Classification of IQ Types of IQ Test

The measurement of adult IQ was greatly advanced by the development of the Wechsler Adult Intelligence Scale WAIS. Then, the Wechsler Intelligence Scale for Children WISC-R designed for children aged 6 – 16. The various Wechsler Scales, although designated for different age groups, are very much alike in their basic form and types of content. They are all substantially correlated with the Stanford-Binet, with which they have much in common, but from which they differ in some important ways. The Wechsler Scales differ from the Standford-Binet by breaking down the total IQ into two separate components – a verbal IQ and a performance IQ. The Stanford-Binet contains many different kinds of testing material mixed together, and provides a single “global” IQ score. The WAIS, however, separates its material into eleven different subscales, which are: 1. Verbal scale Information What is steam made of? What is pepper? Comprehension Why do some people save sales receipts? Arithmetic It takes 3 people 9 days to paint a house. How many would it take to do it in 3 days? Digit repetition Repeat the following numbers in order: 1, 3, 7. 2, 5, 4 Similarities In what way are a circle and a triangle alike? Vocabulary What is a hippopotamus? 2. Performance scale Picture arrangement A story is told in 3 or more cartoon panels placed in incorrect order: put them together to tell the story. Picture completion P oint out what’s missing from each picture Block design After looking at a pattern or design, try to arrange small colored cubes in the same pattern. Object assembly Given pieces with part of a picture on each, put them together to form such objects as a hand or a face. Digit symbol Learn a different symbol for each number and then fill in the blank under the number with the correct symbol. The first six scales together are combined to give a verbal IQ, while the last five scales give a performance IQ. The total IQ is basically the average of the two. The verbal and performance IQs are substantially correlated with each other, and each is correlated with the Standford-Binet IQ – the verbal IQ somewhat more so. There are individual cases, however, in which the verbal and performance IQs are very different. This can often be informative and might indicate language difficulty or reading or perceptual disabilities. 25 Moreover, group tests of intelligence sacrifice the detail and the kinds of intimate personal knowledge available from an individual testing session, but they are obviously necessary if very large groups of people are to be examined. The first impetus for group tests came at the time of World War I, when the United States Army decided to test draftees. Two group tests – the Alpha and the Beta were quickly developed. Typically, the group tests are administered simultaneously to large numbers of people, with paper, pencil, and multiple choice answer blanks. 26 c The Spearman’s theory For Spearman, intelligence consists of two kinds of factors. The first is general factor, termed “g” for general intelligence. The higher the value of “g”, the more intelligent a person is. The second factor is specific to particular domain of knowledge, such as verbal ability, spatial ability, or quantitative ability. These two factors are consistent with what ordinarily expect of people. Generally, 25 John M. Darley, op. cit., 1986, pp. 333 – 335. 26 Ibid., 1986, pp. 335 – 336. someone who scores high on one test of intelligence, such as vocabulary, will also score high on another, such as analogical reasoning. 27 He had been able to gather moderate support for Galton’s notions by correlating teachers’ ratings and grades with measures of sensory acuity, but soon realized that the tasks assembled in the Binet-Simon scale provided a far more useful and reliable way of assessing intelligence than the tools he had been using. Even though Spearman and Binet differed widely in their views about the nature of intelligence, their combined contributions are unsurpassed in propelling the development of psychological testing in the 20th century. 28 d Raymond Cattel and John Horn Similar with the Spearman, Cattel and Horn proposed a new model of intelligence which broke down Spearman’s general intelligence into two distinct but related subtypes of “g”. Crystallized intelligence g c is the ability to apply previously acquired knowledge to current problems. Then, Cattel and Horn defined fluid intelligence g f as the ability to deal with novel problem-solving situations for which personal experience does not provide a solution. In involves inductive reasoning and creative problem-solving skills. People high in fluid intelligence can perceive relations among stimulus patterns and draw inferences from relationship. Therefore, Cattel and Horn concluded that over people life span, people progress from using fluid intelligence to depending more on crystallized intelligence. Early in life, people encounter many problems for the first time, so people need fluid intelligence to figure out solutions. As experience makes people more knowledgeable, people need to approach each situation as a new problem. 29 In this case, one of example of the IQ test which constructed by Cattel and Horn is Culture Fair Intelligence Test CFIT. CFIT is such a test which would utilize only elements common to all cultures. In actual practice, the test use paper 27 Ibid, 1986, p. 318. 28 Susana Urbina, Essentials of Psychological Testing, New York: John Wiley Sons, Inc., 2004, p.14. 29 Michael W. Passer, and Ronald E. Smith, Psychology: The Science of Mind and Behavior, New York: McGraw-Hill, 2009, pp. 334 – 335. and pencil or the presentation of abstract tasks which have no immediate practical significance will favor some cultural groups and handicap others. 30 In the CFIT items, for the culture embedded, one can usually get to words, but not always to a single verbal symbol for the relation. There was no word in chemistry for a “valency” for some years after the relation was dimly apprehended. The attempt to handle intelligent discrimination in terms of semantics of verbal equivalents for relations therefore breaks down, not only for the reasons just given - mainly that words do not exist for many relations - but also because psychologists have long been aware that problem solving often occurs in any case though visual, kinesthetic, and other nameless forms of representation by imagery. 31 The Culture Fair tests consist of three scales with non-verbal visual puzzles. Scale I includes eight subtests of mazes, copying symbols, identifying similar drawings and other non-verbal tasks. Both Scales II and III consists of four subtests that include completing a sequence of drawings, a classification subtest where respondents pick a drawing that is different from other drawings, a matrix subtests that involves completing a matrix of patterns and conditions subtests which involve which out of several geometric designs fulfill a specific given condition. 32

5. Uses of IQ

Seeing the importance of IQ in people’s life, there are also some uses of IQ itself as below: a. Predict someone’s successful in hisher life. b. Help people to determine an appropriate option of life based on their ability and interest. For instance, people who want to decide what suitable position they take in their job. 30 Anne Anastasi, Differential psychology, New York: MacMillan Company, 1958, pp. 561 – 562. 31 Raymond B. Cattel, Intelligence: Its Structure, Growth, and Action, Netherland: Elsevier Science Publisher B.V., 1987, p. 299. 32 George Domino and Marla L. Domino, Psychological Testing: An Introduction, New York: Cambridge University Press, 2006, p.282. c. Help institutions such as school, to classify their students and place them as well. d. Help teachers to make a teaching plan for students in order to gain the learning’s goals as well. e. Help students to gain achievement as well as possible which is appropriate to their abilities.

C. Previous Study

There are several studies concerning the influence of intelligence on students’ reading achievement, especially on comprehension. Sharon Souther Worth examined the relationship between reading comprehension and intelligence factors for students with reading comprehension disabilities as measured by Wechsler instruments. The study revealed that there is a relationship between reading comprehension as assessed by the Reading Comprehension Subtest of the WIAT-III and intelligence a assessed by the intelligence indices of the WISC- IV. There is significant correlation between reading comprehension and intelligence greater than or equal to 0.52. Verbal comprehension as measured by the Verbal Comprehension Index of WISC-IV is the area of intelligence most highly correlated with reading comprehension. 33 Second, Alspaugh and Burge conducted a study to analyze of basic assumptions underlying the Mental Grade and Years in School methods for determining reading expectancy. One of the findings in this study is the constant slope did not hold in actual practice. They did analysis of IQ and reading achievement for various grade levels. These findings supported by other investigation which stated there is a highly significant positive correlation between IQ and reading achievement. It is have already mentioned, Fransella and Gerver found that the relationship between IQ and reading achievement varied with the chronological age of the child and considered this sufficient basis to 33 Sharon Souther Worth, “The Relationship between Reading Comprehension and Intelligence Factors for Students With Reading Comprehension Disabilities as Measured by Wechsler Instruments”, A dissertation in Special Education of Texas Tech University, 2005, pp. 1 – 130. conclude that one reading expectancy formula was not sufficient for all chronological age groups. 34 Next is McMahon who observed 288 students in 4th grades. She reported that one might expect that linguistic intelligence would be related to reading comprehension given that the linguistic factor is most closely associated with reading. Linguistic intelligence can be described as the capacity to use words, which may include oral expressions, reading, and writing. Linguistic and logical- mathematical intelligences were statistically significantly correlated, so it may be that linguistic preferences were in directly associated with reading comprehension. Students with higher scores on logical-mathematical intelligence were more likely to demonstrate at or above grade-level reading comprehension scores compared with students who scored lower on logical-mathematical intelligence. 35 Then, Hage and Stroud did a investigation which aimed to determine, for a particular set of conditions, some relationships among reading proficiency, verbal, and non-verbal intelligence scores. The tests used in the analyses were the Lorge- Thorndike Intelligence Tests, the Pressey Reading Rate, and Comprehension tests, and the Iowa Tests of Basic Skills ITBS. These tests were administered to 800 ninth grade pupils, comprising the entire ninth grade enrollment, in 10 public schools in Northeastern Iowa. As a result, both reading rate and reading comprehension are positively correlated with verbal and non-verbal intelligence. Verbal intelligence is correlated more highly than non-verbal intelligence with all the reading and ITBS scores. Further, all levels of reading proficiency verbal intelligence scores give a somewhat better prediction of academic achievement than do nonverbal scores, although in the case of arithmetic the difference is so slight as to have no practical significance. 36 34 John Alspaugh and Paul Burge, Determining of Reading Expectancy, The Journal of Experimental Education, No.40, No.4, Summer 1972, pp. 1 —5. 35 Susan D. McMahon, Dale S. Rose and Michaela Parks, Multiple Intelligences and Reading Achievement: An Examination of the Teele Inventory of Multiple Intelligences,The Journal of Experimental Education, Vol. 73, No. 1 Fall, 2004, pp. 41 —52. 36 Dean S. Hage and James B. Stroud, Reading Proficiency and Intelligence Scores, Verbal and Nonverbal, The Journal of Educational Research, Vol. 52, No. 7, 1959, pp. 258 – 262.