Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).
Discussion: From Theory To Test
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Intelligence: From Theory To Test Discussion
In this unit, you are introduced to a variety of theories of intelligence, including Spearman’s two-factor theory (1927), Cattell-Horn’s two-factor theory (1966), Luria’s information processing approach (1966), Cattell-Horn and Carroll’s CHC model (1997), and Carroll’s three-stratum theory (1997).
For this discussion:
•Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).
•Explain how these theories are relied upon in each of the following current tests that you also read about in this unit. Please note that some of these tests may now rely on more than one theory, or a theory different than the original versions of the same test. Subsequently, you will need to address such multiple contributions and only for the versions listed below (for example, fifth edition).
◦Wechsler Intelligence Scale for Children, fourth and fifth editions.
◦Kaufman Assessment Battery for Children, second edition.
◦Stanford-Binet Intelligence Scales, fifth edition.
◦Woodcock-Johnson Tests of Cognitive Abilities, third or fourth editions.
•Explain your thoughts regarding an intelligence test that has a dual theoretical basis, based on your readings and review of the theoretical influences on these tests. Explain your position by including consideration of validity.
•Explain which theory of intelligence you find yourself most affiliated with in the context of your professional goals. Explain how your selected theoretical model aligns with your interests and career.
It is a theory of testing based on the idea that a person’s observed or obtained score on a test is the sum of a true score (error-free score) and an error score. Generally speaking, the aim of classical test theory is to understand and improve the reliability of psychological tests.