Spearman's Two-Factor Theory: Fluid vs. Crystallized Intelligence - Prof. Soto Rubio, Diapositivas de Psicología Clínica

¡Descarga Spearman's Two-Factor Theory: Fluid vs. Crystallized Intelligence - Prof. Soto Rubio y más Diapositivas en PDF de Psicología Clínica solo en Docsity! 2 . 1 . I N T R O D U C T I O N 2 . 2 . S P E A R M A N B I F A C T O R I A L T H E O R Y ( 1 9 0 4 , 1 9 2 7 ) 2 . 3 . I N T E L L I G E N C E M U L T I F A C T O R I A L T H E O R I E S 2 . 4 . I N T E L L I G E N C E H I E R A R C H I C A L T H E O R I E S 2 . 5 . A S S E S S M E N T O F T H E C O G N I T I V E O U T C O M E S 2 . 6 . O T H E R N O N - C U L T U R A L A N D N O N - V E R B A L “ G E N E R A L I N T E L L I G E N C E ” T E S T S 2 . 7 . B A T H E R I E S F O R A P T I T U D E S A S S E S S M E N T 2. ASSESSMENT OF THE COGNITIVE OUTCOMES. FACTORIAL APPROACH 1 2.1. Introduction Parallel to the development of the tests built within the tradition of Binet, Terman and Wechsler. In the 20s and 30s of the twentieth century the factorial theories of intelligence develop, and they will dominate until the 1960s. Elements that favored this development: The need to develop collective procedures for evaluating intelligence in the wake of the First World War. Impact of the Alfa and Beta tests in the selection of recruits. The massive use of tests in companies, services and schools. Based on the data obtained in large samples of individuals, factorial analysis techniques were applied in the attempt to identify the simple units (factors) of the human mind. 2 2.2. The two-factorial theory of Spearman (1904, 1927) 1st theory of intelligence organization based on factor analysis. Assumption: all cognitive activity is a function of two factors: A general factor (g) common to all types of intellectual activity, responsible for most of the variance found in intelligence tests. A specific factor (s) exclusive of each activity (indicative of a specific aptitude), and independent of the other specific factors and of g. 5 All intelligence tests are composed by two components of additive variance: General variance (g). Specific variance (s). The "g" factor is the variance shared by all the intelligence tests = General Intelligence. If two tests load a lot on the "g" factor, they are expected to maintain high correlations. 6 2.2. The two-factorial theory of Spearman (1904, 1927) General intelligence "g" applies to any intellectual task: Spearman (1927) considers that the tests of abstract reasoning are the best measure of the "g" factor. Three mental processes common to all reasoning tests: 1. Perceptual coding of stimuli. 2. Deduction of relationships: inference of relationships between stimuli. Deduction of correlates. 3. Application of inferred relationships to a new domain or task. But the "g" factor can not explain all the variations. Intelligence can be (g + s): general intelligence factor + specific aptitude. E.j .: Mathematics needs "g" + specialized arithmetic ability (s). 7 2.2. The two-factorial theory of Spearman (1904, 1927) During the 30s and 40s Thurstone carried out an intense research work to support his model. He came to isolate 13 factors he calls primary mental aptitudes. Of these, the most frequently corroborated were: verbal comprehension verbal fluency numerical reasoning spatial visualization associative memory perceptive speed inductive reasoning 10 2.3.1. Thurstone, 1938 Razonamiento Memoria Capacidad Rapidez Capacidad Comprensión Fluidez inductivo numérica perceptiva espacial verbal verbal Figura 5.17. Representación gráfica de las siete capacidades mentales independientes de Thurstone. 2.3.2. Guilford, 1967; Guilford y Hoepfner, 1971 Maximum expression of the multifactorial line of intelligence. Intellect Structure Model: theoretical model in which intellectual abilities are classified based on the interaction of three dimensions: 1. Mental operations: the kinds of processes that the subject performs (memory, cognition, ...). 2. Contents: information on which one works (figurative, semantic, symbolic, ...). 3. Products: the basic forms that information takes throughout the process. Isolates 150 different skills. 12 2.4. Hierarchical Theories of Intelligence Conciliatory positions that increasingly received greater acceptance. They assumed the integration of the Spearman model (general factor) with multifactorial postures (multiple factorial patterns). Individual differences in intelligence tests can be explained based on: A general factor or aptitude: that would explain the positive and significant correlations between all the tests of an intelligence scale. A series of group factors : that would explain that some tests saturate to a great extent in a factor and little in the others. The number of these group factors would depend on the variety of tests used. 15 Influence in the field of assessment:  Theory of Vernon (1950, 1965).  Theory of Catell (1971, 1987). 16 2.4. Hierarchical Theories of Intelligence 2.4.1. Vernon's hierarchical model (1950, 1965) Level I: Factor g at the top of the hierarchy. Level II: Two major major group factors: 1. Verbal-educational factor (v: ed) more influenced by education. 2. Practical-mechanical-spatial factor (k: m) more heterogeneous. Level III: Minor group factors (close to the notion of Thurstone primary factors). Level IV: Specific factors inherent in each task (next to the notion of specific Spearman factors). 17 2.4.2.1. Structure Catell's theory is a three-level model that integrates Spearman's theory with Thurstone's theory. Structure:  Level I: G Factor (General Intelligence).  Level II: 2 general factors, although correlated with each other:  General Fluid Intelligence (Gf): ability to think, reason and acquire new knowledge.  General Crystallized Intelligence (Gc): knowledge acquired by the person.  Level III: specific factors. Here are the different approaches to the evaluation of intelligence:  The tests called "free of cultural influence" for Gf.  The batteries of skills related to Gc. 20 I R N F MGf S V Gf Gc 21 2.4.2.1. Structure 2.4.2.2. Characteristics of fluid and crystallized intelligence Two ways of expressing intelligence: 1. General Fluid Intelligence (Gf): Defined as a general amplitude of perception of relationships. Ability to perceive complex relationships between relatively simple elements (series of numbers, designs with cubes, matrices and analogies). It manifests itself in tests free of cultural influence. Determined by hereditary and physiological factors. It would represent the basic intelligence of an individual. 22 General Intelligence Fluid (gf): Evaluated by tests of new material, of little informative content. Important the speed and the ability to find relationships. Examples: Series of numbers or letters, classification, analogies, hidden figures, cubes, spatial visualization, matrices, ... General Crystallized Intelligence (gc): Evaluated by tests of high informative content, not timed. It requires the use of knowledge and skills already acquired. Examples: Information, arithmetic, vocabulary, syllogisms, ... 25 2.4.2.2. Characteristics of fluid and crystallized intelligence Relationship Gf and Gc: They correlate a lot. In children with similar cultural and educational opportunities: difficult to distinguish in a factorial analysis. 26 2.4.2.2. Characteristics of fluid and crystallized intelligence 2.5.1. FACTOR G TESTS 2.5.2. OTHER NON-CULTURAL AND NON-VERBAL "GENERAL INTELLIGENCE" TESTS 2.5.3. BATTERIES FOR THE ASSESSMENT OF SKILLS 2.5. EVALUATION OF COGNITIVE PRODUCTS 27 Non-verbal test, not manipulative. Material: Uses a series of incomplete abstract geometric figures (matrices). Administration: Individual or collective. Traditionally it has been considered within the tests "free of cultural influence" (Catell: non-cultural techniques): it is intended that the scores obtained by the subject do not depend on the educational level or experience. However, its adaptation to different populations has shown the influence of the cultural level and economic development of the area of origin of the subjects in the score obtained in the test. 30 2.5.1.1. Raven's Progressive Matrices Raven's progressive matrices consist of three levels or scales: 1. Progressive color matrices (PCM): It applies to children between 5 and 11 years old or people with intellectual deficits, language, deafness, …  36 exercises divided into 3 series (A, Ab and B) of 12 elements each, ordered according to increasing difficulty. 2. Progressive matrices. General Scale (PMS): It is administered to subjects 12 years and older.  60 exercises divided into 5 series (A, B, C, D and E) of 12 items each. The elements of the series A and B are identical to those of the Color Scale, but in black and white. 31 2.5.1.1. Raven's Progressive Matrices 3. Progressive Matrices Upper level (APM): Designed to assess subjects of 12 years and older with an intellectual capacity above the average. It consists of two series: Series I (12 elements): to find out if the person assessed has a high intellectual endowment. Series II (36 elements): only applies if the person has correctly answered at least half of the series I exercises. 32 2.5.1.1. Matrices Progresivas de Raven RAVEN SUPERIOR SERIE I 35 2.5.1.1. Raven's Progressive Matrices 2.5.1.1. Raven's Progressive Matrices Im ZN X 3 El) DOE DJEDEDED RAVEN SUPERIOR SERIE |  2.5.1.1. Raven's Progressive Matrices To + Ty TL sá 1) 3 4 4 ) EDE 7 DISDDIOR RAVEN SUPERIOR SERIE ll 2.5.1.2. The "g" factor tests of Cattell Purpose: Evaluate fluid skills, through non-verbal tasks, that eliminate the influence of crystallized skills (cultural influence). There are 3 versions: Factor "G" Scale 1 (Cattell, 1950, Catell and Catell, 1995): children from 4 to 8 years or older subjects with mental deficiency. Factor "G" Scale 2 (Cattell and Catell, 1973, 2001): children between 8 and 14 years old. Factor "G" Scale 3 (Cattell and Catell, 1973, 2001): from the age of 15. 40 Scale 1. It consists of 8 subtests: 1. Substitution (draw the same figure or symbol that appears below the drawings in the first row). 2. Classification (correctly classify the geometric figures). 3. Labyrinths 4. Identification (vocabulary in images). Along with orders and riddles are the only subtests with verbal content. 5. Similarities (identification of perceptually equal objects located among others that are not). 6. Orders 7. Errors (asked to say what is wrong in a drawing). 8. Riddles Collective / short form: only the first 4 tests are applied. 41 2.5.1.2. The "g" factor tests of Cattell Factor “g” scale1 (4-6 years old) 42 2.5.1.2. The "g" factor tests of Cattell > [3] 0 (A (4 DN AS MA BA lA Y YE dl 7] E (9 E Ad E 30 400 DO Ea E EA Es (> E ES eE 7. e indiguen e lo Espere. No pase a la página siguiente hasta que si Factor “g” scale 3 (+15 years old, adults) 46 2.5.1.2. The "g" factor tests of Cattell TEST 4 A 3] (9 e al Tol [a] la] [e Al e M jon O da E a a S a Y O EUaRaDb A wo a a a o Sl a dl E E a a] E Ey [Y 5 -[d «S «6 E A] ». PER » 6 No 1 TESTD48 CADA RECUADRO REPRESENTA UN GRUPO DE FICHAS DE DOMINO, EL NUMERO DE PUNTOS EN CADA MITAD DE LA FICHA PUEDE VARIAR DE O A6. AVERIGUE EN CADA GRUPO EL VALOR DELA FICHA QUE FALTA. ESCRIBA SOBRE LA HOJA DE RESPUESTAS LAS CIFRAS CORRESPONDIENTES A ESTA FICHA NO ESCRIBA NADA SOBRE EL CUADERNO EJEMPLOS A / $ e Ve PS NO VUELVA LA HOJA ANTES DE QUE EL EXAMINADOR SE LO INDIQUE  34 IN o] 36 POTTS 38 PAGINA 6 33 ¡AAA 35 1 Lord poo qe.s== 37 PASE A LA PAGINA SIGUIENTE The D-48 and D-70 domino tests consist of 44 problems of series of dominoes that present an increasing difficulty. Age of application: from 12 years old. Administration: Individual and collective. Advantages: it does not require verbal expressions. Easy instructions and correction. 52 2.5.2.1. DOMINO tests 2.7. Batteries for the assessment of skills From the multifactorial perspective of intelligence, the measurement of multiple aptitudes had a great development due to its applicability to the fields of orientation and selection. They are characterized by a multiple format: various subtests - which evaluate different skills and are interpreted as a profile. Two representative examples: PMA primary mental skills test. DAT differential skills battery. 55 2.7.1. Primary mental skills test (PMA) Designed by Thurstone and Thurstone (1941, 1999). Purpose: evaluate cognitive skills, non-hierarchical, and independent of each other. Analyze 5 basic primary skills: V: Verbal comprehension: ability to understand words and written material. F: Verbal fluency: ability to find words quickly. A: General reasoning or induction: tasks that require finding a rule and / or making logical inferences. N: Numerical calculation. E: Spatial capacity: reasoning about visual forms, perception of space and capturing spatial transformations. 56 Each subtest contains items of homogeneous difficulty levels. It is important to determine the amount of items solved in a certain time to measure speed (4 or 6 minutes according to the subtest). Age of application: from 10 years on. 57 2.7.1. Primary mental skills test (PMA)