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An intelligence quotient (IQ) is a total score derived from a set of standardised tests or subtests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term Intelligenzquotient, his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book.
Human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. Using their intelligence, humans are able to learn, form concepts, understand, and apply logic and reason. Human intelligence is also thought to encompass their capacities to recognize patterns, plan, innovate, solve problems, make decisions, retain information, and use language to communicate.
The Stanford–Binet Intelligence Scales is an individually administered intelligence test that was revised from the original Binet–Simon Scale by Alfred Binet and Théodore Simon. It is in its fifth edition (SB5), which was released in 2003.
The g factor is a construct developed in psychometric investigations of cognitive abilities and human intelligence. It is a variable that summarizes positive correlations among different cognitive tasks, reflecting the fact that an individual's performance on one type of cognitive task tends to be comparable to that person's performance on other kinds of cognitive tasks. The g factor typically accounts for 40 to 50 percent of the between-individual performance differences on a given cognitive test, and composite scores based on many tests are frequently regarded as estimates of individuals' standing on the g factor. The terms IQ, general intelligence, general cognitive ability, general mental ability, and simply intelligence are often used interchangeably to refer to this common core shared by cognitive tests. However, the g factor itself is a mathematical construct indicating the level of observed correlation between cognitive tasks. The measured value of this construct depends on the cognitive tasks that are used, and little is known about the underlying causes of the observed correlations.
The concepts of fluid intelligence (gf) and crystallized intelligence (gc) were introduced in 1943 by the psychologist Raymond Cattell. According to Cattell's psychometrically-based theory, general intelligence (g) is subdivided into gf and gc. Fluid intelligence is the ability to solve novel reasoning problems and is correlated with a number of important skills such as comprehension, problem-solving, and learning. Crystallized intelligence, on the other hand, involves the ability to deduce secondary relational abstractions by applying previously learned primary relational abstractions.
The Wechsler Adult Intelligence Scale (WAIS) is an IQ test designed to measure intelligence and cognitive ability in adults and older adolescents. For children between the ages of 6 and 16, Wechsler Intelligence Scale for Children (WISC) is commonly used.
Cognitive tests are assessments of the cognitive capabilities of humans and other animals. Tests administered to humans include various forms of IQ tests; those administered to animals include the mirror test and the T maze test. Such testing is used in psychology and psychometrics, as well as other fields studying human and animal intelligence.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition is the most recent version.
The Differential Ability Scales (DAS) is a nationally normed, and individually administered battery of cognitive and achievement tests. Into its second edition (DAS-II), the test can be administered to children ages 2 years 6 months to 17 years 11 months across a range of developmental levels.
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 7 months developed by David Wechsler in 1967. It is a descendant of the earlier Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for Children tests. Since its original publication the WPPSI has been revised three times in 1989, 2002, and 2012. The latest version, WPPSI–IV, published by Pearson Education, is a revision of the WPPSI-R and the WPPSI-III. It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child's general intellectual ability.
The Kaufman Assessment Battery for Children (KABC) is a clinical instrument for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology. The test was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1983 and revised in 2004. The test has been translated and adopted for many countries, such as the Japanese version of the K-ABC by the Japanese psychologists Tatsuya Matsubara, Kazuhiro Fujita, Hisao Maekawa, and Toshinori Ishikuma.
The Cattell–Horn–Carroll theory, is a psychological theory on the structure of human cognitive abilities. Based on the work of three psychologists, Raymond B. Cattell, John L. Horn and John B. Carroll, the Cattell–Horn–Carroll theory is regarded as an important theory in the study of human intelligence. Based on a large body of research, spanning over 70 years, Carroll's Three Stratum theory was developed using the psychometric approach, the objective measurement of individual differences in abilities, and the application of factor analysis, a statistical technique which uncovers relationships between variables and the underlying structure of concepts such as 'intelligence'. The psychometric approach has consistently facilitated the development of reliable and valid measurement tools and continues to dominate the field of intelligence research.
IQ classification is the practice of categorizing human intelligence, as measured by intelligence quotient (IQ) tests, into categories such as "superior" and "average".
The Das–Naglieri cognitive assessment system (CAS) test is an individually administered test of cognitive functioning for children and adolescents ranging from 5 through 17 years of age that was designed to assess the planning, attention, simultaneous and successive cognitive processes as described in the PASS theory of intelligence.
The Cognitive Abilities Test (CogAT) is a group-administered K–12 assessment published by Riverside Insights and intended to estimate students' learned reasoning and problem solving abilities through a battery of verbal, quantitative, and nonverbal test items. The test purports to assess students' acquired reasoning abilities while also predicting achievement scores when administered with the co-normed Iowa Tests. The test was originally published in 1954 as the Lorge-Thorndike Intelligence Test, after the psychologists who authored the first version of it, Irving Lorge and Robert L. Thorndike. The CogAT is one of several tests used in the United States to help teachers or other school staff make student placement decisions for gifted education programs, and is accepted for admission to Intertel, a high IQ society for those who score at or above the 99th percentile on a test of intelligence.
The Naglieri Nonverbal Ability Test (NNAT) is a nonverbal measure of general ability designed by Jack A. Naglieri and published by Pearson Education. The Naglieri Nonverbal Ability Test - Individual Form was first published in 1998. Two versions were published in 2007 and 2008, respectively. This includes the group administered Naglieri Nonverbal Ability Test - Second Edition and the Naglieri Nonverbal Ability Test - Online version. The most current version is NNAT3. Like all nonverbal ability tests, the NNAT is intended to assess cognitive ability independently of linguistic and cultural background.
John Leonard Horn was a scholar, cognitive psychologist and a pioneer in developing theories of intelligence. The Cattell-Horn- Carroll (CHC) theory is the basis for many modern IQ tests. Horn's parallel analysis, a method for determining the number of factors to keep in an exploratory factor analysis, is also named after him.
The following outline is provided as an overview of and topical guide to human intelligence:
The McCarthy Scales of Children's Abilities (MSCA) is a psychological test given to young children. "the McCarthy scales present a carefully constructed individual test of human ability."
The Wide Range Intelligence test (WRIT) is an assessment of verbal (crystallized) and visual (fluid) IQ. Running at approximately 30 minutes, the WRIT is shorter than traditional IQ tests. The test also involves only four subtests and requires fewer physical materials than a typical test. It was created alongside the Wide Range Achievement Test 3 (WRAT3), a measure of reading comprehension and academic ability, by Pearson Education in 2000. The WRIT is intended to assess those aged 4 through 85. It is designed for easy administration among trained psychologists, which is accomplished using a hierarchical model that frequently occurs in psychological testing.
References
- ↑ Cattell, Raymond (1949). Culture Free Intelligence Test, Scale 1, Handbook. Champaign, IL: Institute of Personality and Ability Testing.
- ↑ Aiken, L. R. (31 May 2004) [Plenum 1996]. Assessment of Intellectual Functioning. Perspectives on Individual Differences (2nd ed.). Springer. p. 242. ISBN 978-0-306-48431-5. LCCN 95026038. OCLC 33443438.
Raven's Progressive Matrices and the Culture Fair Intelligence Test represent commendable efforts to develop tests on which different cultural groups score equally well. It is now recognized, however, that constructing test items whose content is independent of experiences that vary from culture to culture is only partially successful.
- ↑ Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1-22.
- ↑ Horn, J. R. & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crustallized intelligence. Journal of Educational Psychology, 57, 253-270.
- ↑ Hunt, E. (2011). Human Intelligence. Cambridge: Cambridge University Press. p. 5. ISBN 978-0-521-70781-7.
'average' intelligence, that is the median level of performance on an intelligence test, receives a score of 100, and other scores are assigned so that the scores are distributed normally about 100, with a standard deviation of 15. Some of the implications are that: 1. Approximately two-thirds of all scores lie between 85 and 115. 2. Five percent (1/20) of all scores are above 125, and one percent (1/100) are above 135. Similarly, five percent are below 75 and one percent below 65.
- 1 2 Domino, George; Domino, Marla L. (2006-04-24). Psychological Testing: An Introduction. Cambridge University Press. ISBN 9781139455145.
- ↑ Aiken, L. R. (31 May 2004) [Plenum, 1996]. Assessment of Intellectual Functioning. Perspectives on Individual Differences (2nd ed.). Springer. p. 250. ISBN 978-0-306-48431-5. LCCN 95026038. OCLC 33443438.
Culture-fair tests are not completely devoid of the effects of culture. Although the tests are nonverbal, cultural differences exist in areas other than language.
Castles, E. E. (6 June 2012). Inventing Intelligence. ABC-CLIO. pp. 129–130. ISBN 978-1-4408-0338-3 . Retrieved 31 August 2013.Behavior that members of one cultural group view as intelligent might well be perceived by members of another as foolish, misguided, or even antisocial." (citing "Intelligent Testing," American Psychologist 23 (1968): 267-74.)
Lohman, D. F. (21 August 2012). "Chapter 12: Identifying Gifted Students: Nontraditional Uses of Traditional Measures". In Callahan, Carolyn M.; Hertberg-Davis, Holly L. (eds.). Fundamentals of Gifted Education: Considering Multiple Perspectives. Routledge. pp. 119–120. ISBN 978-1-136-94643-1.Since the earliest days of mental testing, psychologists have struggled with the problem of accounting for differences in opportunity to learn, especially those differences moderated by exposure to the language of testing. ... The use of culture-and language-reduced or so-called 'nonverbal' tests stretches from the form boards of Itard through Army Beta to the performance battery of the Wechsler scales, the Progressive Matrices tests (Raven, 1938), the Nonverbal Battery of the Cognitive Abilities Test (Thorndike & Hagen, 1963), and the Universal Nonverbal Intelligence Test (Bracken & McCallum, 1998). The most important disadvantage of this approach is that the abilities measured by nonverbal tests—especially those that use only figural reasoning items, under-represent the construct of intelligence.
- ↑ Triple Nine Society. "Triple Nine Society - Admission". Archived from the original on 15 April 2014. Retrieved 22 April 2014.
Cattell A & B combined raw score 85
- ↑ "What Is An IQ Test ? | British Mensa". British Mensa. Archived from the original on 2013-09-19. Retrieved 15 March 2021.
- ↑ "Intertel - Join us". www.intertel-iq.org. Retrieved 2021-03-15.
- ↑ Cattell, R. B. (1978). Use of factor analysis in the behavioral and life sciences. New York: Plenum.
- ↑ Cattell, R.B., Krug, S.E., Barton, K. (1973). Technical Supplement for the Culture Fair Intelligence Tests, Scales 2 and 3. Champaign, IL: IPAT.
- ↑ Downing, Gertrude (1965). The Preparation of Teachers for Schools in Culturally Deprived Neighborhoods (The Bridge Project) The Final Report.
- ↑ Urbina, S. (August 2011). "Ch. 2: Tests of Intelligence". In Sternberg, R.J.; Kaufman, Scott Barry (eds.). The Cambridge Handbook of Intelligence. Cambridge Univ. Press. Table 2.1 Major Examples of Current Intelligence Tests. ISBN 978-0-52173911-5.Flanagan, D. P.; Harrison, P. L., eds. (2012). Contemporary Intellectual Assessment: Theories, tests, and issues (3rd ed.). New York: Guilford. Chs. 8-13, 15-16 (discussing Wechsler, Stanford–Binet, Kaufman, Woodcock–Johnson, DAS, CAS, and RIAS tests). ISBN 978-1-60918-995-2.