Table of Contents
Intelligence: What is it?
There is still no standardized scientific definition for the term intelligence. W. Stern (1911), a pioneer in the field of intelligence, defined intelligence as the ‘general capacity of an individual consciously to adjust his thinking to new requirements’. Intelligence is a hypothetical construct that can only be observed in behavior. Read here about methodological basics.
The term intelligence comprises verbal and mathematical abilities as well as logical reasoning.
Cognitive flexibility comprises 2 pillars:
- Acquiring knowledge
- Adaptation to changing circumstances
The classical IQ by Binet and Stern
Binet was 1 of the first trying to make intelligence measurable. At the beginning of the 20th century, he was commissioned to develop an intelligence test, in order to measure the intellectual capacity of school children. The goal of the test was to identify children with learning disabilities in order to provide them with special individualized help.
The level of difficulty of the test was scaled in ascending order and supposed to assess the intellectual age of a child with tasks usually passed by 6-year-olds, 7-year-olds, and so on.
Based on Binet’s work, Stern developed the classic intelligence quotient (IQ), which is, however, no applicable to adults.
IQ = (mental age / chronological age) × 100
Example: John is 9 years old and solves all the tasks for 11-year-old children → (11/9) × 100 = 122.2
The deviation IQ by Wechsler
David Wechsler later developed as an alternative—the deviation IQ, which is the most common type of intelligence measurement still today. The subject’s score on the intelligence test is compared to the average IQ of people of the same age (the average is standardized to 100 points).
The quotient reflects the subject’s relative position within the selected reference group (e.g., high school students, children in special schools of the same age). Scores obtained from different reference groups are not directly comparable. A similarity between the deviation IQ and the classic IQ is that both compare the test performance with the respective age group.
The 4 Most Important Models of Intelligence
Important terms on models of intelligence
- Factor analysis: In factor analysis, the correlation of the individual tasks of an intelligence test is calculated. Tasks with closely related topics represent their content on a higher level. Example: Tasks that demand spatial sense correlates with each other to such a degree that they can be summarized as the spatial factor.
- Extraction: Possibilities of generating factors
Two-factor theory by Spearman (1904): the g factor
Spearman observed that subjects who were able to easily solve intelligence tasks (calculating) also scored high on other tasks (picture arrangements). From this, he concluded that there must be an inherent cognitive ability.
This intelligence is active in any performance of a task, independent of the type of task. Spearman called this basic ability the general factor of intelligence—the g factor. In hierarchical terms, this g factor is placed above the s factors.
For specific intelligence performances, s factors are necessary. Spearman argued that these s factors do not correlate with each other, meaning that an individual does not necessarily have to perform well or badly in multiple specific areas.
- g factor determines: processing speed, mental capacity, or intellectual performance (‘genius’ or ‘simple character’?)
- s factors determine: spatial, numerical, verbal, and mechanical abilities for specific areas
Multiple-factor theory of intelligence by Thurstone (1938)
Thurstone opposed Spearman’s idea of a superordinate general intelligence factor. Instead, he developed a multiple-factor theory of intelligence that established 7 primary factors. These primary factors are all on the same level.
Thurstone’s 7 primary mental abilities (PMA):
- Number facility
- Verbal comprehension
- Word fluency
- Spatial visualization
- Associative memory
- Perceptual speed
Berlin model of intelligence structure (BIS) by Jäger (1984)
In German-speaking countries, intelligence research was strongly influenced by Jäger’s descriptive model which can be divided into 2 modalities: operational abilities and content-related abilities. Like Spearman, he assumes a superior general factor g. The Berlin Model of Intelligence Structure (BIS) is derived directly from Jäger’s model.
|4 Operational abilities||3 Content-related abilities|
|Memory: actively memorizing and short-term or medium-term recall or reproduction||Verbal thinking: degree of acquirement and availability of verbal material|
|Creativity: fluid, flexible, inventive production of ideas||Figural thinking: figural, pictographic|
|Processing capacity: easiness of processing complex information and concentration||Numerical thinking: degree of acquirement and availability of numerical material|
|Processing speed: speed of operation, speed at which information is processed|
Model of fluid and crystallized intelligence by Cattell (1971)
Fluid intelligence is the native ability to handle new situations and to solve problems without utilizing previously acquired knowledge. Fluid intelligence is independent of culture and develops during childhood.
Crystallized intelligence describes the acquired knowledge. This knowledge is culture-specific with respect to knowledge contents and possible experiences. Crystallized intelligence peaks during adolescence and usually remains constant even in old age.
Changes in Intelligence
The proportion of older people in the population is continually increasing and understanding the development of intelligence in old age is becoming a focus of medicine and research. Old people notably differ in their degree of cognitive abilities. For the most part, not age but training is crucial.
Average values of the development of intelligence:
- Until the age of 75: minor changes
- Afterward: Accelerated degradation of cognitive functions
Measuring Intelligence: Intelligence Tests
Intelligence tests are psychological methods for the assessment of cognitive performances or of intelligence, characterized as IQ. They are always standardized to a group, meaning that the results of the tests have a normal distribution in a certain population and the result of an individual is always a comparison with other individuals within this group.
Wechsler intelligence scale: WIS
To date, the Wechsler Intelligence Scale for Children (WISC) and adults (WAIS), developed by the psychologist David Wechsler, is the most commonly used intelligence test. It is based on the general factor by Spearman and is broadly divided into a verbal subtest and a performance subtest. Accordingly, a verbal IQ and a performance IQ is calculated; their mean makes the full-scale IQ.
The different subtests test for:
|Verbal part||Action part|
The test is suitable for the assessment of the general cognitive state of development and for the examination of age-, environment-, or disease-related performance impairments in specific areas.
WIS represents an individual test: a subject acts with an examiner. The test takes about 60–90 minutes. In order to ensure the objectivity of the administration, the examiner follows highly standardized instructions. Furthermore, WIS expresses a culture-independent assessment of intelligence.
Analysis of WIS
The mean of WIS is 100 points, the standard deviation is 15 points, and its design precludes gender differences. Furthermore, there are versions for adults, school children, and preschool children. The IQ is taken from the averaged verbal and performance subtests.
Examples of tasks included in WIS
- Information: What is the capital of France?
- Comprehension: What do you do if you find an injured person lying on the sidewalk?
- Arithmetic: John bought 3 books for 5 dollars each, and paid a 10% sales tax. How much did he pay altogether?
- Similarities: How are a snake and an alligator alike?
- Digit Span: The subject hears a number string once (e.g. 7 4 9 7 2) and has to verbally repeat it forward or backward.
- Vocabulary: What is the meaning of the word ‘articulate’?
- Digit-Symbol Coding: The subject receives a code that should help to assign specific symbols to specific numbers (e.g. 1, 2, 3, 4).
- Picture Completion: In a displayed picture, the subject has to name what is missing in the depiction (e.g. ox without horns)
- Block Design: Specific displayed patterns must be reconstructed with cubes.
- Picture Arrangement: A quantity of jumbled up pictures (e.g. comics) have to be arranged in chronological order so that they make an intelligible story.
- Object Assembly: The subject has to assemble a known object from a certain quantity of pieces of a puzzle.
Intelligence Structure Test (IST)
The Intelligence Structure Test is based on the multiple-factor theory by Thurstone and is designed to be a group test which can be taken individually. It comprises a verbal, figurative, and numerical subtest; a newer version of IST 2000 also tests for memory. From the verbal, figurative, and numerical factors, a secondary factor—reasoning is calculated. The administration of IST lasts around 90 minutes and can be taken by pen and paper or on the computer.
The objectivity of IST is very high because the subjects work individually without the interference of an examiner.
The mean IST score is 100 points and the standard deviation is 10 points. An overall IQ cannot be determined from IST; it only yields values for the separate subtests.
Culture Fair Test (CFT)
The culture fair test is based on Cattell’s model of crystallized and fluid intelligence. The test assesses culture-independent fluid intelligence. It consists of the 4 nonverbal subtests—series, classifications, matrices, and conditions.
Progressive Matrices Test by Raven (1936)
The progressive matrices test by Raven is a nonverbal multiple-choice intelligence test. During World War II, every draftee underwent the progressive matrices test, independent of literacy. The tasks of the test are based on understanding a present pattern and selecting the missing piece from a series of several provided pieces. There are 3 different types of matrices: standard, colored, and advanced matrices.
In 2007, 2 studies concluded that people with Asperger syndrome or classic autism achieve higher scores on average on the progressive matrices test than on WIS.
Intelligence and Achievement
The reason for assessments of intelligence is associated with the prediction of achievement variables: achievement in school, at work, in academics, etc. Students are divided into 2 groups, according to their achievements and their intelligence:
- Underachiever: Achievement is not as high as expected (frequent cause: motivational deficits).
- Overachiever: Achievement is higher than expected (frequent cause: high conformity, ambition, and effort).
Excursus: The Dunning-Kruger Effect
‘If you’re incompetent, you can’t know you’re incompetent… [T]he skills you need to produce a right answer are exactly the skills you need to recognize what a right answer is.’ (David Dunning)
In their studies, Dunning and Kruger were able to identify certain characteristics that can typically be found in individuals who are unconsciously incompetent.
- Overestimate their own abilities and skills
- Fail to recognize their own lack of competence