Theoretical Underpinnings Of Intelligence Assessments

Bibliography Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. Breyer, Melissa, and 25 p. Which of the 8 kinds of intelligence do you have? MNN - Mother Nature Network, 13 Jan. 2016. Web. 13 Jan. 2016. Gariépy, Jean-François. What is intelligence ? 31 Dec. 2012. Web. 14 Jan. 2016. “Human intelligence | psychology.” Encyclopædia Britannica. N.p.: Encyclopædia Britannica, 7 May 2015. Web. 14 Jan. 2016. Inc, Merriam-Webster. Merriam-Webster’s School Dictionary. Springfield, MA: Merriam Webster,U.S., 9 Apr. 2015. Print. Kaufman, Scott Barry. What do IQ tests test? Interview with psychologist W. Joel Schneider. Scientific American Blog Network, n.d. Web. 20 Jan. 2016. Mann, Denise. “Does IQ test really measure intelligence?” WebMD. WebMD, n.d. Web. 20 Jan. 2016. McLennan community college university. “What is intelligence.ppt.” Mccu.org. n.d. Web. 14 Jan. 2016. Miller, Max, et al. What is intelligence? Big Think, 2 Sept. 2010. Web. 13 Jan. 2016. Muehlhauser, Luke. “What is intelligence? - machine intelligence research institute.” Analysis. Machine Intelligence Research Institute, 19 June 2013. Web. 14 Jan. 2016. “The Difference Between Intelligence and Common Sense.” Quora. 20 Jan. 2015. Web. 20 Jan. 2016. “The Three types of intelligence you need for success.” Psychology Today, 7 Oct. 2013. Web. 20 Jan. 2016. Citations, Quotes & Annotations Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. (Brainmetrix.com) "While

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

On the contrary, those people who scored low on one kinds of ability test, were more likely to score badly on others as well. Meanwhile, Spearman also concluded that intelligence is a cognitive ability which could be measured and expressed numerically.

This papers division is into four paragraphs, three of which contain examples from re-search papers about the invalidity of IQ scores. The first paragraph contains the first example about the Flawed IQ score system and to show that IQ score differs from real intelligence .The second example, debates the validity of IQ test and does it really measure Intelligence. The third paragraph addresses the result of the experiment concluded about the validity of IQ tests .The last paragraph contains the final conclusion and analysis and the works cited is provided after the concluding paragraph.

Each theory of intelligence has not only a different method of testing intelligence, but also a different definition of intelligence, which each creator ascribes to. Stanford-Binet Intelligence Scales (Terman, 1916), or IQ tests as they are commonly referred to as, are currently one of the most widely used tools for intelligence measurement, however, research suggests they are a poor predictor of future academic success for particular cultural groups (Gardner, 1993). In one of the largest neurocognitive-based intelligence studies performed to date, it was revealed through the observation of neuroimaging data that IQ scores alone were not likely to indicate a fundamental intellectual ability because intelligence is composed of multiple anatomically distinct components (Hampshire, Highfield, Parkin, & Owen, 2012). Considering this development, it would appear that IQ tests are only measuring one subsection of intelligence, located in the frontoparietal cortex (Gray, Chabris, & Braver, 2003; Hampshire, Highfield, Parkin, & Owen, 2012). In order to provide analogous statistics to base research upon, it is vital to create multifaceted, culturally sensitive measurements because cultures differ greatly in the emphasis they place on certain aspects of intelligence (Sternberg, Grigorenko, & Kidd, 2005).

“Blacks still score below 75 percent of American whites on most standardized tests” (Jencks and Phillips). The belief that intelligence and aptitude are innate seems to be especially important in discussions of racial differences (Jencks and Phillips 6). White Americans score closer on IQ tests to other white populations across the globe than to the worldwide black average (Saletan 1). An important question that may come to mind is whether intelligence tests biased. Intelligence tests are likely to be culturally biased when a standardized test reflects what is learned through experience in a culture that does not regard to another race as highly (Young). For instance, if a standardized test result represented an ingroup preference exclusively than it may only measure a specific part of intelligence; for example the Wechsler Adult Intelligence Scale, WAIS, is more verbal while the Raven's Progressive Matrices, RPM, is more visual (Young). This may cause a majority of individuals with autism to do better on the RPM due to autistic students connecting with images rather than words. Young has stated that intelligence tests that only focus on certain neurological criterias and are not well indicators of intelligence due to it not equally indicating all types of intellect. Yet a majority of psychologists now agree that intelligence tests measure developed

Human intelligence is one of the most complex and abstract things in the world, but because of one test created by Lewis Terman, a professor of psychology at Stanford University, we are able to see it as a small, simple number (Epstein, 1973). An Intelligence Quotient (IQ) Test scores human intelligence on a numerical scale. Within this scale there are several categories which people are placed in as shown in Table 1. These scores, categories, labels, are tidy, easy to remember, and can greatly influence one’s life. They can act almost like a name tag, and become an identifying factor wherever you go.

Wechsler Intelligence Scales. The Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) (Wechsler, 2003) was used to evaluate intellectual functioning in the majority (90%) of the children ages 6 to 16. However, some of the children (10%), ages 13 to 18, were evaluated by the Wechsler Abbreviated Scale of Intelligence - Second Edition (WASI-II) (Wechsler, 2011) in addition with the WISC-IV subtests comprising of the working memory (WMI) and processing speed (PSI) indexes.

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

Intelligence tests even in these days remain somewhat controversial, from its interpretations, to their classifications in scoring on bell curves. So is the magnitude of debate, that many professionals in assessments question the value of these tests. One aspect of much controversy is the use of a single or multiple scores to determine intelligence. Some general intelligence assessments only use a score, g. This apparently reflects the variance underlying shared in different series of tests performance. Nevertheless, recent theories have suggested that human intelligence can be better measured in terms of multiple types of intelligence rather than a single score. One of those theories is the gf-gc; this theory indicates that there are two types of intelligence: f = fluid and c = crystalized.

It is notable to mention that the individual’s attainment measured by general intelligence tests are indeed broader and the products of less formal and usually less recent learning experiences compared to the ones measured by standardized achievement tests (Aiken, 2003c). Cohen et al. (2013b) regarded that the primary purpose for this kind of measure is that it focuses on the test taker’s level of comprehension in the different subject matters. These types of tests are commonly structured to include several subject areas divided into subtests and are most typically identified as test batteries. Interestingly, achievement tests often serve as better predictors of school ratings than tests of intelligence or special abilities. This does not connote, however, that test of achievement in a specific subject can entirely replace tests of intelligence and special abilities. The accomplishments or achievements determined by general intelligence tests are usually extensive and formed by less formal and probably less recent learning experiences than those measured by standardized tests of achievement. Moreover, for the reason that achievement tests usually evaluate knowledge of information that has been methodically taught, scores on these tests are more influenced by coaching than scores on intelligence tests.

When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because

Cognitive ability or intelligence is the capacity to plan, reason and solve problems. Previous studies on cognitive ability established that mental capacity was closely linked to occupational and vocational success. Within cognition, psychologists seek to study the mental capacity of individuals or the component of “g” (Landy & Conte, 2012). Individual differences in “g” can be studied through a variety of intelligence tests. These tests include Standford-Binet, Raven’s Progressive Matrices and Wechsler Adult Intelligence Scale (Roberts & Lipenvich, 2012). Results from these tests can