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How do we study intelligence? There are multiple ways:
The Psychometric approach: Posits that intelligence can be described in terms of mental factors
and that tests can be constructed to reveal individual differences in those factors that underlie
mental performance. These factors include:
. Verbal factors: Includes vocabulary, reading comprehension, story completion, and verbal
analogies.
. Spatial factors: Such as 3-dimensional rotation abilities, maze learning, and form-board
performance.
We use standardized intelligence quotient (IQ) tests to measure intelligence, so IQ tests are the
instruments that ultimately provide the data for theory construction. Developed around 1900 by
Alfred Binet and Theodore Simon, the first IQ tests were used to assess school-related abilities and
to differentiate among children who could benefit from standard school instruction and those
requiring “special” education.
Information processing approaches to intelligence testing look at individual differences in how
information is encoded, the speed of processing that information, ease of categorization, and
metacognition (which coordinates the first three). Although the differences measured between and
within individuals change across the life span, there is nothing “inherently developmental” about
the information-processing approach. Information processing is part of cognitive psychology, some
aspects of which are applicable to developmental psychology.
Piagetian approaches look at individual differences in the rate of development. This approach is
developmental in nature. Children progress through the various developmental tasks at different
rates and ages, from sensorimotor on through the various tasks of formal operations. Now, let us
discuss some of the actual instruments utilized to measure intelligence, and what they tell us or fail
to tell us.
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PSYCHOLOGY AND LIFE
Some of the instruments commonly used to assess intelligence quotient (IQ) in children are the
following:
· Stanford-Binet
· The WAIS and WISC
· The Bayley Scales of Infant Development
The Stanford-Binet for children consists of “games” and identification problems.
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