BTCF Adaptive Intelligence Formula

Journal of Psychoeducational Assessment, 2013

The two studies conducted by Weiss, Keith, Zhu, and Chen in 2013 on the Wechsler Adult Intelligence Scale (WAIS-IV) and the Wechsler Intelligence Scale for Children (WISC-IV), respectively, provide strong evidence for the validity of a four-factor solution corresponding to the current hierarchical model of both scales. These analyses support the calculation of the four index scores and the Full Scale IQ. In this article, we discuss some limits of these validation efforts: (a) the incomplete measurement of the construct, (b) the problem of correspondence between factors and broad abilities, (c) the gap between a structural model and a functional model of intelligence, and (d) the difficulty of combining the measurement of global intelligence and broad abilities. Finally, the option of a five-factor model underlying the index scores is analyzed and its potential for future Wechsler scales is discussed. provide strong evidence supporting the calculation of the Full Scale IQ and the four Index scores in the Wechsler Intelligence Scale for Children (WISC-IV) and the Wechsler Adult Intelligence Scale (WAIS-IV). The correlations observed between the subtests are consistent with a hierarchical model of intelligence with g at the apex and four or five broad abilities, corresponding to Gc, Gf, Gv, Gsm, and Gs in the Cattell-Horn-Carroll (CHC) model, at the second level of the structure. However, Weiss et al. ( , 2003b results also show that interpretations based on factor index scores is complex and that the relations between the factor index scores and the latent variables in the models are not straightforward. The Weiss et al. ( , 2003b results are supportive of the calculation of the composite scores of the WISC-IV and WAIS-IV, but they are insufficient for a comprehensive interpretation of the index scores. In this article we discuss this issue starting from a historical review of the structure of the Wechsler scales, showing the improvement of the fit between the subtests intercorrelations and the underlying ability structure. Then, we discuss

Current Directions in Psychological Science, 2019

For more than a century, the standard view in the field of human intelligence has been that there is a “general intelligence” that permeates all human cognitive activity. This general cognitive ability is supposed to explain the positive manifold, the finding that intelligence tests with different content all correlate. Yet there is a lack of consensus regarding the psychological or neural basis of such an ability. A recent account, process-overlap theory, explains the positive manifold without proposing general intelligence. As a consequence of the theory, IQ is redefined as an emergent formative construct rather than a reflective latent trait. This implies that IQ should be interpreted as an index of specific cognitive abilities rather than the reflection of an underlying general cognitive ability.

Due to the prevalence of IQ tests in Western cultures as a method of categorization (McClelland, 1973), intelligence testing has thus accumulated a large volume of literature. An objective definition of intelligence seems to have escaped the grasp of academics, with many conceptualisations of intelligence owing their origins to socio-cultural influences (Sternberg, 2000). The aim of this experiment was to examine intelligence testing measures and understand how to transform z scores into standardised IQ scores. Digit Span, a subset of the Working Memory Index of the WAIS-III was administered to 12 undergraduate university students. Participants were asked to perform two tasks independently of each other, Digit Span Forward (DSF), and Digit Span Backward (DSB). To ensure validity and objectivity in the administration of the test, the examiner was required to adhere to certain rules concerning voice inflection on the final number of a sequence, and speaking the numbers at a rate of one number per second. A more detailed procedure concerning examiner guidelines can be found in the method section of this report. Z scores were calculated from the participant’s raw data scores, which were then transformed into standardised IQ scores. The standardisation of z scores allows for a broader interpretation of an individual’s raw data scores in comparison to others of a similar age and demographic. Furthermore, in this experiment the validity of intelligence testing measures as accurate measures of intelligence was investigated.

Roeper Review, 2001

Canadian Psychology/Psychologie canadienne, 2009

There is no more central topic in psychology than intelligence and intelligence testing. With a history as long as psychology itself, intelligence is the most studied and likely the best understood construct in psychology, albeit still with many "unknowns." The psychometric sophistication employed in creating intelligence tests is at the highest level. The authors provide an overview of the history, theory, and assessment of intelligence. Five questions are proposed and discussed that focus on key areas of confusion or misunderstanding associated with the measurement and assessment of intelligence.

Applied Measurement in Education, 2019

This brief article introduces the topic of intelligence as highly appropriate for educational measurement professionals. It describes some of the uses of intelligence tests both historically and currently. It argues why knowledge of intelligence theory and intelligence testing is important for educational measurement professionals. The articles that follow in this special issue will provide readers with considerable information about the history of intelligence theory and testing, and especially of the Cattell-Horn-Carroll (CHC) model of testing and its implementation. The following articles will also provide a well-reasoned approach to the way science should work in evaluating tests and the models on which they are based.

Intelligence is the innate ability of living beings to respond to their environment for survival, growth, and fulfilment. For humans, intelligence is developed further to make language, logical reasoning, creativity, conceptual thinking and philosophy possible. Definition: A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on", "making sense" of things, or "figuring out" what to do. – ”Mainstream Science on Intelligence”, Standardised IQ testing is useful for predicting important outcomes such as job performance etc. IQ is described as a "quotient" because, originally, it represented the ratio between a person's "mental age" and actual chronological age. Harvard psychologist Howard Gardner’s theory of multiple intelligences divides intelligence into at least seven different components: logical, linguistic, spatial, musical, kinaesthetic, intra-personal and inter-personal intelligences. Modern research shows that the dendrites, axons, and glial cells in the brain multiply in response to mental challenges. ‘The Complete Mental Fitness Book’, Tom Wujek speaks of four important mental muscles to be exercised are : Mental Strength, Mental Flexibility, Mental Endurance, and Mental Coordination. Edward de Bono, researcher of Lateral Thinking, speaks of the PMI (plus, minus, interesting) technique to analyse issues of common interest in a creative way. A more creative way to analyse situations is the Six Hat Thinking technique, where coloured hats represents different types of thinking. In “The Mind Map Book,” Tony Buzan speaks of intelligence as a skill to be learnt. He suggests using a mind map to explore and capture complex ideas and concepts. Intelligence is thus not just a gift inherited genetically from our parents but is also a measure of the learning that we gather from different sources as well as a measure of our will to exercise these abilities that are inherent within us.

2014

Human Intelligence, the greatest predictor of an individual’s success, reflected from his thinking abilities and behaviour, has taken different connotations in different ages. Primarily assessment of Intelligence was limited to its rational domain. Gradually, with humanistic psychology gaining significance and neurological findings giving neural base of emotional intelligence, the horizon of the concept became broad. But IQ-EQ paradigm fell short of explaining the richness and magnanimity of human behaviour. With the emergence of positive psychology, SQ became a vital component of human thinking and wellbeing. This paper is an attempt to view Intelligence with a multidimensional holistic perspective and propose a model of SQ defining it as a universal ability reflected in the routine behaviour of an individual that gives an edge to the human species over others. A review of assessment of Intelligence (IQ, EQ and SQ), and the implications in varied context have been discussed. It has...

Journal of Psychoeducational Assessment, 2015

It is well established that Canadians produce higher raw scores than their U.S. counterparts on intellectual assessments. As a result of these differences in ability along with smaller variability in the population’s intellectual performance, Canadian normative data will yield lower standard scores for most raw score points compared to U.S. norms. Two recent studies have questioned the utility of the WAIS–IV Canadian norms based on the performance of a mixed clinical sample of post-secondary students. These studies suggest that a greater proportion of cases from their mixed clinical samples fall below a full-scale IQ of 85 using the WAIS–IV Canadian norms than should be “expected.” The purpose of the current study is threefold: First, to summarize the consistent finding of Canada–U.S. differences on measures of ability and present new empirical analyses to demonstrate these results are not due to a smaller sample size for Canadian norms. Second, and most importantly, matched sample ...