Intelligence tests

nursing education
first-year MSc nursing

1. INTELLIGENCE TESTS Presented by Mrs. Arifa T N First year M.Sc Nursing MIMS CON

2. Introduction Intelligence is one of the most extensively used and emotionally charged concepts of psychology. Psychologists make at the focal point of their study. Intelligence provides the key to know how individuals differ from one another and what way they understand the world.

3. The term “ Intelligence ” is the combination of two Latin words ‘inter’ means between and ‘ legre ’ means to choose. So the term intelligence means ‘to choose between’

4. Definition: Intelligence “Intelligence is the tendency to take and maintain a definite direction ( goal directed behavior) the capacity to make adaptations for the purpose of attaining the desired goal; and the power for auto (self criticism) Alfred binet

5. It is the ability to think abstractly and to learn readily from experience Flynn 1987 Intelligence is the global capacity of the individual to think rationally, to act purposefully and to deal effectively with the environment Wechsler’s

6. Some psychologist have divided intelligence into subcategories. For example Howard Gardner Musical Bodily-kinesthetic Logical-mathematical Linguistic Spatial Interpersonal Intrapersonal

7. History of intelligence testing During 1990 s the French government asked psychologist Alfred Binet to help decide which students were mostly likely to experience difficulty in schools. The government had passed laws requiring that all French children attend school, so it was important to find a way to identify children who would need specialized assistance

8. Binet and his colleague Theodore Simon began developing a number of questions that focused on things that had not been thought in school such as attention, memory and problem solving skills. Using these questions, Binet determined which ones served as the best predictors of school success

9. Theodore Simon

10. He quickly realized that some children were able to answer questions that were more advance than older children were generally able to answer questions that younger children could typically answer. Based on this observation, Binet suggested the concepts of a mental age or a measure of intelligence based on the average abilities of children of a certain group

11. This first intelligence test, referred to today as the ‘Binet Simon scale’, become the basis for the intelligence tests still in use today. Binet stressed the limitations of test, suggesting that intelligence is far too broad a concept to quantify with a single number. Instead, he insisted that intelligence is influenced by a number of factors changes over time and can only be compared among children with similar backgrounds.

12. In 1905, Alfred Binet and Theodore Simon a system for testing intelligence with scoring based on average mental levels of various age groups. German psychologist L Wilhem Stern was the first to coin term intelligence quotient (IQ) a figure derived from the ratio of mental age to chronological age. Although stern’s method for determining IQ is no longer in common use.

13. L Wilhem Stern

14. An average IQ score is considered to be 100, with deviations based on this figure Alfred Binet is the father of intelligence test construction movement

15. Assessment of intelligence

16. We can observe the intelligence of an individual only to the extent that is manifested by him in one more intelligence tests. The term assessment is preferred because, intelligence being only a concept or an abstraction rather than a substance it cannot be measured in physical units like a length of cloth or temperature of the body. In this context, Griffiths (1993) observes the standard of measurement is group performance.

17. Classification of intelligence test Based on number of individuals to be tested, intelligence tests can be classified as Individual intelligence tests Group intelligence tests Based on the format, intelligence tests can be classified as Verbal intelligence test Non verbal intelligence test

18. Individual intelligence test In this, a single individual is tested at any single point of time Group intelligence test A group of individual are tested at a single point of time

19. Verbal or language test In there the subjects make use of language in which the instructions are given in words, written, oral or both. The individual being tested are required to use language, verbal or written for their responses

20. The test content is loaded with verbal material which may include varieties of the items listed below Vocabulary test Memory test Comprehension test Information test Reasoning test Association tests

21. Vocabulary test Subjects is required to give the meaning of words or phrases Eg: What is the meaning of word “eventually” ? Memory test These test is designed to test the subjects immediate and long term memory and include recall and recognition type of items Eg: Recalling teachers name, date of birth of siblings

22. Comprehension test the subject is tested for the ability to grasp, understand and react to a given situation Eg : Why do big ships float in the sea while a small needle would sink in it ? Information tests The subject is tested for knowledge about the things around by means of these tests. Eg: where is the Tajmahal situated

23. Reasoning tests Subjects is asked to provide answers which demonstrate this ability to reason-logically analytically, synthetically, inductively or deductively as outlined below Eg: Complete the series 1,2,4,7,11,16,22,29,…?,..? Association tests Subjects is tested for his ability to point out the similarities or dissimilarities between two or more concepts or objects Eg: in what ways are animals and plants alike? Which of the items mentioned below is the odd one?

24. Non verbal and non language test Involves activities in which the use of language is not necessary except for giving directions Performance tests are a typical example of such tests main features:- The contents of the tests are in the form of material objects. What is required for the subjects is conveyed by the tester through oral instructions, or by pantomimic & signs.

25. The subject’s responses are assessed in terms of how he reacts or what he does rather than what he says or writes. Generally there are individual tests. As pillai (1972) observes: “these cannot be used as group tests, chiefly because it is necessary to supervise the individual testee at work and give him necessary directions”

26. Individual verbal tests Tests involving the use of language which are administered to one individual at a time belong to this category Eg: Standford binet scale The modern binet scale

27. Stanford Binet test It is the revised form of the Binet Simon test French psychologist Alfred Binet 1916 –father of the intelligence test construction movement, along with Theodore Simon in 1905. consisting 30 items (arranged in order of increasing difficulty ) grade for different levels. Later, American revision of this test was published in 1931 by Terman at Stanford university. 1937, another revision was carried out with the help of Maced A merril

28. The 1960’s revision is known as the Stanford Binet Scale and is widely used as an individual intelligence test The tests in the scale are graded into age levels extending from age 2 to 22 years. These tests range from simple manipulation to abstract reasoning The scale adopted in India in 1922 by CH Rice and he published “Hindustani Binet Performance Point Scale”

29. Budhi Pariksha Anusilan : The State Manovigyan Sha of UP has made the indian version of the stanford binet test

30. Binet defined intelligence as the capacity To find and maintain a definite direction or purpose To make necessary adaptations, ie , strategy to adjustment to achieve that purpose. To engage in self criticism so that necessary adjustment in strategy can be made

31. Binet defined two principles of test construction Age differentiation : refer to the fact that with increasing age children develop their abilities thus older children have grater abilities than younger ones General mental ability : spearman developed his own theory of general mental ability based on idea that a single general factor underlies all intelligence

32. Modern theories have taken this concept further in gf-gc There are two type of intelligence Fluid >gf Crystallized >gc Mental age : this concept was introduced in 1908 in the 2 nd revision Binet scale It is a unit measurement for expressing result of intelligence test A subject mental age is based on his performance compared with the average performance of individuals in a specific chronological age

33. Eg: if a 6 year child can perform task that the average age of 8 years can do, then the average age of 6 year old. Child is said to have mental age 8 Chronological age: is a measure of an individual’s age based on the calendar date in which he or she was born.

34. Intelligent quotient (IQ) IQ is a unit of measure of expressing the result of intelligence test. Introduced in the Terman 1916 Stanford Binet revision of Binet Scale IQ is the ratio of subjects mental age (as determined by his or her performance on intelligence test) and chronological age. This ratios then multiplies by the 100 to eliminate fractions

35. IQ = MA (mental age) x100 CA ( chronological age) Binet Stanford intelligence test is the revision of Binet Simon test in 1986 modified by American Psychologist Termon . It is one of the first examples of an adaptive test.

36. The modern Binet Scale The 4 th and 5 th edition of the Stanford Binet test scale continued of innovations and incorporation of central psychometric and theoretical concepts The modern 2003 fifth edition provide a more standardized hierarchical model with 5 factors at the top of the hierarchy is the general intelligence each factors has equally weight verbal and non verbal measures

37. This test is administered to individuals and not in group. It is a cognitive ability and intelligence test that is used to diagnose developmental or cognitive deficiencies in young children. There are 10 subsets included in this revision including both verbal and non verbal domains The test measures five weighted factors and consists of both verbal and non verbal aspects subsets The five factors being tested are

38. General intelligence Fluid reasoning Verbal No verbal Knowledge Verbal No verbal Qualitative reasoning Verbal No verbal Visual/spatial reasoning Verbal No verbal Working memory Verbal No verbal

39. Administration of test Each of the five cognitive factors is measured by a non verbal subset and a verbal subset For every verbal subsets that is used there is a non verbal counter part across all factors Takes approximately 1 hr to administer Begins with the object ‘series/matrices’ subtest used to assess non verbal fluid reasoning This subtest is also used as a ‘routing’ test. The score on this test determines where the examiner begins testing on the remaining non verbal subtests.

40. Has 36 items, uses colored plastic shapes, toys, blocks, then matrices Examiner begins at the ability level of the examinee (usually the chronological age of the person) Next subtest administered is the vocabulary subtest used to assess verbal knowledge This subtest is used as a routine test for all of the remaining verbal subtests Starts with an identification of facial feature, then toys, then picture, then world definition

41. Scoring Points are summed for each of subtests and consorted to a ‘scaled score’ Depending on age and ability, administration can range from 15 minutes to an hour and fifteen minutes this test include following subscales Verbal test Reporting digit , defining the word, answering questions, stating similarity and differences and naming object.

42. Performance test Drawing circle of spiral, building wooden box, folding paper in certain way and pictures. This test is known as intelligence test IQ Based on IQ test we can divide or interpret as follows

43. Measure IQ range Category 145-160 Very gifted or highly advanced 130-144 Gifted or very advanced 120-129 Superior 110-119 High average 90-109 Average 80-89 Low average 70-79 Borderline impaired or delayed 55-69 Mildly impaired or delayed 40-49 Moderately impaired or delayed

44. Nearly 95%belongs to low IQ and only 5% belongs to high Current usage Very useful in assessing intellectual capabilities of people ranging from young children all the way to adults Used for clinical and neuropsychological assessment Used for educational placement Used for carrier assessment Used in research on aptitude

45. Criticism of Stanford Binet IQ test It does not measure adaptive decision–making skills Certain rational thinking skills which are part of day-to-day life and not taught in educational institute are not assessed It ignores a large part of cognitive functioning which is the basis of rational thought and action The non cognitive domains like motivation, empathy etc are not assessed

46. Cannot compare people of different age categories, since each category gets a different sets of tests Very young children tend to do very poorly or the test due to the fact that they are lacking in concentration needed to finish the set.

47. Individual non verbal test Individual performance test In these tests the contents and responses are in the form of performance and language is not used and include items which require responses in terms of motor activities

48. Generally the activities used to tests are the following types Block building or cube construction To fit blocks in holes Tracing a maze Picture arrangement or picture completion

49. A group of performance tests organized into a scale or battery is used in performance to just one or two tests in order to obtain a comprehensive idea of a person’s mental ability Some of the better known scales are The Pinter Patternson Scale The Arthur Point scale Alexander’s battery of performance tests

50. The Pinter Patternson Scale A popular scale in USA, designed in 1917 for deaf and linguistically backward children. Comprehensive scale which includes 15 subtests viz. mace and focal picture board, Seguin form board the five figure board, the two figure board, the carsuit board, the triangle test, the diagonal test, the healy form board, puzzle test mankin test, the feature profile test, the adaptation board and the cube test etc.

51. The performance on this scale is timed and marks are given performance. These are added up and are compared with the established norms given in the manual to interpret the subjects general intelligence

52. Arthurs’s point scale Developed by Grace Arthur by adopting a point scale than the median mental age for the method of scoring Its new version includes The Knox Cubes, The Seguin Form Board, Two Form Figure Board, Mankin Test, Feature Profile, Mace and Foal Picture Board, Healy Picture Completion and Koh’s Block Design Test

53. Alexander’s battery of performance tests

54. The Passalong test Consist of small blue and red cubes placed in differing numbers in small shallow wooden trays and the position of these cubes is to be reversed by moving them about but without lifting them from trays. There are 9 such patterns printed on cards and the subjects is required to manipulate the cubes within the space of the wooden tray without lifting them so that their position is reversed

55. Ie , if originally placed on one side indicating blue color, they have to be shifted to the opposite side indicated by red color. Individual perfomance is evaluated in terms of success in the task and the time taken

56. Koh’s block design Test at present consist of 17 graded patterns which are pointed on cards and colored cubes matching the color of pattern. The cubes are colored half blue and half yellow, red or white. The subjects is required to manipulate the cubes to match the patterns one by one with a time limit to earn the maximum marks or deduction in case the time limit is exceeded

57. The cube construction test The cube construction test consist of 26 cubes , some colored on three sides, some on two, some on one and only one on one. With the help of these cubes, the subject is required to assemble a square block consisting of nine cubes so that three sides are colored and the top is colorless Similarly there is another square block of nine cubes in which all the sides are colored but the top and the bottom faces have to be colorless

58. The subject has to use this judgment to place the cubes in the right positions to arrange them in square blocks as quickly as possible and points are scored in terms of time taken.

59. Bhatia’s battery of performance test CM Bhatia works in this regard to develop tests I India. Bhatia’s battery of performance tests developed by him contains Koh’s Block Design Test, Alexanders Passalong Test, Pattern Drawing test, Picture Construction Test and an Immediate Memory Test for digits with an alternative form for the use of illiterate subjects

60. Wechsler Bellevue intelligence scale This test as developed by American psychologist Wechsler called Wechler intelligence test The Wechsler Adult Intelligence scale ( WAIS) Is a test designed to measure intelligence in adults and older adolescents. The (WAIS-I) was published in february 1955 by David Wechsler, as a revision of the Wechsler-Bellevue Intelligence scale, that has been released in 1939 It is currently in its 4 th edition (WAIS-IV) in 2008

61. Intelligence definition by Wechsler The global capacity of a person to act purposefully, to think rationally and to deal effectively with his environment.

62. Test details The current version of the test has 10 subsets. In this version verbal/performance subscales from previous version are removed. These are replaced by index scores. There are four index scores representing major components of intelligence Verbal comprehension index (VCI) Perceptual reasoning index (PRI) Working memory index (WMI) Processing speed index (PSI)

63. Verbal comprehension index (VCI) Similarities This assesses abstract verbal reasoning Vocabulary This assesses the degree to which one has learned, been able to comprehend and verbally express vocabulary Information This assesses the degree of general information acquired from culture Comprehension This assesses the ability to deal with abstract social conventions, rules and expressions

64. Perceptual reasoning index (PRI) Block designs It assesses spatial perception visual abstract processing a problem-solving ability of the individual. Matrix reasoning It assesses non verbal abstract problem solving, inductive reasoning as well as spatial reasoning Visual puzzles It assesses spatial reasoning like picture completion test for ability to quickly perceive visual details and figure weights for generative and analogical reasoning

65. Working memory index (WMI) Digit span Assesses attention, concentration and mental contest Arithmetic Assesses concentrations while manipulating mental mathematical problems Letter-number sequencing Attention, concentration, mental control

66. Processing speed index (PSI) Symbol search assesses visual perception/ analysis and scanning speed Coding Assess visual motor coordination, motor and mental speed as well as visual working memory Cancellation It assesses visual perceptual speed

67. Two broad scores are also generated, which can be used to summarize general intellectual abilities Full scale IQ: based on the total combined performance of VCI,PRI,WMI and PSI. General ability index (GAI): based only on the 6 subsets that the VCI and PRI comprise

68. The WAIS-IV measure is appropriate for use with individuals aged 16-90 years. For individuals under 16 years, the Wechsler intelligence scale for children (WISC, 6-16 years) and the Wechsler preschool and primary scale of intelligence (WPPI-2 1/2- 7 years, 3 months) are used.

69. A short, four-subtest version of the WAIS-III battery has been released, allowing clinicians to form a validated estimate of verbal performance and full scale IQ is a shorter amount of time. The Wechsler abbreviated scale of intelligence (WASI) uses vocabulary, similarities, block design and matrix reasoning subtests similar to those of the WAIS to provide an estimate of full scale IQ in approximately 30 minutes

70. Advantages It uses point scale concept instead of age scale, credit/ points are assigned to each item Analysis is made of an individuals ability in a variety of content areas (as opposed to use general score) It includes non verbal performance scale This test is available in all languages It can be easily applied for all the age groups It can be administer in short form Possibility of directly comparing an individuals verbal and non verbal intelligence Utilized I population with psychiatric illness or brain injury Specific subtest provides information about specific cognitive function Useful in special abilities and disabilities

71. The group verbal intelligence tests The tests which necessitate the use of language and use applied to a group of individuals at a time come under this category. Some of the earlier tests belonging to this category are Arma alpha test (developed during world war I) Army general classification test (developed in world war II) Several group verbal tests are in these days; some of the popular Indian tests of this nature are,

72. C.I.E verbal group test of intelligence (Hindi) constructed by Professor Uday Shankar The group test of general mental ability ( Samuhik Manasik Yogyatha Parikasha ) constructed by S. Jalote (Hindi) Group test of intelligence, prepared by Bureau of psychology, Allahabad (Hindi) Drayag mental group intelligence test ( Samuhik Budhi Pariksha , Hindi). This test has published by mansayan , Delhi.

73. General mental abilities test, prepared by P.S Hundal of Panjab University (Panjabi) Group verbal intelligence test prepared by P.Gopala Pillai of keral university ( malayalam ) Samuhik budhi pariksha (Hindi), prepared by P L Shrimali , Vidhya Bhavan G.S Teachers College Udaipur. Samuhik budhi ki jaanch (Hindi) prepared by S.M Mohsin , Educational and Vocational Guidance Bureau, Bihar, Patna.

74. Group non-verbal intelligence These tests do not necessitate the use of language and are applicable to a group of individuals at a time. The difference between performance tests (used for an individual) and non verbal tests (used for a group) is one of the degree as far as their non verbal nature is concerned. The individual performance tests require the manipulates by the subjects, of concrete objects or materials, supplied in the test.

75. The responses are purely motor in character and seldom require the use of paper and pencil by the tester (except in a case like maze test etc), where as the test material in non verbal tests, used for group testing, is provided in booklets and requires the use of a pencil by testee . The test materials does not contain words or numerical figure, it contains pictures, diagrams and geometrical figures etc printed in a booklet.

76. The test materials does not contain words or numerical figures it contains pictures, diagrams and geometrical figures etc printed in a booklet The subject is required to fill in some empty spaces, to draw some simple figures, to point out similarities and dissimilarities, etc. The subjects uses paper and pencil he does not need to know words or numerical figures. What the subject is required to do is explained clearly by examiner usually through demonstrations so as to make the least possible use of language.

77. Eg: Army beta test Chicago non verbal test Raven’s progressive matrices test

78. Ravens Progressive Matrix Developed by John C Raven a British psychologist in 1936 It is a non verbal group test typically used in educational settings In each tests, the subject is asked to identify the missing element that complete a pattern. It based on ability to identify spatial relationship with object Used to 5 years to elderly age group. Comprised of 60 multiple choice questions, listed in order of difficulty

79. This format aids in measuring the test takes reasoning ability or, ( meaning –making) components of spearman’s of, which is often referred to as general intelligence. In each test items, the subject is asked to identify the nursing element that completes a pattern. Many patterns are presented in the form of a 4x4 x3x3 or 2x2 matrix, giving the test its name.

80. The matrices are available in there different forms for the participants of different ability

81. Standard progressive matrices Original 1 st form of the matrices, published in 1938 The booklet comprises five sets (A to E) of 12 items. Each (Eg A1 to A12) with items within a set becoming increasingly difficult, requiring ever greater cognitive capacity to encode and analyze information. All items are presented in black ink on a white background

82. Colored progressive matrices Designed for children aged 5 through 11 years of age, the elderly, and mentally and physically impaired individuals This test contains set A and B from the standard matrices, with a further set of 12 items inserted between the two, set Ab Most items are presented on a colored background to make the test visually stimulating for participants . However the last few items in set B are presented as black on white, in this way, if a subject exceeds the testers expectations, transition to sets C, D and E of the standard matrices is eased

83. Advanced progressive matrices The advanced form of the matrices contains 48 items, presented as one set of 12 (Set I) and another 36 (Set II). Items are again presented in black ink on a white background and become increasingly difficult as progress is made through each set. These items are appropriate for adults and adolescents of above average intelligence.

84. Advantages It can be administrate many people at time It can be given to people with multiple handicaps

85. C.I.E non verbal group test of intelligence Originally designed by J.W. Jenkins , this test is printed by CIE for adaptation in Hindi Medium schools . The test contains items such as the one illustrated here An item from CIE Non-Verbal group test of Intelligence

86. Vineland social maturity scale Is a non projective personality measure designed to help in assessment of social competence. Developed by American Psychologist Edgar Arnold Doll It naturally assesses one’s maturity status in a particular situation This tests differs from other tests because it is not directly assessing the object but through the caregiver like parents, neighbors, nurse etc.

87. The score is recorded is the form of SA (social age) or SQ (social quotient) This test consist of right subscales measuring Communication skills General self help ability Locomotion skills Occupation skills self direction Self- help eating Self help dressing socialization skills

88. The test is administered during an interview with a parent or other person familiarize with the person being assessed Uses To assess the individual social behaviour skills and relationships To assess the social maturity behaviour It is applicable in medical field

89. Uses, misuses and abuses of intelligence tests Values of intelligence testing Use in selection Admission to special education programme or course Offer scholarships Assigning specific responsibilities Selection for trainers for vocational program or job

90. Use in classification Helps in classifying individuals according to their mental makeup Use in the assessment of promotion Promotion of students to the next higher grades of classes Used in deciding the promotion of people in their chosen profession and social careers Uses in permission of guidance Results are used in providing educational, vocational and personal guidance to students by teachers and guidance personnel

91. Uses for improving the learning process Help to plan the teaching learning activities Use in setting proper level of aspiration To set one’s level of aspiration neither too high nor too low Proper assessment to establish a level of aspiration that is realistic in terms of intellectual potential. Use for diagnosis It have capacity to diagnose, distinguish and disseminate the differences in the mental functioning of individuals

92. Use in research work The results of intelligence tests can be used in carrying out research in the field of education, psychology and sociolgy

93. Misuse and abuse of intelligence testing Ill effects on students Disappointment Inferiority Mis -utilization of high IQ by gifted students Misuse by teachers and parents Discouraging students Generate excessive confidence The gifted may be neglected Misuse by society Segregation, casteism , racial discrimination etc .

94. Drawbacks of intelligence test No intelligence test by itself or combination with others can ever measure the true pychopotential or mental functioning of an individual. At the most they can assess the IQ rather than the real cognitive ability of an individual It is very difficult to find equal volume of IQ with the help of different IQ tests. It is quiet surprising and rather confusing when a child scores very high on one test and very low on another

95. No intelligence tests, including the most refined performance tests can be claimed as culture free or culture fair tests. More over, these are not completely free of practice and coaching effects Intelligence tests are of fifth help in determining a child’s over all potentially because they do not go beyond the subjects cognitive abilities No conclusions can be drawn from there about one’s aspiration, motives, aptitudes, attitudes, interests, likes and dislikes and personal choices etc.

96. Physical condition such as mental and physical fatigue and ailments seem to interfere with performance test anxiety is another factor. Emotional and psychological factors may also present obstacles.

97. Bibliography BALACHANDRAN. M, PSYCHOLOGY FOR NURSING STUDENTS,1 STE ED;THIRUVANANTHAPURAM ; MANNAS PUBLICATIONS;2003 S.K MANGAL, ADVANCED EDUCATIONAL PSCHOLOGY;2 ND ED;NEW DELHI;PHI LEARNING PRIVATE LIMITED;2010 SHABEER P BASHEER,TEXTBOOK OF NURSING EDUCATION;1 ST ED;NEWDELHI;EMMESS;MEDICAL PUBLISHERS;2015 SODHI.K,COMPREHENSIVE TEXT BOOK OF NURSING EDUCATION;1 ST ED;JAYPEE;2017 R.SUDHA, NURSING EDUCATION.PRINCIPLES AND CONCEPTS;1 ST ED;HARYANA;JAYPEE;2013