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The multiple view of intelligence states that each intelligence has its own
pathway and that each is somewhat independent of the other. Thurstone and
Gardner are the primary proponents of this view. Gardner's model of intelligence
states that there are eight separate intelligences. These include linguistic (i.e.,
verbal and language skills), musical, logical-mathematical (i.e., reasoning and
math), spatial (i.e., ability to remember, conceptualize, and mentally manipulate
three dimensional objects), bodily-kinesthetic (i.e., ability to understand how to
move one's body in space), nature (i.e., biology and ecology), interpersonal (i.e.,
ability to relate well with others), and intrapersonal (i.e., ability to understand
one's inner self). In traditional models of intelligence, only the linguistic, logical-
mathematical, and spatial are typically thought of as "intelligence." The other
"intelligences" that Gardner proposes expand the definition of intelligence far
beyond its normal boundaries.
As we can see, the score reflects more than simply the cognitive ability of the test
taker. If the child is not motivated, the child will underperform on the intelligence
test and have a lower IQ. In addition, if the child has had poor quality schooling
or a lack of an academically stimulating environment, this will likely affect the
child's achievement levels. Achievement represents the child's warehouse of
knowledge (the child's internal library). All things being equal, a fuller warehouse
leads to a better intelligence test performance. So it is important to always
recognize that the IQ is a composite of several aspects and is not a pure measure
of native intelligence.
How much of intelligence is due to genetics and how much to the environment?
o Experts estimate that approximately 50% of intelligence is genetic though some
put the percentage slightly higher. Twin studies have been used to establish a
genetic influence. For example, identical twins reared apart usually show a high
correlation in intelligence. Genetics appears to fix a range of about 25 IQ points
(this is not true however for those who are mentally retarded- they have a severely
restricted range). This means that genetics creates a boundary and within that
boundary IQ can go up or down depending on whether the person is involved in
intellectual challenge or is intellectually stagnating. It's a well known
phenomenon that one can grow one's IQ. One way to grow the IQ is to go to
college.
Cross sectional studies (i.e., different age cohorts are compared to each other at
time 1) suggest a growth in IQ from ages 16-34 followed by a decline thereafter.
However, this finding is due to an educational differences confound. Those in
older age cohorts tend to have more education since the most recent generations
have the most college. The more education one has, generally the more
intelligence one has. Longitudinal studies that follow age cohorts across time
suggest that IQ is likely to increase from age 20 to the later 50's. Math skills may
begin to slip after age 40. The average adult will not begin to slip below the mean
for adults until the 80's.
What principles did Binet use to design the original Binet scale?
o Binet used the principles of mental age and general mental ability. As we
discussed earlier, the concept of mental age refers to the age equivalent of the
mean raw score in the normative group. If a 5 year old child receives the same
raw score as the mean raw score of the 8 year olds, then the 5 year old child
receives a mental age of 8. General mental ability refers to viewing intelligence
as a unitary construct or as a "g" factor as Spearman postulated. As noted in
your text, "the concept of general intelligence implies that a person's intelligence
can best be represented by a single score, g, that presumably reflects the shared
variance underlying performance on a diverse set of tests." See pp. 235-237 for a
discussion of the early Binet scales.
How did the American version of the Binet scale come into being?
o L. M. Terman developed the American version of the scale. He named his 1916
scale the Stanford-Binet Scale after Stanford University (the university where he
worked) and of course after Binet the originator of the scale. For a complete
history of the Stanford-Binet, see pp. 238-248.
o The modern edition is the 2003 Stanford-Binet Fifth Edition. The fifth
edition has a Full Scale IQ that measures the "g" factor. It has both verbal and
nonverbal domains and measures the five factors of fluid reasoning, knowledge,
quantitative reasoning, visual-spatial processing, and working memory. This
individually administered IQ test can be used with ages 2 to 85+. Both the verbal
and nonverbal scales are used with most populations. However, the nonverbal
scales are especially useful with the deaf or hearing impaired, language impaired
individuals, and those who are head injured. The fifth edition is useful with
special populations like the learning disabled, those with mental retardation, the
gifted and talented, those with ADHD, and autism, as well as those suffering from
dementia or brain injury. The reliability is high and the standard error of
measurement is low. Furthermore, the validity is high. This is an excellent gold
standard test of intelligence that is used primarily in a school psychology context
though it can also be used for general diagnostic purposes with adults as well. The
Stanford-Binet is a proprietary product of the Riverside Publishing Company. For
cost and additional information about the Stanford-Binet, see the Riverside
Publishing Company's Stanford-Binet web site.
How is the current version of the Wechsler Adult Intelligence Scale structured?
o The current version of the Wechsler Adult Intelligence Scale, the WAIS-IV,
was developed in 2008. Due to the newness of the most recent version and dearth
of information on it in the text, we will focus on the WAIS-III, which will be used
until the middle part of 2010. Therefore, you will be responsible for knowing the
information related to the WAIS-III.
The WAIS-III instrument has seven verbal subtests and seven performance
subtests. The seven verbal subtests include vocabulary, similarities, arithmetic,
digit-span, information, comprehension, and letter-number sequencing, The seven
performance scales include picture completion, digit symbol-coding, block
design, matrix reasoning, picture arrangement, symbol search, and object
assembly. Two subtest scales have been removed from the WAIS-IV version,
picture arrangement and object assembly. They have been replaced with three
new subtest scales: Cancellation, Figure Weights, and Visual Puzzles. There are
four Index Scores consisting of Verbal Comprehension, Perceptual
Organization, Working Memory, and Processing Speed. As noted in your text,
"An index is created where two or more subtests are related to a basic underlying
skill." A Verbal IQ, Performance IQ, Full Scale IQ (the global IQ), and the
four Index Scores can be obtained. See pp. 253-265 for more discussion about
the structure of the Scale.
The WAIS-III is used for age groups 16 to 89+. The normative group includes
2,450 people stratified by the major demographic variables. The IQ scores range
from 45 (-3.66 standard deviation units) to 155 (+3.66 standard deviation units).
The reliabilities are high though slightly lower for the Performance Scale IQ than
the Verbal IQ and the Full Scale IQ. Likewise, the Standard Error of
Measurements are low though slightly higher for the Performance Scale IQ.
Numerous studies have been conducted demonstrating high levels of validity for
this instrument. For more information about the WAIS-III, see the