Understanding Intelligence: 'g' Factor and Primary Abilities - Prof. Diaz, Apuntes de Psicología

¡Descarga Understanding Intelligence: 'g' Factor and Primary Abilities - Prof. Diaz y más Apuntes en PDF de Psicología solo en Docsity! Unit 13 Assessment of Intelligence II Factorial Approach INDEX 1. Introduction 2. “g” Factor and aptitudes or abilities 3. “g” factor Tests 4. Ability/Aptitude Tests 5. Multiple Intelligences BIBLIOGRAPHY * Díaz, A. (2015). Psychological Assessment. Valencia: Tirant lo Blanch •Fernández Ballesteros, R. (2004) Evaluación Psicológica: concepto, métodos y estudio de casos I. Pirámide. Chapter 10 •Fernández Ballesteros, R. Introducción a la Evaluación Psicológica (y). Pirámide. Chapter 12 From the data en the correlation matrix we can extract 2 ideas: 1. All correlations vary within a range from moderate (.29 to .45) to high (85-94) and they are all positive This suggests that intelligence can be a general ability that is present whenever we face a problem. 2. The first three scales correlate with each other more than they do with the last three scales, and vice versa, the last three scales correlate with each other more than they do with the first three ones. This suggests that there are specific skills or abilities where people are different when they have to face the solution of certain types of problems: verbal comprehension, perceptual organization, ... To clarify these problems we use factor analysis, but What is a Factor Analysis? It is a set of statistical procedures to: 1. Data reduction: alternative mode of organizing information 2. Try to understand the structure of a correlation matrix, simplifying information. Behold the correlations within a large set of observed variables. 3. Objective: seeking common sources of variation and identifies those sources as factors 4.Leads to a small set of hypothetical variables ("latent" or unobserved variables) that can explain the correlations of the observed variables. These variables are called "factors“ 5. Purpose: To represent a large set of variables with a smaller set of hypothetical variables (factors) 6. Look at the variables as related to each other. 7. "Replace" factors for related variables 8. Assume that the factors are the cause of the variables relationship Intelligence scales based on this approach have been particularly useful in three areas: 1. Recruitment 2. Classification of people 3. Academic context Spearman´s Bifactorial Theory of Intelligence: Two factors: “g” or general and “s” or specific But not all tests assess the g factor in the same way Spearman (1927) found that tests of abstract reasoning are the best measure of "g" factor There are three mental processes common to all tests of reasoning: Introspection capacity allowing us to look inside our minds Deduction of relationships: inference of relations between stimuli Deduction of correlates. Application of relationships from a new task domain or new task (Gravity law) But the "g" factor can not explain all the variations Intelligence can be (g + s): general factor of intelligence + specific skill Ex: Mathematics needs "g" + specialized arithmetic ability (s) Spearman proposed to replace tests with extremely heterogeneous and scattered elements by tests about abstract relations, more “g” saturated, such as: Progressive Matrices Verbal Analogies Series Continuation (number, words, pictures,…) Arithmetic Reasoning Paragraphs Comprehension (paragraphs without explicit conclusions) Pictures Analogies These tests are good to assess “g” factor A test is more saturated in “g” if: 1. The task is complex 2. The task requires considerable mental activity and conscious mental manipulation 3. The task has some degree of novelty (It's the new task that requires conscious mental action against habits which require only automatic mechanisms) Thurstone´s Multifactorial Theory of Intelligence, 1938 From his work on the technique of orthogonal rotation of factors (minimizes the possibility of a general factor and maximizes the possibility of independent factors), he proposed a structure of intelligence consisting of a set of different primary abilities. Each of these abilities is specific, and they do not correlate with each other. They are independent. He isolated 13 factors that were called primary mental abilities. Of these the most frequently assessed were: verbal comprehension, verbal fluency, number ability, spatial ability, associative memory, perceptual speed general reasoning ability Fluid intelligence is assessed by the following tests: Series of numbers or letters Completion Pictures Classification Pictures Analogies Perceptual Organization Closing Hidden Pictures Block Design Matrices 1.- It is the ability to use skills, knowledge, and experience. It should not be equated with memory or knowledge, but it does rely on accessing information from long-term memory. 2.- Crystallized intelligence is one's lifetime or intellectual achievement, as demonstrated largely through one's vocabulary and general knowledge. This improves somewhat with age, as experiences tend to expand one's knowledge 3.- It is assessed with tests of "mental power" or "maximum performance“. The final score reflects the lack of errors 4.- It Includes tasks with high information content. To solve the tasks the subject has to use previously acquired knowledge and skills 5.- Increases more gradually from childhood to adulthood than the Gf. It´s peaks at the age of 13. From this age 13 it decreases progressively and suffers a sharp drop from 60 to 70 years of age. 6.- Is partially determined by cultural influences, so there are not daily fluctuations because it is based on habits. 7.- It does not correlate with speed in learning new areas. Not timed G C o r C ry st a lli ze d in te lli ge n ce Crystallized intelligence is assessed by the following tests: Information Vocabulary Arithmetic Mechanical information or tools identification Verbal syllogisms Problems Logical Reasoning Raven Progressive Matrices (RPM), 1938, 1943, 1947 Three forms: Colored Progressive Matrices (CPM) Standard Progressive Matrices (SPM) Advanced Progressive Matrices (APM) 1. They are non verbal tests, not biased by educational background or by cultural or linguistic deficiencies tests 2. All of the items are composed of geometric figures that require the test taker to select among a series of designs the one that most accurately represents or resembles the one shown in the stimulus material 3. The items are presented in graded levels of difficulty (increasing difficulty in each series) Raven Coloured Progressive Matrices (CPM) Colored Progressive Matrices (CPM): Designed for children aged 5 through 11 years-of-age, the elderly, and mentally and physically impaired individuals. This test contains sets A and B from the standard matrices, with a further set of 12 items inserted between the two, as set Ab. Most items are presented on a colored background to make the test visually stimulating for participants. However the very last few items in set B are presented as black-on-white; in this way, if a subject exceeds the tester's expectations, transition to sets C, D, and E of the standard matrices is eased Raven Standard Progressive Matrices (SPM) Standard Progressive Matrices (SPM): These were the original form of the matrices, first published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g., A1 through A12), with items within a set becoming increasingly difficult, requiring ever greater cognitive capacity to encode and analyze information. All items are presented in black ink on a white background. Subjects can be 12 to 65 years old. Cattell Culture Fair Intelligence test Which of these shapes correctly completes the above pattern? Dominoes Tests by Ansley (1944) Four forms: D48 For 12 years children and older D70 TIG1: from 10 years or older and with upper percentiles from D70 and D48 TIG 2: From 12 years. Discriminates well subjects with upper percentiles from D70 and D48 The factor "g" explain 86% of the variation in scores Ansley's Dominoes Test Matrix 759) OPERATIONS DIMENSION SI includes six operations or general intellectual processes: Cognition—The ability to understand, comprehend, discover, and become aware of information. Memory recording—The ability to encode information. Memory retention—The ability to recall information. Divergent production—The ability to generate multiple solutions to a problem; creativity. Convergent production—The ability to deduce a single solution to a problem; rule-following or problem-solving. Evaluation—The ability to judge whether or not information is accurate, consistent, or valid. Guilford's Structure of Intellect CONTENT DIMENSION SI includes three broad areas of information to which the human intellect applies the six operations: Figural - Concrete, real world information, tangible objects -- things in the environment. It includes visual—Information perceived through seeing, auditory—Information perceived through hearing and kinesthetic—Information perceived through one's own physical actions. Symbolic—Information perceived as symbols or signs that stand for something else; e.g., Arabic numerals or the letters of an alphabet, musical and scientific notations.. Semantic-Which is concerned with verbal meaning and ideas. Generally considered abstract in nature. Behavioral—Information perceived as acts of people. (This dimension was not fully researched in Guilford´s project and remain theoretical and is generally not included in the final model that he proposed for describing human intelligence.) Guilford's Structure of Intellect PRODUCT DIMENSION As the name suggests, this dimension contains results of applying particular operations to specific contents. The SI model includes six products, in increasing complexity: Units—Single items of knowledge. Classes—Sets of units sharing common attributes. Relations—Units linked as opposites or in associations, sequences, or analogies. Systems—Multiple relations interrelated to comprise structures or networks. Transformations—Changes, perspectives, conversions, or mutations to knowledge. Implications—Predictions, inferences, consequences, or anticipations of knowledge. Each ability stands for a particular operation in a particular content area and results in a specific product, such as Comprehension of Figural Units or Evaluation of Semantic Implications. Guilford's Structure of Intellect Thurstone´s Primary Mental Abilities Scale (PMA) Verbal comprehension (or Verbal Ability): Found in such things as verbal reasoning, reasoning by analogy, and reading comprehension. It is "characterized primarily by its reference to ideas and the meanings of words." Word fluency: Facility with words in special contexts, such as anagrams, rhyming, etc. Number ability: Arithmetic computation Spatial ability: The ability to mentally manipulate and visualize geometric relations; facility in spatial and visual imagery. Associative memory: The ability to make random paired associations that require rote memory; memorizing skills. General reasoning ability (or Induction): Facility in finding rules or principles in test items, such as in a number series. Perceptual speed: Facility in finding or in recognizing particular items in a perceptual field. Verbal comprehension Find the synonym of ------- Spatial ability (not 3D) Number ability 34+23=47 True or false General reasoning ability AABBCC? Word fluency. Write words starting by P Published by Bennet, Seashore and Wesman (1966). Currently DAT-5 (2001, Spanish version) Purpose: To analyze a series of complex skills or abilities related to different performance criteria (intended to predict academic performance) Age of application: 2 levels of application: Level 1: 1st to 4th years of ESO and intermediate level training courses Level 2: 4th ESO, 1st and 2nd year of high school and intermediate level training courses and higher (it is also possible to apply to adults). Differential Aptitudes Test (DAT) MacQuarrie Mechanical Aptitude Test Aplication age: from 10 years with any kind of cultural background Application: individual or group Purpose: To evaluate the mechanical or technical intelligence in mechanical works Timed: Determines speed and accuracy 7 subtests: Tracing Taping Copying Dotting Location Block Pursuit Bennett and Gelink Administrative or Clerical Test Purpose: Selection of clerical staff Check vocabulary and general thinking ability. Application age: From 11 years Application: individual or collective Timed. Speed and accuracy determine test scores. SUBTESTS: Verbal: Language management Numerical: Test ability to do simple mathematical computations with speed and accuracy. Clerical: Check ability to locate and verify a name in an alphabetical list, then read and classify the dollar amount located opposite that name. Jobs as Bank Teller, Customer Service, Cashiers, Reservation Agents, General Administrative Worker Seashore Tests of Musical Ability (1919, 1960) It is a test of musical ability in which items measuring Pitch, Loudness, Rhythm, Time, Timbre and tonal memory are presented to the subject by means of recordings. Not timed Applicable from 9-10 years Not related to intelligence Seashore, as shown at work, in the 1922 5. Bodily-Kinesthetic: Uses body language and is well-coordinated; they like to move around and are good at sports, dancing, and other activities that involve balance. They also use their hands well, and are those that are good at making crafts. 6. Interpersonal: This person is able to "put him/herself in the other person's shoes." They can recognize differences among people and are sensitive to their moods and motives. They have lots of friends, get along with others, and make good leaders. They work best by sharing and cooperating. 7. Intrapersonal: This person is more introverted and tends to work alone in his/her own space, to achieve personal goals. Able to control and regulate feelings, moods, and behaviors. These people are aware of their own ideas and abilities, and tend to be original. 8. Naturalist: Gardner discovered this new intelligence in 1996. These people are able to interact with nature and can classify species, individuals, and other natural occurrences. They are good with animals and plants, and excel in the sciences, including cooking, weather, and physics. Multiple intelligences 9. Existentialist: This is a newly discovered intelligence, and there has not been a substantial amount of research yet. Also referred to the spiritual intelligence, it is the ability to understand one's surroundings and place in the grand scheme of things. Multiple intelligences