lecture 9 * diagnosis *

mapping mental skills

predict academic level and skills

we can explain possible difficulties

indication for treatment

many behaviour problems are actually related to intelligence

1. hyperactive behaviour compensate for lack of understanding
2. aggresive behaviour of children who have difficulty expressing themseves
3. deterioriation of mental abilities in peole with a depressive disorder
4. intelligence can predict the efficincy of a treatment

> Peter Tellegen
> "an individual has a length and a shoe size but not an IQ"

after repeated assesments :

30% assesments show difference in outcome aboute 10 points
5% difference is 15 points or more

intelligence is what the test asseses

measures not define IQ

we cannot include other implications

Intelligence refects the global capacity of the individual to act purposfully , to think rationally and deal effectively with the environment

1. reasonin
2. forming cincepts and deducing relationships
3. problem solving skills
4. adaptation
5. aquired and innate abilities
6. transmission abilities of the brain

problem solving abilities

verbal abilities

global capacity versus specific pental function

speed of response and thinking

learning competence

social competencies (EQ)

ability to learn new things

the ability to handle social interactions effectively

1. Galton ( 1883)
2. Spearman (1904)
3. Thurstone ( 1931)
4. Luria (1966)
5. Guilford (1967)

intelligence is the extet to which we can take fast and smart decisions

he faster and smarter decisions show high intelligence

global capacity G gactor and specific factor s

positive correlations between differet cognitive tasks

more relate to pure sensory measurments

no factor g

intelligence can be explained by the primary mental abilities

7

1. inductive reasoning
2. word fluency
3. verbal comprhension
4. associative memory
5. number
6. space
7. perceptual speed

we can discriminate between simultanious processing and succesive processing

execution of several diffeernt mental operations simultaneous

(drawing a house)

mental activities in which a proper sequence of operations must be followed ( repeat a series of digits )

created SOI (structure or intellectual mode )

150 factors in combinations

5 mental operations ( memory , cognition )

5 content ( visual , semantic )

6 products ( unit)

creative thinking should be included : divergesolution production

1. Cattel / Horn / Carrol (CHC) theory (1968)
2. Gardner Multiple intelligencces (1983)
3. Sanberg Triarchic Theory of Intelligence (1985)

hierachical tructure of intelligence

3 levels of statum

Level / stratum 3 : overall capacity g

Level / stratum 2 : broad cognitive (=mental) capabilities → more specific

Level / stratum 1 :narrow cognitive capabilities

raven's prgressivemattices task ( reason logically drawing)

multiple intelligences

the "savant " children with down dyndrom still really inteliigent

musicans and athels , not intelligent but highly talented

evolutionary plausable

1. music smart
2. body smart
3. people smart
4. word smart
5. logic smart
6. nature smart
7. self smart
8. picture smart

no general factor g

adaptation to real world environment

1. analyitical intelligence ( componential intelligence )
2. experimetal intelligence ( creative intelligence )
3. contextual intelligence practical intelligence )

Wechesler IQ test

WISC ( children )

WAIS ( adults )

statisyical method to investigate how many relative independedt constructs ( factors ) the test conists

exploritory factor analyisi ( EFA )

confirmitory factor analyisi ( CFA)

level 3
level 2
level 1 narrow cognitive skills ( separate subtests? )

overall capacity G ( full scale IQ )

broad cognitive skills ( separate indexes ?)

verbal comprehansion index

visual spatial index

fluid reasoning index

working memory index

processing index

fluid intelligence (reasoning )

crystlized intelligence (knowledge )

dominant specific knowledge

broad retrieval ( LTM)

cognitive processing speed

visual spatial abilities

auditory porcessing

decision , reaction time and speed

1. full scale IQ

1. verbal comprehension index
2. visual spatial index
3. fluid reasoning index
4. working memory index
5. preocessing speed index

tells something about the general intlectual funtioning

if there is a large differences between the factors = disharmonious cognitive skills

verbal comprehension index :

ability to access and aply acqiored world knowledge

verbalisation of meningful concepts

thinking about verbal information

expressing yourself

cristalized intelligence

not so much logical reasoning

1. similarities : compare 2 things
2. vocabulaary : give definition

visual spatial index

ability to evaluate visual details and understand visual spatial relationships to construct geometric design

visual spatial reasoning

integration and synthesis

attentivness to detail

visaul motor intgartion

1. block design : increasingly make more complicated designs
2. visual puzzle : chick piecaes fit to make a puzzle

fluid reasoning index

ability to detect the undellying conceptual relationship among visual objects

inductive and quantitative reasoning

broad visual intelligence

simultaneaous processing

abstract thinking

1. matrix reasoning : which pattern fits
2. figure weights : which should be on a cantar to make it equal ?

working memory index

ability to registe , mentain and manipulate visual and audiory information

attention

conctration

visual auditory discrimination

1. digit span : increasing nr sequence length ( same revese etc)
2. pircture span : choose and pick pictures in order

processing speed index

speed accuracy of visual identification , decision making and decision implementation

visual scanning

visual discrimination

short term visual memory

visomotot coordination

concetration

1. coding : copy simpols in order of nr
2. symbol serch

mean = 100 standard deviation = 15

mean = 10 standard deviation = 3

use confidence intervals

arbitraty cut off ( normal distribution )

specific clinical intepretation

coefficient alpha .96

T test reliability .95

factor analysis

converget validity

discriminant validity

if the full scale is valid represatation of underlying indices will be found

no disharmonious profile

no significat differences between indices

use SEM and CI between indices

1. determine if any differences between indices
2. detemine if any difference between FSIQ and other indices

1. Calculate the confidence interval (95%)
2. is there harmonious profile or not ?

1. calcualte difference ecore
2. calculate SEdiff
3. calcualte CI around score

yes!

difference between FSIQ and index

e.g FSIQ an WMI

weakensses>11 points below FSIQ

strenths >11 points above FSIQ

schools overestimate ( based on cultural advatages/disatvantages )

should use culture free test ( but not all can be )

not everyone interprets in a correct way

1. follow guidelines and instructions
2. not look only at full IQ scale
3. alweys report 90 % and 95%
4. no conclusion on subtest
5. do not use old / outdated norms