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e Scale (WAIS) in
1955 and revised and re-released in 1981 (WAIS-R)
c) WAIS-R is designed for individuals 18 years of age and older,
and has six verbal and five performance subtests:
(i) Verbal
(a) Information
(b) Vocabulary
(e) Comprehension
(d) Arithmetic
(e) Similarities
(f) Digit span
(ii) Performance
(a) Block design
(b) Digit symbol
(c) Picture arrangement
(d) Picture completion
(e) Object assembly
d) Wechsler Intelligence Scale for Children, 3rd Ed. (WISC-III) (1991)
designed for children ages 6 to 17 years
e) Wechsler Preschool and Primary Scale of Intelligence, Revised
(WPPSI-R) (1989) designed for children ages 4 to 6.5 years
III. Theories of Intelligence
A. Psychometric Theories of Intelligence
1. The most commonly used statistical technique is factor analysis
2. The goal of factor analysis is to identify the basic psychological
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CHAPTER 10: INTELLIGENCE AND INTELLIGENCE ASSESSMENT
dimensions of the concept being investigated
3. Individual contributors
a) Charles Spearman concluded presence of “g,” a general
intelligence underlying all intelligent performance
b) Raymond Cattell determined general intelligence could be
broken into two relatively independent components
(i) Crystallized intelligence, the knowledge the
individual has already acquired and the ability to
access that knowledge
(ii) Fluid intelligence, the ability to see complex
relationships and solve problems
c) J. P. Guilford developed the structure of intellect model
specifying three features of intellectual tasks:
(i) Content, or type of information
(ii) Product, or form in which information is presented
(iii) Operation, or type of mental activity performed
B. Sternberg’s Triarchic Theory of Intelligence
1. Stresses importance of cognitive processes in problem solving
2. Three types of intelligence represent different ways of characterizing
effective performance
a) Componential intelligence is defined by the component or
mental processes that underlie thinking and problem solving
b) Experiential intelligence captures people’s ability to deal with
two extremes: novel vs. very routine problems
c) Contextual intelligence is reflected in the practical management
of day-to-day affairs
C. Gardner’s Multiple Intelligences and Emotional Intelligence
1. Theory expands the definition of intelligence beyond skills covered on
an IQ test
2. Gardner identifies numerous intelligences, covering a range of human
experience
a) Linguistic intelligence
b) Logical-mathematical ability
c) Naturalist
d) Spatial ability
e) Musical ability
f) Bodily Kinesthetic ability
g) Interpersonal ability
h) Intrapersonal ability
3. Emotional Intelligence (EQ) is related to Gardner’s interpersonal and
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intrapersonal intelligences. EQ has four parts:
a) The ability to perceive, appraise, and express emotions
accurately and appropriately
b) The ability to use emotions to facilitate thinking
c) The ability to understand and analyze emotions and to use
emotional knowledge effectively
d) The ability to regulate one’s emotions to promote both
emotional and intellectual growth
IV. The Politics of Intelligence
A. History of Group Comparisons
1. Henry Goddard (early 1900s) advocated testing of immigrants and
selectively excluding those found to be “mentally defective”
2. “Evidence
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