EPPP Intelligence/School

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Galton: 1. pioneer in measurement of individual differences
2. believed intelligence is unitary faculty, inherited trait, and distributed normally in population
Spearman: Two-factor theory of intelligence
1. g = general ability, common to all intell. tasks
2. s = specific ability, specific to a given task
Thurstone: Primary Mental Abilities (word fluency, memory, spatial rel., reasoning)
Developed method of factor analysis
Guilford: 120 elements comprise intell.
Most well known dimensions:
1. divergent thinking - ability generate new ideas
2. convergent thinking - ability group and synthesize new ideas into unifying concept
Cattell: 1. Fluid intelligence - on-the-spot reasoning. Independent of education. Most susceptible to aging/brain damage
2. Crystallized intelligence - what learn in school. Remain stable w/age.
Wechsler: Viewed intelligence as global. Wechler scales measure diff ways intell can manifest itself not diff types of intell
Heredity vs. Environment in intelligence: 50% heredity, 50% environ
- correlation coefficient of .50 for parent and child intelligence
-identical vs. fraternal twin studies
-individual attention affects IQ scores of retarded infants (Skeels)
Predictibility of intelligence (infants): Low predictibility except in low-scoring babies. May help identify high risk for delays.
Gender differences in intelligence: Do not differ in general intell but in specific abilities. Females - verbal skills higher, Males - spatial ability higher.
Birth order effects on intelligence: First born greater intell than later born.
Confluence Model: Zajonc. As number of children in family increases, intellectual stim and resources for each child declines.
Race/Ethnicity and intelligence: Caucasians score higher than African Americans on IQ tests
Race of examiner and scores on intelligence tests: Race of examiner is unrelated to performance, rapport is related to performance.
Stanford-Binet Intelligence Scale: Includes verbal and performance items grouped by age levels, age 2-adult (32.5).
Stanfort-Binet higher-level and content factors: 3 higher level with 4 content factors:
1. Crystallized abilities
-a. Verbal reasoning
-b. Quantitative Reasoning
2. Fluid Analytic
-c. Abstract/Visual Reasoning
3. Short-Term Memory
-d. Short-Term Memory Reasoning
Ratio IQ vs. Deviation IQ: Ways intelligence is determined by Stanford-Binet.
1. Ratio-IQ - mental age (as determined by passed items)/chronological age X 100 (earlier way)
2. Scores are standardized with same mean and standard deviation across age levels. Advantage - scores can be compared across ages
Major changes in 1986 revision of Stanford-Binet: 1. IQ replaced with SAS (standard age scores)
2. similar items grouped under subtests (like Wechsler)
3. entry level for subtest determined by score on vocab - helps differentiate between MR and LD.
WISC-III - stands for, age range, # subtests: Wechsler Intelligence Scale for Children
6-16 years old
13 subtests
WPPSI - stands for, age range, # subtests: Wechsler Preschool Primary Scale of Intelligence
4-6.5 years old
11 subtests
WAIS-III - stands for, age range, # subtests: Wechsler Adult Intelligence Scale
16-89 years old
14 subtests
Wechsler scales vs. Stanford Binet: Stanford-Binet better to administer to people on extreme ends of intelligence continuum i.e. gifted or severely MR
WAIS and Alzheimer's: V>P
Predictible pattern of scores on indexes
WAIS and Hearing Impairment: P>V, lowest digit span
WAIS and Alcoholism: In intermediate-stage alcoholism, V>P with verbal in normal range. VCI>POI
Culture and the WAIS-III: African Americans and members of other ethnic groups on average perform more poorly than Caucasians.
Should supplement when testing non-Caucasians with other tests of non-verbal intelligence such as the Raven Progressive Matrices (like Matrix Reasoning test).
Gesell Developmental Schedules: measure of infant and early childhood development (4 wks-6yrs). Based on observations by caretaker and compared to established norms. Useful for suspected neuro or organic disorders.
Bayley Scales of Infant Development: Measure of development ages 2 mos-2.5 yrs. Considered best assessment measure of infant development. Mental scale and Motor scale.
Denver Developmental Scale: Screening test for developmental delays administered to infants and preschoolers. Typically used in medical settings.
Vineland Adaptive Behavior Scales: Measures person's ability to care for himself. All ages. Domains: communicaion, daily living skills, socialization and motor skills.
Diagnosing MR: Must assess intelligence (IQ test - Stanford Binet)and adaptive behavior (Vineland, AAMD Adaptive Behavior Scale, Adaptive Behavior Inventory for Children)
Importance of non-verbal tests: 1. To test intelligence for children with motor dysfunctions (i.e. cerebal palsy) and severe speech dysfunctions.
2. English second-language, including bilingual
3. Attempts to reduce cultural factors
Success of culture-free tests on measures of intelligence for minority children: Minority children have been found to do NO BETTER on non-verbal tests and they do on standard measures of intelligence
Peabody Picture Vocabulary Test: Match given word to series of pics. Approp for: expressive lang disorders but hearing. 2.5-adult
Columbia Mental Maturity Scale: Which of set pics doesn't belong. IQ for 3.5 to 9.11 yrs. Approp for: children w/sensorimotor disorders & difficulties speaking/reading
Hiskey-Nebraska Test: Developed and standarized for deaf and hearing-impaired children, 3-16yrs.
Leiter International Performance Scale: Match blocks w/holes in pictures. Directions given nonverbally. Approp for: children w/reading or speaking problems, new immigrants, autism or slective mutism. Age 2-18.
Culture Fair Intelligence Test: Cattell. Age 4-16. Respond to picture and pattern stimuli.
Raven's Progressive Matrices: Used as assessment of perceptual ability and spatial logic (advanced levels). all ages.
System of Multicultural Pluralistic Assessment (SOMPA): Measures both adaptive and cognitive abilities. Ages 5-11. Battery includes 6 measures:
1. adaptive behavior inventory
2. sociocultural scales
3. health inventory
4. WISC-III, WPPSI-R
5. Bender-Gestalt
6. Set physical desterity tasks
Derived index is Estimated Learning Potential Scale
Difference between aptitude and achievement tests: Aptitude tests measure specific of abilities. Designed as predictors of future behavior (i.e. GRE, SAT).
Achievement tests measure end result of a learning program - retention of content.
Test-wiseness: Not anything more than application of individuals general cognitive ability to test-taking task. Not a skill in itself.
Gifted children vs. non-giften children: Gifted achieve higher on measures of self-concept, especially in areas related to academics. Also better metacognitive skills. Process info more efficiently esp. on novel tasks.
Components of effective schools: 1. strong leadership
2. structured, not oppressive atmosphere
3. teachers who participate in decision-making
4. high expectations of educational staff that kids will learn
5. emphasis on academics
6. frequent monitoring of student performance
small vs. large school: small schools are more effective. More exposure to opportunities/social roles
3 models of school consultation: 1. mental health model - focus on resolving a problem with child
2. behavioral model - focus on problem with consultee i.e. parent, teacher, admin
3. Adlerian model - emphasis on prevention, educate parents/teachers
school interventions most effective: Those targeting the school environment rather than students directly.
Curriculum-Based Assessment: Assessment purpose is to identify progress of existing curriculum and any change of instruction (pace etc.) needed (not intended to bring about changes in curriculum itself)
Montessori Teaching Method: children are encouraged to take an active role in selecting own activities. Viewed as active learners who are naturally motivated to interact with their environment. Criticized for not providing cooperative/other-interactive activities.
Head Start results: Short term - increase IQ and academic achievement
Long term - decrease placement in SPED, increase probability grad high school, less delinquent behavior.
Bilingual Education: individuals in quality bilingual problams learn as well as all English programs.
Ability tracking: Grouping children according to ability level - negative effects for moderate & low achievers, few or no positive effects for high achievers.
Gender bias in school environment: Both male and female teachers pay more attention to boys than girls. Both positive and negative biases.
Jigsaw cooperative learning: each student given piece of info on a topic whole group is learning. Must teach other group members the info.
Research on cooperative learning: positive effect on student achievement and cross-ethnic friendships.
Success depended on level of student accountability
Education for All Handicapped Children Act: 1.free public education available for all handicapped children ages 3-21
2. No single procedure shall be sole criterion for placement
3. IEP
4. When possible, mainstream
5. parents access to evals and reports
Buckley Amendment: students 18+ and parents have right to access children's educational records and challenge content
Issue of placement in special classes based on testing: 1. Larry p. v. Riles - banned use of IQ score as criterion for placement
2. PACE v. Hannon - since IQ is only part of total assessment, does not imply bias in procedure
- issue is presently unresolved
Terman is best known for: Adapting the Binet intelligence tests for American use. Also, studies of gifted children

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