Clinical Psych Chapter 9 Part 2 Of Class

Front 1

Theories of intelligence (charles spearman, louis thurstone, James Cattell, Crystallized intelligence)

Back 1

Charles spearman – g for general single intelligence

Louis Thursone – intelligence is plural abilities that may not relate to each other

James Cattell – fluid intelligence – ability to reason when faced with novel problems

Crystallized intelligence – body of knowledge accumulated through life experience

Front 2

Wechsler Intelligence tests:

Back 2

Wechsler adult intelligence scale (16-89) fourth WAIS-IV

Wechsler intelligence scale for children (6-16) fourth WISC-IV

Wechsler preschool and primary scale of intelligence (2-7) third WPPSI-III

Front 3

Wechsler Intelligence test purpose

Back 3

Yield a single intelligence score

And 4 index scores

- verbal comprehension – verbal concept formation and verbal reasoning

- perceptual reasoning – fluid reasoning, spatial processing, visual motor integration

- working memory – ability to store, transform and recall information from memory

- processing speed – ability to rapidly and accurately process simple or rote information

yield about a dozen specific subtest scores (vocab, age, etc. can differentiate)

one to one face to face administration: clinician is getting a lot of detailed information

Front 4

Similarities across tests 1-3

Back 4

Vocab: (defining words, etc)

similarities: Sometimes children who have issues with learning will focus on concrete similarities (two pencils are both sticks)

information: geography, etc.

Front 5

Similarities across tests 4-7

Back 5

comprehension: figuring out a solution

block design: recreating patterns out of blocks
picture completion, completing image with important part missing

matrix reasoning: be able to look at patterns and figure out missing piece (series of shapes with symbols, have to make connections between them)
coding.

symbol search: search for symbols that match

Front 6

Similarities across tests (other similarities)

Back 6

Have to use the exact protocol for asking questions

Want to get to where their core abilities are

All have a mean of 100, subtests have a mean of 10

All based on normative data (compare child to normative sample)

Look at full scale IQ first, followed by increasingly specific scores and patterns

Front 7

Intellectual testing

Back 7

- Should only be administered, scored, and interpreted by trained and qualified psychologists

mean of 100 and a Standard deviation of 15 for range of intelligence tests, certain subtests or indexes have different ranges for normality

IQ generally stays stable over time

General ability index takes into account verbal and perceptual

Full scale looks at processing working memory perceptual reasoning and verbal comprehension

Front 8

Looking at how the index scores are together and which score represents core ability 1-3

Back 8

Registration: ability to register information in your mind

Mental manipulation: have to deal with info

Digit span forward: repeat numbers

Front 9

Looking at how the index scores are together and which score represents core ability 4-6

Back 9

Visual digit span: look at digits on a sheet, has to remember

Spatial span forward: random blocks 1-9, she cant see numbers teacher can, you touch blocks then they touch blacks, have to memorize patterns’

Letter span: remember rhyming or non rhyming letters

Front 10

Looking at how the index scores are together and which score represents core ability 7-8

Back 10

Digit span backward: repeat numbers backwards

Spatial span backward: after you watch me then do it in backward order

Front 11

Stanford binet

Back 11

Dominated during 1900’s

Like Wechsler, face to face, single overall score, any more subsequent scores

Mean is 100

Different subtests and factors

Fluid reasoning ability to solve novel problems

Front 12

Stanford Binet
Different subtests and factors

Back 12

Knowledge – general info accumulated over time via personal experience including education at home

Quantitative reasoning – ability to solve numerical problems

Visual spatial - processing the ability to understand visually presented info including relationships between objects spatial orientation assembling piece to make a whole and detecting visual patterns

Working memory - he ability to hold and transform info in short term memory

Front 13

Cultural fairness

Back 13

In some intelligence tests some subtests may place people from a minority culture at a disadvantage

- verbal especially

- Both Wechsler tests and Stanford binet have made improvements in recent editions

Front 14

Universal Nonverbal Intelligence test

Back 14

- created in 1996

- no language

- no speaking necessary for either test taker or administrator

o all instructions are hand gestures

o all responses manual (not verbal)

- only for kids age 5-17, limited psychometric data, more limited range. But many strength in terms of cultural fairness

Front 15

Achievement tests

Back 15

- Intelligence is what a person can accomplish intellectually

- By contrast, achievement is what a person HAS accomplished (reading, spelling, writing, math)

- For ages 4-85
- Face to face one on one
- Reading, math, written language, oral language

Front 16

Achievement tests typically produce standard score

Back 16

- easily compared to scores from intelligence

- they typically produce age or grade equivalency score

- typically look at how far behind they are, not intelligence

Front 17

some achievement tests are specific to math, reading, or other abilities

Back 17

- others are more global

- Wechsler individual achievement test second edition (WIAT-II)

Front 18

How to use these tests for betterment of children

Back 18

sometimes children will be allowed to use computers instead of writing

look at behavior rating as well, in class observation, get behavior ratings during tasks, etc.

working with peers, have kid repeat back what they just learned

helping build self esteem in areas they are good at