Theories of cognitive abilities Binet Develops with age, similar to physical ability Intelligence expressed in performance of complex acts Developed Binet-Simon scale to differentiate between "would not" and "could not" learners Only interested in individual's performance (shunned idea of IQ) Wilhelm Stern (1911) coined "intelligence quotient" as comparison measure Spearman Idea of single, global mental ability - "general intelligence" Noted cognitive abilities always positively correlated with academic achievement Thurstone Claimed there were 12 primary mental abilities General intelligence responsible for correlation between factors Jensen Idea of intelligence based upon reaction time required to perform tasks of varying complexity

Negative correlation between performance and task complexity Problem: Those who process faster will have quicker reaction Suggested positive correlation between processing and general intelligence Wechsler Adapted military Alpha and Beta tests for individual use Alpha test yielded verbal intelligence Beta test yielded performance intelligence Combined was full-scale intelligence, roughly equal to general intelligence Note: Primarily a clinical theory regarding use of test scores, not a theory of intelligence, per se Cattell - Horn Horn/Cattell statement (1966) identified 2 types Fluid intelligence Gf - problem-solving and information-processing ability Crystallized intelligence Gc developed by applying fluid intelligence to life experiences Have now expanded to 9 abilities Gf - fluid intelligence - ability to reason in novel situations Gc - crystallized intelligence - breadth and depth of general knowledge Gq - Quantitative ability - ability to comprehend and manipulate numerical symbols and concepts Gv - visualization processing - ability to see spatial relationships and patterns Ga - auditory processing - ability to discriminate sounds and detect sound patterns and relationships

Gs - processing speed - ability to reach quick correct decisions and maintain attention Gsm - short-term memory - ability to hold and use a block of information over a short time span Glr - long-term retrieval - ability to transfer material to permanent storage and retrieve it later CDS - correct decision speed - ability to reach correct judgments quickly Carrol Identified 3 strata 1st level - broad cognitive ability, general intelligence (Thurstone) 2nd level - small number of general factors (Cattell-Horn) 3rd level - large number of specific factors relating to performance on test-specific factors Sternberg Called triarchic because composed of 3 subtheories Contextual theory - different behaviors considered indicative of intelligence in different environments street smarts Experiential theory - applying knowledge and skills to new problems Componential theory - involves performance, knowledge-acquisition, and managerial components of problem solving and information processing Das-Naglieri PASS theory involving 4 basic processes

Planning - managing the problem-solving process Attention - ability to focus attention on problem to be addressed Simultaneous processing - ability to process complex pieces of information simultaneously Successive processing - ability to order elements of processing when necessary Labels associated with intelligence test scores Mental retardation (not P.C.) mentally challenged - original purpose of intelligence tests Gifted and talented Learning disabled (Learning challenged) Goddard promoted the use of intelligence tests to eliminate low functioning individuals from U.S. society, including immigrants Correlates with intelligence Gender Family size - negative correlation Birth order Occupation Geography Climate Social class

Rosenthal effect Individual general abilities tests Stanford-Binet Intelligence Scale: 4th edition Wechsler scales Kaufman Assessment Battery for Children (K-ABC) (American Guidance Services, 1983) Kaufman Adolescent and Adult Intelligence Test (KAIT) (American Guidance Services, 1993) Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) Das-Naglieri Cognitive Assessment System (DN-CAS) Advantages of individual abilities tests Provide aspects of clinical interview Individually administered Require considerable training, skill, and experience Opportunity to observe and judge variety of behaviors Opportunity to observe and judge aspects of individual's personality Opportunity to explore reasons for differences in factors within any given test Utility Individual diagnosis Verify or negate group intelligence test results Group general ability tests

Test of Cognitive Skills by California Test Bureau (CTB) and McGraw Hill (1993) Otis-Lennon School Ability Test by Psychological Corporation (1996) School and College Ability Tests by Educational Testing Service (ETS) and CTB/McGraw Hill Cognitive Abilities Test (CogAT) (Thorndike & Hagen, 1993) - Riverside Henmon-Nelson Tests of Mental Ability (Lambe, Nelson, & French, 1973) - Riverside Kuhlmann-Anderson Test (Scholastic Testing Service, 1982) Shipley Institute of Living Scale (Zachery, 1986) - Western Psychological Services Wonderlic Personnel Test (Wonderlic, 1983) - Author Multidimensional Aptitiude Battery (Jackson, 1984) - Research Psychologists Advantages Cost-effective Require simpler materials Usually offer more normative information Utility Educational institutions Industry Research Military Tests of multiple abilities Differential Aptitude Test Battery (DAT) General Aptitude Test Battery (GATB) - Currently unavailable