Intelligence

Dr. Naghma Javed

 Intelligence
Intelligence came from Latin word intelligere "to understand”.
Definitions:
“Intelligence is the aggregate or global capacity of the
individual to think rationally, to act purposefully and to deal
effectively with the environment” (Wechsler-1994)

“Intelligence is the ability to master the knowledge and skills

needed to succeed with in a particular culture”
(Lolurto-1991)
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Definition

 “…intelligence, that is to say, reasoning, judgment, memory, and the

power of abstraction” (Binet 1890, cited in Sattler, 1988, p. 45)
 “Intelligence is a general capacity of the individual consciously to adjust
his thinking to new requirements” (Stern, 1914)
 “An individual is intelligent in proportion as he is able to carry on abstract
thinking” (Terman, 1921, p. 128)
 “Intelligence is the capacity of the organism to adjust itself to an
increasingly complex environment” (Spearman, 1927
 Table Showing Responses of Experts on Thirteen Elements of Intelligence
 Descriptor % of Respondents
 Checking as Important
 Abstract thinking or reasoning 99.3
 Problem solving ability 97.7
 Capacity to acquire knowledge 96.0
 General knowledge 88.3
 Memory 80.5
 Adaptation to one’s environment 77.2
 Mental speed 71.7
 Linguistic competence 71.0
 Mathematical competence 67.9
 Creativity 59.6
 Sensory acuity 24.4
 Goal directedness 24.0
 Achievement motivation 18.9
 Source: Snyderman & Rothman (1987)
 Most of the earlier definitions as well as recent ones include the elements t
 Nature of Intelligence
• It is an innate mental ability which grows and is influenced by
the environment.
• It shows the capacity to adapt to new or changed situations
quickly and correctly.
• It is the ability to carry on higher mental processes such as
reasoning, criticism, rational and judgment.
• It shows the capacity to observe the relationship and
absurdities.
• It implies the capacity to learn and solve difficult tasks and
problems.
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 Types of intelligence:

Intelligence is divided into three kinds.

1. Concrete intelligence
2. Social or emotional intelligence
3. Abstract or general intelligence

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 Types of Intelligence
1. Concrete intelligence:
• This type of intelligence is applicable for using machines, tools and
instruments.
Ex. Mechanics, engineers are concrete intelligent.
2. Social intelligence:
• It is the ability to understand social situations and act wisely in
human relationship.
• Socially intelligent people know the art of winning friends and
influence them.
Ex. Leaders, ministers, salesmen, and diplomats are socially intelligent.
7
Cont.
.
3. Abstract and general intelligence
• It is the ability to respond to words, numbers and letters etc.
• This type of intelligence is required from study of books
literature.
Ex. Teachers, lawyers, doctors and philosophers.

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 Emotional intelligence
• First called social intelligence.
• The ability to perceive, express, understand, and regulate
emotions.
• Some studies show EQ to be a greater predictor for future success
than IQ.
• It is basis of the empathy for others, self awareness , and social
skills. e.g. eye contact, flexibility and cooperation
• It helps in building the therapeutic relationship with
patient.
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 Intelligence quotient (IQ)
• The abbreviation "IQ" was coined by the psychologist William
Stern.
• The idea of intelligence quotient was utilized first in 1916 by Binnet
and Simon test.
• Binnet and Simon used mental age to distinguish “bright” from
“dull” children.
• IQ is the ratio between the metal age and chronological age.
IQ = MA/CA x 100
Ex. A 6 years old boy with the mental age of 4.
IQ = 4/6 x 100 = 66.6
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 Classification of individual according to
Genius IQ 140above
Very superior 130-140 • The children those
Superior 120-130 perform more than
Above average 110-120 average of their age have
Average 90-110 IQ more than 100.
Dull average 80-90 • And those perform less
Borderline 70-80 than average of their age
Mild mental retardation 50-70 have IQ less than 100.
Moderate mental retardation 35-50
Severe mental retardation 20-35
Prof9o/2u3n/2d019mental retardation 0-20 10
 12 Multiple intelligence
• According to Howard Gardner there are eight types of
intelligence.
• The theory of multiple intelligences differentiates
human intelligence into specific 'modalities', rather than
seeing intelligence as dominated by a single general ability.
• Howard Gardner proposed this model in his 1983 book Frames
of Mind: The Theory of Multiple Intelligences.

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Gardner’s
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Multiple Intelligences:
• Visual / Spatial
• Verbal / Linguistic
• Logical / Mathematical
• Bodily / Kinesthetic
• Musical / Rhythmic
• Interpersonal
• Intrapersonal
• Natural
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 16 Theories
There are two main theories regarding intelligence. Every
approach comes up with his own perception and assumptions.
1. Factor theories of intelligence
1. Two factor theory or G-factor theory
2. Group factor or multifactor theory
2. Process oriented theories of intelligence
3. Sternberg’s Triacharic theory
 Two factor or G-factor
17
theory
• Two factor theory was developed by Charles Spearman
(father of factor analysis) in 1927.
• Intellectual abilities were comprised of two factors: one
general ability or common ability known as ‘G’factor and the
other a group of specific abilities known as ‘S’ factor.
• ‘G’ factor is universal inborn ability. Greater ‘G’ in an
individual leads to greater success in life.
• ‘‘S’ factor is acquired from the environment. It varies from
activity to activity in the same individual.
 18 G- factor theory :
• ‘‘S” factor is acquired from the environment. It varies from
activity to activity in the same individual.
• These specific abilities may be represented as :
S1, S2, S3 etc.
According to this theory:
An individual’s total intelligence (A) is the sum of the general
factor (G) and all his specific abilities (S). This can be expressed
as:
A = G+S1+S2+S3 +…….
 19 G factor vs. S factor

G factor S factor
It is Universal inborn ability Learned and acquired from
environment.
It is General mental ability These are specific abilities.
It is constant in one individual. It varies from activity to activity in
same individual.
G factor differs from individual to Individuals differs in the amount of S
individual. ability
Used in every activity of life.
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 Group factor or Multifactor theory
• This theory was advocated by LL Thurstone in 1938.
• This theory rejected General Intelligence.
• This theory considers intelligence a combination of numerous
separate factors.
• Instead of viewing intelligence as a single , general ability ,
Thurstone's theory focused on seven primary mental abilities.

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 21 Thurstone 7 factors
1. The Verbal Factor (V)—Found in tests involving Verbal
Comprehension.
2. The Spatial Factor (S)—ability to imagine an object in
space.
3. The Number Factor (N)—Ability to do Numerical
Calculations rapidly and accurately.
4. Memory Factor (M)—Involving ability to memorize
quickly.
 22
Thurstone 7 factors
5. The Reasoning Factor (R)—Found in tasks that require a
subject to discover a rule or principle involved in a series or
groups of letters.
6. The Perceptual Factor (P)- ability to perceive objects
accurately.
7. The Problem solving Factor (PS)- ability to solve problems
independently.
Based on these factors Thurstone constructed a new test of
intelligence known as:
‘‘Test of Primary Mental Abilities (PMA).
Neuropsychology

 Alexander R. Luria’s (1966; 1973; 1980) pioneering researches in the fields of

neuropsychology, information processing, and cognitive psychology have provided
the theoretical foundation to the PASS theory.
 Luria divided human cognitive processes into three primary functional units.
 i) Maintaining appropriate cortical arousal and attention to allow for adequate
vigilance and discrimination between stimuli is the primary function of the first unit.
 ii) The second unit is responsible for obtaining, elaborating upon, and storing
information using successive and simultaneous processes.
 iii) The third functional unit is responsible for programming as well as the regulation
and control of mental activity (i.e., executive functioning).
 Planning, self-monitoring, and structuring of cognitive activities are provided by this
functional unit
DAS, NAGLIERY AND KIRBY’S PASS
THEORY
 Das, Nagliery, and Kirby (1994) have developed a theory-based,
multidimensional view of intelligence with constructs borrowed from
contemporary research in neuropsychology, information processing and
human cognition
This theory has four components:

 Planning,
 Attention-Arousal,
 Simultaneous, and
 Successive
 (PASS) processing systems
 All four processes of the PASS theory have been operationally defined by
Das, Nagliery and Kirby (1994).
 Planning processes are required when a test demands that the individual
makes some decisions about how to solve a problem, execute an
approach, activate attentional, simultaneous, and successive processes,
monitor the effectiveness of the approach and modify it as needed
 The final component of the PASS model is output or action and behaviour.
It is suggested that both simultaneous and successive processes must be
used in the processing of cognitive tasks. Das (1998, p. 221) has thus
explained its salient features: “The PASS theory of intelligence
 (1) has given us tests to measure intelligence as a set of cognitive
processes,
 (2) discusses what the major processes are, and
 (3) guides us in the remediation of processing difficulties.”
Planning

 processes provide for the programming, regulation and verification of

behaviour and are responsible for behaviours, such as asking questions,
problem solving, and the capacity for self-monitoring. Other activities of
the third functional unit include regulation of voluntary activity, impulse
control, and various linguistic skills, such as spontaneous conversation. The
third functional unit provides for the most complex aspects of human
behaviour including personality and consciousness.
Simultaneous processing

 is associated with the occipital-parietal areas of the brain. The essential

aspect of simultaneous processing is the surveyability; that is, each
element is related to every other element. Das (2004) has explained with
the help of following example. “To produce a diagram correctly when
given the instruction, “draw a triangle above a square that is to the left of
a circle under a cross,” the relationships among the shapes must be
correctly comprehended” (Das, 2004, p. 9).
Successive processing

 is associated with the fronto-temporal areas of the brain and involves the
integration of stimuli into a specific serial order where each component is
related to the next. That is, in successive synthesis, “each link integrated
into a series can evoke only a particular chain of successive links following
each other in serial order”. For example, in language processing,
successive processes involved with are decoding and producing syntax,
and articulating speech.
 31
2. Process Oriented
Theories
• The process-oriented theorists tend to focus on the
development of intellectual processes that how the processes
change as individual matures.
• Focused on cognitive development rather than intelligence.
• Process oriented theories given by Jean Piaget and Brunner.
 I. Piaget’s theory of cognitive
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development

• According to Piaget, intelligence is an adaptive process.

• Piaget viewed intellectual development as an evolution of
cognitive processes such as understanding the laws of nature
, the principles of grammar & mathematical rules.
• He focused on schemas, assimilation and accommodation.
 33 Brunner’s theory:
• This growing abilities are influenced by the environment especially the
rewards and punishments people receives for particular intellectual skill.
• In contrast to Piaget;
Bruner argued that any subject can be taught effectively to any child at any
stage of development.
• For example, it would not be appropriate to teach a three year old complex
physics,
however, Bruner contented that they could be taught some
principles of physics (e.g., force, mass, momentum, friction) in
enactive form and later repeated in iconic, then symbolic form
 34
Sternberg’s Triacharic theory
Three aspects of intelligence:
Componential:
• Analytical thinking “book smart”
Experiential thinking:
• Creative thinking and characterizes the person who can separate
elements of experience and combine them insightfully.
Contextual:
• “Street smart” one who know how to play the game and can
successfully manipulate the environment.
35
 36 Factors Influencing Intelligence
1. Nature:
how genetics and heredity affects our intelligence.
✓ Genetics
✓ Gender
2. Nurture:
From immediate environment to through out the life.
✓ Pre and postnatal diet
✓ Family Environment
✓ School Environment
✓ Socioeconomic status of family
✓ Race/Ethnicity
Intelligence
Factors

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Intelligence testing
 Alfred Binet
 Binet-Simon
 Wechler Scale test
 Galton and Cattell

 The first institutional effort to measure individual differences came from the British
biologist Sir Francis Galton .
 Who administered simple tests of visual discrimination, determining highest audible
pitch and kinesthetic discrimination.
 He thought that intelligence could be measured by the tests of sensory
discrimination.
 He believed that the ability to discriminate among heat, cold and pain could
discriminate the intelligent persons from the mentally retarded ones.
 The term ‘mental test’ was used first time in the psychological literature by the
American psychologist James McKeen Cattell in 1890.
 He described several tests to measure intellectual level of persons which included
measures of muscular strength, speed of movement, sensitivity to pain, keenness of
vision and of hearing, weight discrimination, reaction time, memory etc.
Francis Galton

 Galton assumed that simple measurable sensory capacities

would be significantly correlated with intelligence
 the simple test of sensory memory and motor activities proved to
be little or of no value to reveal intelligence
 Their intercorrelations are very low.
 It is now generally agreed that intelligence has little relationship to
the elementary sensory and motor processes but a very
moderate relationship indeed to the capacity for rote memory
 Many infra human animals have been found to have excellent
sensory discrimination
 Mentally deficient children in the higher level of defect are not
very inferior to normal children in respect to skin sensitivity ,visual
acuity ,auditory acuity, and reaction time
 They are different in capacities to learn, to organize, and direct
thinking, to adapt behavior ,to comprehend problems ,and to
deal with the abstractions ,in levels of acquired information
 Alfred Binet
 The early work of Binet was on the same line as of American and
German psychologist .
 He used tactual discrimination ,reaction time visual discrimination or
audio discrimination but he started the doubting the relevance of
these tests in 1900
 Binet and his collaborators objected to the kind of psychological tests
that followed Galton's work on the ground that there were two simple
in character and would contribute little or no to an understanding of
differences among persons in respect to the higher mental functions .
 Binet maintain that intelligence is expressed not in the form of simple
segmented responses but rather as a combined mental operation
we're in whatever processor involved operate as a unified whole.
 In this higher functions the individual differences were most significantly
marked.
The scales; The Binet- Simon Scale

 The first scale was devised to identify mentally deficient children.

 30 items in order of increasing difficulty was introduced in this test.
 This test was not separated in age groups.
 This test enabled Binet and Simon to classify idiots, moron ,
imbaciles in a crude manner.
 Binet was concerned with quality of judgement
 intelligence was finally able to be measured during a clinical
interview, as opposed to in laboratories or by using physical
measurements.
Mental Age and Intelligence
Quotient
 The concept of mental age was introduced by Binet in 1908 after
the first revision of his scale .
 the child was credited with the mental age of highest year in which
he passed all items test items .
 the use of intelligence quotient was first suggested by stern in 1912
 the issue is multiplied multiplied by 100 to remove the decimal
 Revision of Binet- Simon Scale

 The first revision of the Binet scale was in 1908; however, the majority of the
scale was left unchanged.
 By 1911, the scale was in its second revision and the age range had been
extended through adulthood, as opposed to its previous use for the
diagnosis of mental retardation in children.
 With the inclusion of adults, the scales needed to be rebalanced, which
Binet did by including five items for each age level.
 The abilities targeted by the 1911 edition were language, auditory
processing, visual processing, learning and memory, and problem solving.
 By 1912, Lewis M. Terman of Stanford University began revisions on the 1911
 Binet scale which was published in 1916 and was entitled the Stanford-Binet
Intelligence Scale.
 The advantages that the Stanford-Binet had over other intelligence
scales of the time were many.
 The first, and seemingly most simplistic, was that the 1916 version
was the most comprehensive revision of Binet’s original scale.
 The second, and perhaps the most important, was that the
standardisation procedure used by Terman was the most rigorous of
the time.
 The third advantage was the inclusion of an extensive manual, both
for administration of the test as well as for use as a teaching aide for
understanding the test.
The Concept of IQ

 The most important development in the area of intelligence testing was

adaptation of Stern’s (1912) concept of an intelligence quotient in the
Stanford-Binet Intelligence Scale.
 Stern put forth the notion that to derive an intelligence quotient (IQ) and
Terman incorporated this concept into the 1916 version of Stanford Binet
Scale.
 To obtain the IQ a person’s mental age is divided by his/her chronological or
real age.
 This product is further multiplied by hundred to avoid decimal fractions.
 IQ = Mental Age
———————× 100
Chronological Age
World War I and Army Personnel
Selection During World War I in 1917
 a committee of American Psychological Association, under
leadership of Robert M. Yerkes, prescribed the use of intelligence
tests for rapid classification of army personnel.
 In view of this, American Army psychologists developed two tests:
 (i) Army Alpha and (language test)
 (ii) Army Beta (non language performance test)
 Both the tests were group tests .
Revision of Stanford Binet test in
1937
 Terman had revised the Stanford Binet with the help of Maud Merrill
in 1937 as the Revised Stanford-Binet Intelligence Scale.
 The revision included two alternate forms,
 the L form and the M form, each with 129 items.
The Third Revision :1960

 The third revision of the Stanford-Binet came after Terman’s death

in 1960 and was constructed primarily by Merrill.
 The Stanford-Binet Intelligence Scale, Form L-M, was different from
its predecessor in that it included a deviation intelligence quotient
with a normative mean of 100 and a standard deviation of 16.
 This version also included the 142 most pertinent items from the two
previous forms of the test .
Revision of 1970:Thorndike

 New sample included of 2100 Americans, blacks included.

 The fourth revision of the Stanford-Binet, (SB4)
came in 1986 Thorndike, Hagen ,Sattler

 It retained much of the content of the Form L-M edition.

 The same age range was covered; many of the same items and tasks were
retained, and the basal and ceiling procedures were quite similar.
 The greatest advance of the fourth edition was that, like the fifth edition,
the fourth edition was based on a hierarchical model of intelligence.
 The four main areas assessed were verbal reasoning, abstract/visual
reasoning, quantitative reasoning, and short-term memory.
 The fourth edition not only provided an overall intelligence quotient, but
composite scores as well.
 Furthermore, to establish a basal level, the Vocabulary subtest of the fourth
edition was used as a routing subtest, along with the subject’s chronological
age
 The latest version of the test, the Stanford- Binet
Intelligence Scales–Fifth Edition (SB5) Roid(2003)

 It differs significantly from the SB4 about theoretical structure,

 Religion, culture ,race ,gender included
 the SB5 adheres rather strictly to the Cattell-Horn-Carroll (CHC) cognitive theory and the SB4
adheres to a less strict psychometric design.
 The changes between the fourth and the fifth editions of the Binet scale included changes in
the layout of the test, norm standards, and the underlying theoretical structure of the instrument.
 The SB5 is used to assess intellectual ability in individuals between the ages of two and 89 years,
is individually administered, and contains 10 subscales.
 The three areas assessed by the SB5 are: general cognitive functioning, verbal and nonverbal
intelligence and five CHC factors formed into groups along verbal/ nonverbal measures.
 The nonverbal portion of the SB5 accounts for 50% of the test and ranges across all factors,
which is unique to the SB5 among cognitive batteries.
 The five CHC factors that the SB5 measures are Fluid Reasoning, Knowledge, Quantitative
Reasoning, Visual-Spatial Processing, and Working Memory.
 Together, the ten subtests yield an overall estimate of cognitive functioning, which is the Full
Scale Intelligence Quotient and nonverbal contrast, an abbreviated version, and a nonverbal
form of the test.
 Wechsler Intelligence Scales
 The first Wechsler intelligence scale came in 1939.(Bellevue Hospital at New York)
 After that Wechsler scales have gone through several successive revisions for
three different categories:
 (i) for adults (16-90 years),
 (ii) for school-going children (6-16 years) and
 (iii) for pre-schoolers (2½-7 years).
 the Wechsler intelligence scales have been the most used instruments among
clinical and school psychologists for assessing the cognitive abilities of children,
adolescents and adults.
 Wechsler viewed the construct of intelligence not only as a global entity but also
as an aggregate of specific abilities that are qualitatively different.
 Intelligence is global because it characterises the individual’s behaviour.
Wechsler Adult Wechsler Scale for Wechsler Scale for
Intelligence Children(WISC) Primary and
Scale(WISC) Preschool
Children(WPPC)

Wechsler- Wechsler-Bellevue-II: 1946 WPPSI: 1967

BellevueI:1939 (10) WISC: 1949 WPPSI-R: 1989
WAIS: 1955 WISC-R: 1974 WPPSI-III: 2002
WAIS-R: 1981 (11) WISC-III: 1991
WAIS-III: 1997 (14) WISC-IV: 2003
WAIS-IV: 2008

Year-wise development of these scales

Wechsler’s Intelligence Scales
Wechsler (1944)
 It defined intelligence in a general behavioral term as the
capacity to act purposefully, to think rationally and to deal
effectively with the environment.
 He also believed that intelligence is specific because it is made
up of elements or abilities that are qualitatively different and
can be measured by a variety of tests.
 Factor analytic researches of intelligence test scores also
suggest that intelligence is composed of specific abilities that
form clusters of higher order ability domains.
 Structure of WAIS-IV

 The current version of the test, the WAIS-IV, which was released in 2008,
 It is composed of 10 core subtests and five supplemental subtests,
 It has 10 core subtests comprising the Full-Scale IQ.
 With the new WAIS-IV, the verbal/ performance subscales from previous
versions were removed and replaced .
 The General Ability Index (GAI) was included, which consists of the
Similarities, Vocabulary and Information subtests from the Verbal
Comprehension Index and the Block Design, Matrix Reasoning and Visual
Puzzles subtests from the Perceptual Reasoning Index.
 The GAI is clinically useful because it can be used as a measure of cognitive
abilities that are less vulnerable to impairment.
 Indices and scales
 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)
 Two broad scores are also generated, which can be used to summarize
general intellectual abilities:
 • Full Scale IQ (FSIQ), based on the total combined performance of the VCI,
PRI, WMI, and PSI
 • General Ability Index (GAI), based only on the six subtests that comprise the
VCI and PRI
 Subtests The Verbal Comprehension
Index (VCI) includes four tests
 • Similarities: Abstract verbal reasoning (e.g., “In what way
are an apple and a pear alike?”)
 • Vocabulary: The degree to which one has learned, been
able to comprehend and verbally express vocabulary
(e.g., “What is a guitar?”)
 • Information: Degree of general information acquired
from culture (e.g., “Who is the president of Russia?”)
 • Comprehension [Supplemental]: Ability to deal with
abstract social conventions, rules and expressions (e.g.,
“What does Kill 2 birds with 1 stone metaphorically mean?”)
 The Perceptual Reasoning Index(PRI)
comprises five tests
 • Block Design: Spatial perception, visual abstract processing and
problem solving
 • Matrix Reasoning: Nonverbal abstract problem solving, inductive
reasoning, spatial reasoning
 • Visual Puzzles: non-verbal reasoning
 • Picture Completion [Supplemental]: Ability to quickly perceive
visual details
 • Figure Weights [Supplemental]: quantitative and analogical
reasoning
The Working Memory Index(WMI) is
obtained from three tests
 • Digit span: attention, concentration, mental control (e.g.,
Repeat the numbers 1-2-3 in reverse sequence)
 • Arithmetic: Concentration while manipulating mental
mathematical problems (e.g., “How many 45-cent stamps can
you buy for a dollar?”)
 • Letter-Number Sequencing [Supplemental]: attention and
working memory (e.g., Repeat the sequence Q-1-B-3-J-2, but
place the numbers in numerical order and then the letters in
alphabetical order)
The Processing Speed Index(PSI)
Includes Three Tests
 • Symbol Search: Visual perception, speed
 • Coding: Visual-motor coordination, motor and mental speed
 • Cancellation [Supplemental]: visual-perceptual speed
 Interpretation
 Wechsler scales use an innovative deviation IQ score for interpretation of an
individual’s score.
 The deviation IQ is based on standard scores computed with the same
distributional characteristics at all ages and makes comparison among peers
more meaningful and the interpretation more straightforward.
 The WAIS IV was standardized on a sample of 2,200 people in the United
States ranging in age from 16 to 90.
 An extension of the standardization has been conducted with 688 Canadians
in the same age range.
 The median Full-Scale IQ is centered at 100, with a standard deviation of 15. In
a normal distribution, the IQ range of one standard deviation above and
below the mean (i.e., between 85 and 115) is where approximately 68% of all
adults would fall.
 Kaufman Assessment Scales

 The first Kaufman Scale, Kaufman Assessment Battery for Children (K-ABC;
Kaufman & Kaufman, 1983) was developed in the late 1970s and early
1980s and was published in 1983, during a time when IQ was largely a
Wechsler-Binet monopoly.
 This scale intended to bridge the gap between theories of intelligence
and measures of intelligence.
 Two important tests of this series are given below:
 Kaufman Assessment Battery for Children
 The second revision of K-ABC, the KABC-II was published in 2004 for the age range of
3 to 18 years.
 This test measures learning (long-term retrieval), sequential processing (short-term
memory), simultaneous processing (visualization), planning (fluid ability) and verbal
knowledge (crystallized ability).
 The KABC-II is founded in two theoretical models:
 Luria’s (1973) neuropsychological model, featuring three blocks, and
 the Cattell-Horn-Carroll (CHC) approach to categorizing specific cognitive abilities
(Carroll, 1997).
 The KABC-II yields a separate global score for each of these two theoretical models:
The global score measuring general mental processing ability from the Luria
perspective is the Mental Processing Index (MPI), and global score measuring
general cognitive ability from the CHC perspective is the Fluid-Crystallised Index (FCI).
 The key difference between these two global scores is that the MPI (Luria’s theory)
excludes measures of acquired knowledge, whereas the FCI (CHC theory) includes
measures of acquired knowledge.
The Kaufman Adolescent and
Adult Intelligence Test
 The Kaufman Adolescent and Adult Intelligence Test (KAIT) was developed
by Alan S. Kaufman .
 Kaufman in 1993 and is an individually administered intelligence test for
individuals ranging from 11 to 85-plus years of age.
 It has a strong theoretical base integrating Horn and Cattell’s concept of
fluid and crystalized intelligence, Luria and Golden’s notion of frontal lobe
planning ability, and Piaget’s construct of formal operational thought.
 The test is comprised of crystallized scale (measuring concepts acquired
from schooling and acculturation) and fluid scale measuring (ability to solve
new problems).
 Core battery of test is composed of three subtests from each of the scales.
The expanded battery is used with persons having neurological damage.
 For the persons with cognitive impairment, who cannot take the full battery,
mental status test is administered to assess the person’s attention and
orientation
Bhatia battery of performance test of
Intelligence
 De Chandra Mohan Bhatia, former director of Uttar Pradesh Mano
Vigyanshala Constructed this test for Indian Population in 1955.
 Five Sub –Tests:
 Koh’s Block Design
 Alexander Pass a Long
 Pattern Drawing Test
 Immediate Memory Test
 Picture Construction Test
 Merril palmer test
 Pinter Patterson Performance Test
 Good Enough Drawing a Man Test
 Raven Progressive Matrices Test
Differential Ability Scale(DAT)

 C.D Elliot(1990)
 Extension of BAS developed in Britain
 20 subtests
 3 major components
 1.Core subtests- 12
 2.diagnostic subtests-5
 3.achievement tests-3