
writing.
5.Short-term Memory (Gsm): Ability to hold
information temporarily.
6.Visual Processing (Gv): Understanding and using
visual information.
7.Auditory Processing (Ga): Understanding and using
auditory information.
8.Long-term Storage and Retrieval (Glr): Storing and
1.Fluid Intelligence (Gf): Problem-solving and
reasoning in new situations.
2.Crystallized Intelligence (Gc): Knowledge and skills
gained from experience and education.
3.Quantitative Knowledge (Gq): Math skills.
4.Reading/Writing Ability (Grw): Skills in reading and
writing.
5.Short-term Memory (Gsm): Ability to hold
information temporarily.
6.Visual Processing (Gv): Understanding and using
visual information.
7.Auditory Processing (Ga): Understanding and using
auditory information.
8.Long-term Storage and Retrieval (Glr): Storing and
E. L. Thorndike proposed another theory of intelligence with
three clusters of abilities:
1.Social Intelligence: Dealing with people.
2.Concrete Intelligence: Dealing with objects.
3.Abstract Intelligence: Dealing with verbal and
mathematical symbols.
 INFORMATION-PROCESSING VIEW OF
INTELLIGENCE
From the work of Russian neuropsychologist Aleksandr
Luria. It focuses on how we process information rather
than what information we process. There are two main
types of information processing:

1.Simultaneous (Parallel) Processing:

⚬ This is when information is integrated all at once.
⚬ For example, when you look at a painting in an art
museum, you take in the whole image at once and
understand it as a complete picture.
⚬ Tasks like map reading also involve simultaneous
 INFORMATION-PROCESSING VIEW OF
INTELLIGENCE
2. Successive (Sequential) Processing:
⚬ This is when information is processed bit by bit, in a
logical and step-by-step manner.
⚬ For example, when you try to figure out who the
murderer is in a TV show like “Law & Order,” you
piece together clues one by one.
⚬ Memorizing a phone number or learning the
spelling of a new word involves successive
processing because you handle each piece of
information in order.
 PASS MODEL OF INTELLECTUAL
FUNCTIONING
The PASS model, developed by researchers like Das and
Naglieri, stands for:
• Planning: Developing strategies to solve problems.
• Attention: Being receptive to information.
• Simultaneous Processing: Integrating information all at
once.
• Successive Processing: Handling information step by
step.
 MEASURING INTELLIGENCE
To measure intelligence, we look at how well someone
performs on diff erent tests and tasks. This process
varies depending on the person’s developmental level.
The assessment provides a standardized way to
observe how someone approaches diff erent tasks,
which can be useful in various settings like schools,
the military, and businesses.
 SOME TESTS USED TO
MEASURE INTELLIGENCE
SAMPLE ITEMS USED TO
MEASURE INTELLIGENCE
The Stanford-Binet Intelligence Scales: Fifth
Edition (SB5) The history of the current version of the
Stanford-Binet Intelligence Scales can be traced to
Stanford University, and the 1916 publication of an
English translation of the Binet-Simon test authored by
Lewis Terman.
Earlier versions of the StanfordBinet had employed the
ratio IQ, which was based on the concept of mental
age (the age level at which an individual appears to be
functioning intellectually as indicated by the level of
itemsresponded to correctly). The ratio IQ is the ratio
of the testtaker’s mental age divided by his or her
chronological age, multiplied by 100 to eliminate
decimals.As illustrated by the formula for its
computation, those were the days, now long gone,
when an IQ (for intelligence quotient) really was a
quotient;
The third revision of the Stanford-Binet was
published in 1972. As with previous revisions, the
quality of the standardization sample was criticized.
Specifi cally, the manual was vague about the number
of minority individuals in the standardization sample,
stating only that a“substantial portion” of Black and
Spanish-surnamed individuals was included.
The fourth edition of the Stanford-Binet Intelligence
Scale (SB;FE; Thorndike et ah, 1986) represented a
signifi cant departure from previous versions of the
Stanford-Binet in theoretical organization, test
The fi fth edition of the Stanford-Binet (SB5; Roid,
2003a) was designed for administration to assessees
as young as 2 and as old as 85 (or older). The test
yields a number of composite scores, including a Full
Scale IQ derived from the administration of ten
subtests.
A routing test may be defi ned as a task used to
direct or route the examinee to a particular level of
questions. A purpose of the routing test, then, is to
direct an examinee to test items that have a high
probability of being at an optimal level of diffi culty.

Teaching items- which are designed to illustrate the

task required and assure the examiner that the
examinee understands.

In intelligence testing parlance, the term fl oor refers

The Wechsler Adult Intelligence Scale is an IQ test
designed to measure intelligence and cognitive ability
in adults and older adolescents. For children between
the ages of 6 and 16, Wechsler Intelligence Scale for
Children is commonly used.
Still, the test suff ered from some problems: (1) The
standardization sample was rather restricted; (2) some
subtests lacked suffi cient inter-item reliability; (3)
some of the subtests were made up of items that were
too easy; and (4) the scoring criteria for certain items
were too ambiguous. Sixteen years after the
publication of the W-B, a new Wechsier scale for adults
was published: the Wechsier Adult Intelligence Scale
(WAIS; Wechsier, 1955).
The WAIS would quickly become the standard against
which other adult tests were compared. A revision of
the WAIS, the WAIS-R, was published in 1981 shortly
after Wechsler’s death in May of that same year. The
WAIS-III contained updated and more user-friendly
materials. In some cases, test materials were made
physically larger to facilitate viewing by older adults.
A core subtest is one that is administered to obtain a
composite score. Under usual circumstances, a
supplemental subtest (also sometimes referred to
as an optional subtest) is used for purposes such as
providing additional clinical information or extending
the number of abilities or processes sampled.
The latter types of situation arise when, for some
reason, the use of a score on a particular core subtest
would be questionable. So, for example, a
supplemental subtest might be substituted for a core
subtest if:
Short forms of intelligence tests. The term short
form refers to a test that has been abbreviated in
length, typically to reduce the time needed for test
administration, scoring, and interpretation.
Sometimes, particularly when the testtaker is believed
to have an atypically short attention span or other
problems that would make administration of the
complete test impossible, a sampling of representative
subtests is administered.
Group tests of intelligence. The Stanford revision of
the Binet-Simon test was published in 1916, and only
one year later, many psychologists were compelled to
start thinking about how such a test could be adapted
for group administration. To understand why, consider
a brief historical look at testing in the military.

Army- Alpha Test and Alpha-Beta Test

OTHER MEASURES OF INTELLECTUAL ABILITIES

COGNITIVE STYLE is a psychological

dimension that characterizes the
consistency with which one acquires and
processes information.

• Most intelligence tests do not measure

creativity, tests designed to measure
creativity may well measure variables
related to intelligence.
 FOUR TERMS COMMON TO MANY MEASURES OF
CREATIVITY
• Originality refers to the ability to produce
something that is innovative or nonobvious.
• Fluency refers to the ease with which responses
are reproduced and is usually measured by the
total number of responses produced.
• Flexibility refers to the variety of ideas presented
and the ability to shift from one approach to
another.
• Elaboration refers to the richness of detail in a
• Convergent thinking is a deductive reasoning
process that entails recall and consideration of
facts as well as a series of logical judgments to
narrow down solutions and eventually arrive at
one solution.

• Divergent thinking is a reasoning process in

which thought is free to move in many different
directions, making several solutions possible.
Divergent thinking requires flexibility of
 ISSUES IN THE ASSESSMENT OF
INTELLIGENCE
Culture and Measured Intelligence
• Culture enables people to survive both physically
andSOLUTION
socially and toSOLUTION
master and control the world
around1them. 2
• Items on a test of intelligence tend to reflect the
culture of the society where the test is
employed. To the extent that a score on such a
test reflects the degree to which test-takers have
been integrated into the society and the culture,
 ISSUES IN THE ASSESSMENT OF
INTELLIGENCE
Nature versus Nurture 
• Preformationism holds that all living organisms
are preformed at birth: All of an organism’s
SOLUTION SOLUTION
structures, including intelligence, are preformed
1 2
at birth and therefore cannot be improved upon.
• Predeterminism is the doctrine that holds that
one’s abilities are predetermined by genetic
inheritance and that no amount of learning or
other intervention can enhance what has been
 ISSUES IN THE ASSESSMENT OF
INTELLIGENCE
Inheritance and interactionism
• According to the interactionist view, people
inherit a certain intellectual potential. Exactly how
SOLUTION
much SOLUTION
of that genetic potential is realized depends
1 2
partially on the type of environment in which it is
nurtured.

The Stability of Intelligence 

research on the stability of measured intelligence in
young children has yielded mixed findings,
 THE CONSTRUCT VALIDITY OF
TESTS OF INTELLIGENCE
• The evaluation of a test’s construct validity
proceeds on the assumption that one knows
in advance exactly what the test is supposed
to measure.
• Spearman's g: One factor for general
intelligence.
• Guilford's Theory: Multiple factors, no single
intelligence.
• Thorndike's Theory: One general intelligence
The Flynn effect is a shorthand reference to the
progressive rise in intelligence test scores that
is expected to occur on a normed test
intelligence from the date when the test was
first normed.

• Flynn effect has wide-ranging, real-world

implications and consequences.

• According to Flynn (2009), most of the

observed increases in IQ have been in the
• The Flynn effect has real-world
implications, influencing eligibility for
services and legal decisions. It also raises
ethical concerns, particularly in cases
where outdated tests might affect life-and-
death decisions.
Personality 
Aggressiveness with peers, initiative, high need for
achievement, competitive striving, curiosity,self-
confidence, and emotional stability are some
personality factors associated with gains in
measured intelligence over time.
Gender 
Males may have the edge when it comes to the
factor in intelligence.  Girls may generally
outperform on language skill–related tasks, although
these differences may be minimized when the
assessment is conducted by computer.
Family Environment 
Children thrive in a loving home where their safety
and welfare are of the utmost concern and where
they are given ample opportunity for learning and
growth. Beyond that, other environmental factors
may affect measured intelligence, such as the
presence of resources, parental use of language,
parental expression of concern about achievement,
and parental explanation of discipline policies in a
warm, democratic home environment.
The Binet-Simon test was designed to separate
“natural intelligence from instruction” by
“disregarding, insofar as possible, the degree of
instruction which the subject possesses”.
• Culture-free intelligence test has resurfaced
with various degrees of fervor throughout
history.
• Culture loading defined as the extent to which
a test incorporates the vocabulary, concepts,
traditions, knowledge, and feelings associated
with a particular culture.
• Culture-fair intelligence test a test or
 A PERSPECTIVE
• Experts still disagree on the nature and
measurement of intelligence.
• Group differences in intelligence remain
controversial,
SOLUTION
often used
SOLUTION
for political or social
agendas. 1 2

• Research should focus on boosting

intelligence through environmental changes.
• Intelligence remains key in psychology, those
administering tests bear great responsibility.
ANY QUESTIONS?
THANK
YOU !