Chapter 7

1

Chapter 7

Intellectual and Cognitive Functioning: Intelligence Testing and

Neuropsychological Assessment

2

Introduction

We will examine how our cognitive processes function

Two aspects:

Intellectual Functioning and Intelligence Testing

Neuropsychological Assessment

Changes in Brain Function

3

Brief History of Intelligence Testing

First test: pioneered by Alfred Binet and Theophile Simon

Revised by Lewis Terman

Over years, many new models of intelligence defined

Many new intelligence tests created based on the models

4

Definition of Intelligence Testing

Intelligence testing: A subset of intellectual and cognitive functioning that assesses a broad range of cognitive capabilities that generally results in an IQ.Purposes: To assist in determining giftedness To assess mental retardation To identify certain types of learning disabilities To assess intellectual ability following an accident,

the onset of dementia, substance abuse, disease processes, and trauma to the brain

As part of admissions process to certain private schools

As part of a personality assessment battery to aid in understanding the whole

5

Models of Intelligence

Edward Spearman’s (1863-1945) two-factor approach:

General factor (g) and specific factor(s).

“Weight” of g varied as a function of what was being measured.

E.g., ratio of general intelligence (g) to specific talent for music (s) was 1 to 4.

6

Models of Intelligence (Cont’d)Thurstone’s Multifactor Approach

Seven primary mental abilities:

1. verbal meaning

2. number ability

3. word fluency

4. perception speed

5. spatial ability

6. reasoning

7. memory

7

Models of Intelligence (Cont’d)

Vernon’s Hierarchal Model of Intelligence Vernon’s top level is like Spearman’s (g) Second level has: “v:ed” for verbal and

educational abilities, and “k:m” which represents mechanical-spatial-practical abilities.

Third level is comprised of minor group factors. Fourth level is made of specific factors. See Figure 7.1, p. 143

8

Models of Intelligence (Cont’d)

Guilford’s Multifactor/Multi-dimensional Model Three-dimensional model of cognitive ability:

operations, or the general intellectual processes we use in understanding,

contents, or what we use to perform our thinking process, and

product, how we apply our operations to our content

See Figure 7.2, p. 143

9

Models of Intelligence (Cont’d)

Cattell’s Fluid and Crystal Intelligence Fluid gf intelligence: The culturally free portion

of intelligence with which we are innately born. Crystallized intelligence (gc): Acquired as we

learn, and affected by our experiences, schooling, culture, and motivation.

Crystallized intelligence generally increase with age and fluid intelligence tends to slightly decline as we age.

See Figure 7.3, p. 144

10

Models of Intelligence (Cont’d)

Piaget’s Cognitive Development Theory Developmental model. Stages: sensorimotor, preoperational, concrete

operational, and formal operational. Two major concepts:

Assimilation: incorporating new stimuli or information into existing cognitive structures.

Accommodation: creating new cognitive structures and/or behaviors from new stimuli.

11

Models of Intelligence (Cont’d)

Gardner’s Theory of Multiple Intelligences Based on research of brain-damaged individuals,

and literature on the brain, evolution, genetics, psychology and anthropology

Nine identified intelligences: 1. Verbal-Linguistic 6. Interpersonal Intelligence 2. Mathematical-Logical 7. Intrapersonal

Intelligence 3. Musical 8. Naturalist 4. Visual-Spatial 9. Existential Intelligence 5. Bodily-Kinesthetic (not yet confirmed)

Says all humans have different amounts Theory is revolutionary, not mainstream.

12

Models of Intelligence (Cont’d)

SEE TABLE 7.1 TO COMPARE ALL THE MODELS (p. 147)

13

Intelligence Testing

To some degree, theories of intelligence are the basis for intelligence tests.

Traditional intelligence tests measure intelligence based on traditional constructs (e.g., “g” and “s”) as opposed to Gardner’s model.

Most prominent intelligence tests:

Stanford-Binet

The three Wechsler Scales of Intelligence

14

Stanford-Binet Intelligence Test

Dates back to original work of Binet in 1904.Takes 45 to 60 minutes.Ages 2 to 90+ year olds. Uses routing test, to help determine basal age. Then uses ceiling age.Measures verbal and nonverbal intelligence across five factors: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. Yields a Full Scale IQ See Table 7.2, p. 149

15

Stanford-Binet (Cont’d)

Discrepancies between verbal and nonverbal scores can be an indication of a learning disability

Reliability: For Full-Scale IQ = .97 - .98.

Correlates highly with other intelligence tests.

SB5 uses SD of 15, M = 100.

See Profile Sheet, Fig. 7.4, p. 150

16

Weschler Scales of Intelligence

WAIS-IV (Wechsler Adult Intelligence Scale) 16–90.

WISC-IV (Wechsler Intelligence Scale for Children) 6–16.

WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence), 2.6 - 7yrs. and 3 months.

Similar tests: Downward extensions of each other.

Useful in assessing general cognitive functioning, mental retardation, giftedness, and learning problems

17

The WISC-IV (as an example of all Wechsler Tests)

Contains 15 subtests (see Table 7.3), p. 152

The 15 subtests provide a Full Scale IQ and four additional composite score indexes (see Table 7.4, p. 153): Verbal Comprehension Index (VCI) Perceptual Reasoning Index (PRI) Processing Speed Index (PSI) Working Memory Index (WMI)

18

WISC-IV (Cont’d)

Uses Mean of 100, SD of 15 for FSIQ

Uses Mean of 10, SD of 3 for subscales

See Profile: Fig. 7.5, p. 153

19

Kaufman Assessment Battery for Children

Individually administered test of cognitive ability for ages 3 to 18.

Subtests and scoring allows for a choice, which one option is Cattell’s model of fluid and crystallized intelligence.

Examines visual processing, fluid reasoning, and short-term and long-term memory.

Uses Mean of 100, SD of 15

Good reliability and validity.

20

Nonverbal Intelligence Tests

Comprehensive Test of Nonverbal Intelligence (CTONI) 6.0 through 18 and 11 months Six subtests: pictorial analogies, geometric

analogies, pictorial categories, geometric categories, pictorial sequences, geometric sequences

High reliability Criterion validity not impressive (only

correlates with two subtest of WISC-III

21

Nonverbal Intelligence Tests

The Universal Intelligence Test (UNIT) Ages 5-17

Six subtests: symbolic memory, cube design, spatial memory, analogic reasoning, object memory, and reasoning

Predicts fairly well with WISC-III

Predicts moderately with Woodcock Johnson-Revised broad knowledge scale

22

A Brief History of Neuropsychological Assessment

Observations of behavioral changes following head injuries found in 5,000 year-old Egyptian medical documentsWWI: Interest in brain traumaSince 1950s: Saw that same type of brain injury could affect people differentlyMore recently: imaging devices add to our knowledge baseAssessment still is important, though: helps us understand “brain-behavior” relationships

23

DefiningNeuropsychological Assessment

As a diagnostic tool used to identify the root of a condition and the extent of the brain damage

To measure change in an individual’s functioning (e.g., cognitive ability, movement, reaction time)

To compare changes in cognitive or functional status to others within the normative sample

To provide specific rehabilitation treatment and planning guidelines for individuals and families

To provide specific guidelines for educational planning in the schools

24

Methods ofNeuropsychological Assessment

Fixed Battery Approach: Involves the rigid and standardized

administration of a uniform group of instruments

All individuals needing assessment get same set of tests

Two common tests:

Luria-Nebraska Neuropsychological Battery

Halsteid-Reitan Battery

25

Methods ofNeuropsychological Assessment

Halsted-Reitan Battery Developed in 1950s by Halstead modified by his grad

student Reitan Two children versions exist Provides cutoff scores or index of impairment Discriminates brain-damaged from “normals” Takes 5-6 hours Eight core tests (see p. 158-159) Unfortunately, test does not adequately provide

psychometric information regarding validity, reliability, and norming

26

Methods ofNeuropsychological Assessment

Flexible Battery Approach and the Boston Process Approach (BPA) Types of test dictated by referral questions Clinicians will utilize different tests BPA requires observation of test-taker during test

administration Strong emphasis on qualitative information (how

test-taker answers questions) This approach criticized because of their limited

psychometric data Often not used in court because it is “unscientific”

27

The Role of Helpers in the Assessment

of Intelligence and Cognitive Functioning

The assessment of intelligence and neurological impairment often given in: School psychology programs Doctoral programs in counseling, clinical, and

clinical neuropsychologyOthers can obtain training, usually through workshops or courses on their ownWith such training, individuals can provide a large array of servicesThose who do not have such training, should know some basis so they know when to refer

28

Final Thoughts on The Assessment of Intellectual and

Cognitive Functioning

Abuse of intelligence testing and cognitive functioning has occurred: Used to maintain status quo (e.g., brighter people

are better than those who have musical ability). Miscalculation intelligence of minorities. Over-classification of individuals who are learning

disabled. Misguided tool to defend racial differences of ability Means to differentiate social classes.

Thus, conclusions should be done knowing carefully and wisely knowing the “whole person” as well as the societal issues that are involved