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Theories of cognitive abilities
Binet
Develops with age, similar to physical ability
Intelligence expressed in performance of complex acts
Developed Binet-Simon scale to differentiate between "would not" and "could not" learners
Only interested in individual's performance (shunned idea of IQ)
Wilhelm Stern (1911) coined "intelligence quotient" as comparison measure
Spearman
Idea of single, global mental ability - "general intelligence"
Noted cognitive abilities always positively correlated with academic achievement
Thurstone
Claimed there were 12 primary mental abilities
General intelligence responsible for correlation between factors
Jensen
Idea of intelligence based upon reaction time required to perform tasks of varying complexity
Negative correlation between performance and task complexity
Problem: Those who process faster will have quicker reaction
Suggested positive correlation between processing and general intelligence
Wechsler
Adapted military Alpha and Beta tests for individual use
Alpha test yielded verbal intelligence
Beta test yielded performance intelligence
Combined was full-scale intelligence, roughly equal to general intelligence
Note: Primarily a clinical theory regarding use of test scores, not a theory of intelligence, per se
Cattell - Horn
Horn/Cattell statement (1966) identified 2 types
“Fluid intelligence” Gf - problem-solving and information-processing ability
“Crystallized intelligence” Gc developed by applying fluid intelligence to life experiences
Have now expanded to 9 abilities
Gf - fluid intelligence - ability to reason in novel situations
Gc - crystallized intelligence - breadth and depth of general knowledge
Gq - Quantitative ability - ability to comprehend and manipulate numerical symbols and concepts
Gv - visualization processing - ability to see spatial relationships and patterns
Ga - auditory processing - ability to discriminate sounds and detect sound patterns and relationships
Gs - processing speed - ability to reach quick correct decisions and maintain attention
Gsm - short-term memory - ability to hold and use a block of information over a short time span
Glr - long-term retrieval - ability to transfer material to permanent storage and retrieve it later
CDS - correct decision speed - ability to reach correct judgments quickly
Carrol
Identified 3 strata
1st level - broad cognitive ability, general intelligence (Thurstone)
2nd level - small number of general factors (Cattell-Horn)
3rd level - large number of specific factors relating to performance on test-specific factors
Sternberg
Called triarchic because composed of 3 subtheories
Contextual theory - different behaviors considered indicative of intelligence in different environments “street smarts”
Experiential theory - applying knowledge and skills to new problems
Componential theory - involves performance, knowledge-acquisition, and managerial components of problem solving and information processing
Das-Naglieri
PASS theory involving 4 basic processes
Planning - managing the problem-solving process
Attention - ability to focus attention on problem to be addressed
Simultaneous processing - ability to process complex pieces of information simultaneously
Successive processing - ability to order elements of processing when necessary
Labels associated with intelligence test scores
Mental retardation (not P.C.) mentally challenged - original purpose of intelligence tests
Gifted and talented
Learning disabled (Learning challenged)
Goddard promoted the use of intelligence tests to eliminate low functioning individuals from U.S. society, including immigrants
Correlates with intelligence
Gender
Family size - negative correlation
Birth order
Occupation
Geography
Climate
Social class
Rosenthal effect
Individual general abilities tests
Stanford-Binet Intelligence Scale: 4th edition
Wechsler scales
Kaufman Assessment Battery for Children (K-ABC) (American Guidance Services, 1983)
Kaufman Adolescent and Adult Intelligence Test (KAIT) (American Guidance Services, 1993)
Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R)
Das-Naglieri Cognitive Assessment System (DN-CAS)
Advantages of individual abilities tests
Provide aspects of clinical interview
Individually administered
Require considerable training, skill, and experience
Opportunity to observe and judge variety of behaviors
Opportunity to observe and judge aspects of individual's personality
Opportunity to explore reasons for differences in factors within any given test
Utility
Individual diagnosis
Verify or negate group intelligence test results
Group general ability tests
Test of Cognitive Skills by California Test Bureau (CTB) and McGraw Hill (1993)
Otis-Lennon School Ability Test by Psychological Corporation (1996)
School and College Ability Tests by Educational Testing Service (ETS) and CTB/McGraw Hill
Cognitive Abilities Test (CogAT) (Thorndike & Hagen, 1993) - Riverside
Henmon-Nelson Tests of Mental Ability (Lambe, Nelson, & French, 1973) - Riverside
Kuhlmann-Anderson Test (Scholastic Testing Service, 1982)
Shipley Institute of Living Scale (Zachery, 1986) - Western Psychological Services
Wonderlic Personnel Test (Wonderlic, 1983) - Author
Multidimensional Aptitiude Battery (Jackson, 1984) - Research Psychologists
Advantages
Cost-effective
Require simpler materials
Usually offer more normative information
Utility
Educational institutions
Industry
Research
Military
Tests of multiple abilities
Differential Aptitude Test Battery (DAT)
General Aptitude Test Battery (GATB) - Currently unavailable
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education notes link
Theories of cognitive abilities
Binet
Develops with age, similar to physical ability
Intelligence expressed in performance of complex acts
Developed Binet-Simon scale to differentiate between "would not" and "could not" learners
Only interested in individual's performance (shunned idea of IQ)
Wilhelm Stern (1911) coined "intelligence quotient" as comparison measure
Spearman
Idea of single, global mental ability - "general intelligence"
Noted cognitive abilities always positively correlated with academic achievement
Thurstone
Claimed there were 12 primary mental abilities
General intelligence responsible for correlation between factors
Jensen
Idea of intelligence based upon reaction time required to perform tasks of varying complexity
Negative correlation between performance and task complexity
Problem: Those who process faster will have quicker reaction
Suggested positive correlation between processing and general intelligence
Wechsler
Adapted military Alpha and Beta tests for individual use
Alpha test yielded verbal intelligence
Beta test yielded performance intelligence
Combined was full-scale intelligence, roughly equal to general intelligence
Note: Primarily a clinical theory regarding use of test scores, not a theory of intelligence, per se
Cattell - Horn
Horn/Cattell statement (1966) identified 2 types
“Fluid intelligence” Gf - problem-solving and information-processing ability
“Crystallized intelligence” Gc developed by applying fluid intelligence to life experiences
Have now expanded to 9 abilities
Gf - fluid intelligence - ability to reason in novel situations
Gc - crystallized intelligence - breadth and depth of general knowledge
Gq - Quantitative ability - ability to comprehend and manipulate numerical symbols and concepts
Gv - visualization processing - ability to see spatial relationships and patterns
Ga - auditory processing - ability to discriminate sounds and detect sound patterns and relationships
Gs - processing speed - ability to reach quick correct decisions and maintain attention
Gsm - short-term memory - ability to hold and use a block of information over a short time span
Glr - long-term retrieval - ability to transfer material to permanent storage and retrieve it later
CDS - correct decision speed - ability to reach correct judgments quickly
Carrol
Identified 3 strata
1st level - broad cognitive ability, general intelligence (Thurstone)
2nd level - small number of general factors (Cattell-Horn)
3rd level - large number of specific factors relating to performance on test-specific factors
Sternberg
Called triarchic because composed of 3 subtheories
Contextual theory - different behaviors considered indicative of intelligence in different environments “street smarts”
Experiential theory - applying knowledge and skills to new problems
Componential theory - involves performance, knowledge-acquisition, and managerial components of problem solving and information processing
Das-Naglieri
PASS theory involving 4 basic processes
Planning - managing the problem-solving process
Attention - ability to focus attention on problem to be addressed
Simultaneous processing - ability to process complex pieces of information simultaneously
Successive processing - ability to order elements of processing when necessary
Labels associated with intelligence test scores
Mental retardation (not P.C.) mentally challenged - original purpose of intelligence tests
Gifted and talented
Learning disabled (Learning challenged)
Goddard promoted the use of intelligence tests to eliminate low functioning individuals from U.S. society, including immigrants
Correlates with intelligence
Gender
Family size - negative correlation
Birth order
Occupation
Geography
Climate
Social class
Rosenthal effect
Individual general abilities tests
Stanford-Binet Intelligence Scale: 4th edition
Wechsler scales
Kaufman Assessment Battery for Children (K-ABC) (American Guidance Services, 1983)
Kaufman Adolescent and Adult Intelligence Test (KAIT) (American Guidance Services, 1993)
Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R)
Das-Naglieri Cognitive Assessment System (DN-CAS)
Advantages of individual abilities tests
Provide aspects of clinical interview
Individually administered
Require considerable training, skill, and experience
Opportunity to observe and judge variety of behaviors
Opportunity to observe and judge aspects of individual's personality
Opportunity to explore reasons for differences in factors within any given test
Utility
Individual diagnosis
Verify or negate group intelligence test results
Group general ability tests
Test of Cognitive Skills by California Test Bureau (CTB) and McGraw Hill (1993)
Otis-Lennon School Ability Test by Psychological Corporation (1996)
School and College Ability Tests by Educational Testing Service (ETS) and CTB/McGraw Hill
Cognitive Abilities Test (CogAT) (Thorndike & Hagen, 1993) - Riverside
Henmon-Nelson Tests of Mental Ability (Lambe, Nelson, & French, 1973) - Riverside
Kuhlmann-Anderson Test (Scholastic Testing Service, 1982)
Shipley Institute of Living Scale (Zachery, 1986) - Western Psychological Services
Wonderlic Personnel Test (Wonderlic, 1983) - Author
Multidimensional Aptitiude Battery (Jackson, 1984) - Research Psychologists
Advantages
Cost-effective
Require simpler materials
Usually offer more normative information
Utility
Educational institutions
Industry
Research
Military
Tests of multiple abilities
Differential Aptitude Test Battery (DAT)
General Aptitude Test Battery (GATB) - Currently unavailable
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