describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them

1. Tests Of Intelligence,
Aptitude & Personality
Tests Of Intelligence & AptitudeTests Of Intelligence & Aptitude
Vinodhini.C
Occupational Therapist

2. Overview:
Intelligence
Types of intelligence
Tests of intelligence
Intelligence Quotient
Aptitude
Types of aptitude
Tests of aptitude
Personality
Classification of personality
Uses in education
Assessment of personality
2

3. Objectives:
What are the types of
intelligence
Important tests of
intelligence
Why is intelligence
quotient important
Types of aptitude
Classification of
personality. Acceptable
classification of personality
Important test of
personality
3

4. TESTS OF INTELLIGENCE

5. WHAT IS INTELLIGENCE:
■ Intelligence is a general mental capability that involves the
ability to reason, plan, solve problems, think abstractly,
comprehend ideas and language, and learn. Intellectual ability
involves comprehension; understanding, and learning from
experience. Intelligence tests are aimed at assessing a
person's underlying intellectual ability.
■ Individual intelligence tests are given one-on-one and provide
a detailed picture of an individual's intellectual ability. They are
used primarily for clinical (diagnostic) purposes.
5

6. Types of Intelligence
Gardner identifies seven different types of intelligence.
1. Verbal/linguistic, e.g. lexical skills, formal speech, verbal
debate, creative writing.
2. Body/kinesthetic (movement), e.g. body language, physical
gestures, creative dance, physical exercise, drama.
3. Musical/rhythmic, e.g. music performance, singing, musical
composition, rhythmic patterns.
6

7. 4. Logic/mathematic, e.g. numerical aptitude, problem solving,
deciphering codes, abstract symbols and formulae.
5. Visual/spatial, e.g. patterns and designs, painting, drawing, active
imagination, sculpture, color schemes.
6. Interpersonal (relationships with others), e.g. person-to-person
communication, empathy practices, group projects, collaboration
skills, receiving and giving feedback.
7. Intrapersonal (self-understanding and insight), e.g. thinking
strategies, emotional processing, knowing yourself, higher order
reasoning, focusing/concentration.
7

8. Intelligence test
The various Intelligence test are
1.Wechsler test
a) Wechsler adult intelligence test scale (WISE)
b) Wechsler intelligence test scale for children (WISC)
2. The Stanford Binet Intelligence Scale
3. Ravens progressive matrices
4.Vineland social maturity scale
5. Woodcock–Johnson Tests of Cognitive Abilities.
6. Reynolds Intellectual Assessment Scales.8

9. Intelligence quotient
■ IQ, a concept first suggested by German psychologist William
Stern and adopted by Lewis Terman in the Stanford-Binet
Scale.
■ The IQ was originally computed as the ratio of a
person’s mental age to his chronological (physical) age,
multiplied by 100.
9

10. Classification of IQ scores
■ Lewis Terman (1916) developed the original notion of IQ and
proposed this scale for classifying IQ scores:
10

11. High IQ & Genius IQ
■ Genius IQ is generally considered to begin around 140 to 145,
representing ~.25% of the population.
11

12. Wechsler Intelligence Scale for Children (WISC)
■ Originally developed in 1949, the WISC was intended as an
improvement over the Wechsler–Bellevue Intelligence Scale of
1939.
■ The test was administered to determine cognitive function in
children.
■ It is an individually administered intelligence test for
children between the ages of 6 and 16. The Fifth Edition
(WISC-V; Wechsler, 2014) is the most current version.
12

13. ■ The WISC measures two aspects of intelligence in children:
verbal and performance intelligence. Verbal intelligence
includes aspects like vocabulary and comprehension;
performance intelligence includes matrix reasoning and picture
completion.
■ The WISC requires between 65 – 80 minutes for
administration and generates a score typical of most IQ tests.
The average score is 100 with higher scores indicating higher
than average intelligence and lower scores indicating lower
levels of intelligence.
13

14. Wechsler Adult Intelligence Scale (WAIS)
■ It Designed to measure intelligence in adults and older
adolescents, the WISA is in its fourth version which was
published by Pearson in 2008.
■ The test contains 10 subtests and 5 supplemental tests. The
core tests comprise the entire IQ scale, and determines the
capacity of a person to act and think purposefully and
rationally and to deal effectively with his environment.
■ It takes around 90 minutes to complete.
■ The WAIS is appropriate for adults and adolescents ranging
from 16 to 90 years of age.14

15. 15

16. 16

17. The Stanford Binet Intelligence Scale
■ The Stanford-Binet Intelligence Scales – Fifth Edition (SB5) is
designed to test intelligence and cognitive abilities. This test
can be used for ages 2 years 0 months to 89 years 11 months.
The scale provides a Full Scale IQ (FSIQ), Non Verbal (NV) and
Verbal (V) domain scores as well as 5 factor scores:
■ Fluid Reasoning (FR)
■ Knowledge (KN)
■ Quantitative Reasoning (QR)
■ Visual-Spatial Processing (VS)
■ Working Memory (WM)
17

18. ■ Length and Structure:
■ It is designed to be administered on an individual basis with
children, adolescents, and adults.
■ The full test takes approximately 45-75 minutes to administer.
■ The abbreviated test takes approximately 15-20 minutes.
18

19. 19

20. Ravens Progressive matrices
■ Raven's Progressive Matrices, is a non-verbal test designed to
measure abstract reasoning ability through the use of
meaningless geometric diagrams. It was developed by
Dr.C.John Raven.
■ Designed to measure a person’s ability to form perceptual
relations.
■ Ages 6 to adult.
■ The Matrices are available in three different forms for
participants of different ability
20

21. Example of standard progressive matrices
21

22. Example for Colored Progressive matrices
22

23. Example for advanced progressive matrices
23

24. Vineland social maturity scale (VSMS):
■ It was published by Edger Doll in 1935
■ VSMS measures social competence , self help skills and
adaptive behavior from infancy to adulthood.
■ VSMS can be used from birth up to age 30 , consist of a 117
item interview with a parent or other primary care giver.
■ It is designed to measure social maturation in eight social
areas: Self-help General (SHG), Self-help Eating (SHE), Self-
help Dressing (SHD), Self direction (SD), Occupation (OCC),
Communication (COM), Locomotion (LOM), and Socialization
(SOC).24

25. Woodcock–Johnson Tests of Cognitive Abilities.
■ Woodcock-Johnson Tests of Cognitive Abilities are IQ tests
devised by Woodcock and Johnson in the late 1970’s.
■ The Woodcock-Johnson Tests were revised most recently in
2001 and this latest version is commonly called the WJ-III test.
■ The Woodcock-Johnson Tests of Cognitive Abilities can be
given to children from the age of 2 through adulthood.
■ The Woodcock-Johnson-III and Woodcock-Johnson-IV Tests
of Achievement are a 22-section achievement test,
which assesses both academic achievement and cognitive
development.25

26. The skills tested on the Woodcock-Johnson Tests of Cognitive Abilities
Comprehension-
Knowledge
Long-Term
Retrieval
Visual-Spatial
Thinking
Auditory
Processing
Reading-Writing
Ability
Fluid
Reasoning
Processing
Speed
26

27. 27

28. Reynolds intellectual assessment scales
■ The Reynolds Intellectual Assessment Scale test or RIAS
test is a brief, individually-administered intelligence test that
is used as a measure of verbal and non-verbal intelligence.
■ It is appropriate for individuals from 3 to 94 years
■ The benefits of RIAS Assessment
■ It assesses both verbal and nonverbal intelligence.
■ It takes a quick memory assessment
■ It is fast. Administration takes only 20 to 25 mins
■ There is a screening version available
28

29. 29

30. TESTS OF APTITUDE

31. What is aptitude:
■ Aptitude refers to a specific ability (Berk 2000:319), such as
carrying out arithmetical calculations or recalling facts from
information that has been read.
■ If a person displays an aptitude for a type of activity by
currently showing high specific ability in that field, one may
predict that his or her performance will increase significantly
with additional training in that area
31

32. Types of aptitude:
General learning: learning and understanding, reasoning and making judgments.
Example: how well we achieve at school.
Verbal aptitude: general lexical skills – understanding words and using them
effectively.
Numerical aptitude: general mathematical skills – working with numbers quickly and
accurately.
Spatial aptitude: understanding geometric forms, and the understanding and
identification of patterns and their meaning Example: understanding how to construct a
flat pack piece of furniture from a set of instructions
Form perception: inspecting and perceiving details in objects, and making visual
comparisons between shapes. Examples: studying an object under a microscope, and
quality inspection of goods
32

33. Clerical perception: reading, analyzing and obtaining details from written data
or tabulated material. Examples: proofreading, analyzing reports and
understanding graphs.
Finger dexterity: manipulating small objects quickly and accurately. Examples:
playing a musical instrument, and sewing.
Manual dexterity: the skill of being able to work with your hands. Examples:
painting and decorating, building things and operating machinery.
Motor coordination: eye and hand coordination, and making quick and accurate
rapid movement responses. Examples: actually being able to assemble the flat-
pack piece of furniture once you have understood how it should be done, being
able to operate a computer keyboard quickly and accurately, and sporting skills.
33

34. Verbal aptitude test:
■ The definition of ‘verbal aptitude’ is the capacity for general
lexical skills – the understanding of words and the ability to
use them effectively.
■ Verbal reasoning tests are designed to measure basic verbal
aptitude.
■ Typically such tests include spelling, grammar, word
meanings, completing sentences, synonyms (words that are
the same or similar in meaning to each other) and antonyms
(words that are opposite in meaning to each other).
34

35. 35

36. Spatial aptitude:
■ The definition of ‘spatial’ is pertaining to space, and spatial
abilities mean the perceptual and cognitive abilities that
enable a person to deal with spatial relations.
■ The questions within such tests typically take the form of a
series of shapes or diagrams from which you have to pick the
odd one out, identify which should come next in a sequence
from a set of alternatives, choose from a set of alternatives the
diagram that will complete an analogy or find the missing
element in a matrix of figures.
36

37. General spatial aptitude test:
■ Test one consists of 20 questions that will test your general
spatial appreciation.
■ As there are several different types of questions within the
test, it is necessary to read the instructions to each question
before attempting it.
■ You have 90 minutes in which to attempt the 20 questions.
37

38. 38

39. Numerical aptitude
■ Mathematical intelligence tests generally explore your ability
to reason and to perform basic arithmetic functions.
■ Tests of numerical aptitude are frequently designed to test
powers of logic and ability to deal with problems in a
structured and analytical way.
39

40. Mental arithmetic test:
■ The following is a mental
arithmetic speed test of 30
questions, which gradually
increase in difficulty as the test
progresses.
■ The use of a calculator is not
permitted in this test, and only
the answer should be committed
to paper, the object of the test
being that all the working out is
done in your head. You have 45
minutes in which to solve the 30
questions.
40

41. Tests of personality

42. What is personality
■ The term ‘personality’ has been derived from the Latin root
‘Persona’, meaning “mask”.
■ Meaning of Personality- refers to the “totality of what a
person is”, which includes all traits (physical, psychological as
well as a variety of acquired habitual traits) blended or
organized within him in a characteristically unique manner
that determines his modes of behavior and his adjustments to
the environment.
■ There are three fundamental terms related to personality -
Traits, States, and Types42

43. ■ Traits are “dimensions” of individual differences in tendencies
to show consistent patterns of thoughts, feelings and
actions(characteristics or qualities possessed by the
individual).
■ Personality States refer to a temporary behavioral tendency.
■ Personality Types are regarded as a general description of a
person
43

44. 44
P– Denotes Perception Capacity
E -- ,, Emotional Maturity
R -- ,, Responsiveness to the Situation
S -- ,, Sociability
O -- ,, Originality
N -- ,, Neutrality
A -- ,, Appearance
L -- ,, Leadership
I -- ,, Integrated
T -- ,, Tendency
Y -- ,, Young ( in thinking)

45. Defining personality:
■ “Personality refers to deeply ingrained patterns of behavior,
which include the way one relates to, perceives and thinks
about the environment and one self.”
■ - American Psychiatric Association 1987
■ “The more or less stable and enduring organization of a
person’s character, temperament, Intellect, and physique that
determines his unique adjustment to his environment.”
■ - H. Eysenck
45

46. Characteristics of Personality
■ Personality is self-consciousness
■ One of the most important characteristics of personality is that
it is a product of heredity and environment.
■ Personality includes the cognitive, affective and psychomotor
behaviors and covers all the conscious, sub-conscious and
unconscious also.
■ It is not static but dynamic in nature
■ It is specific and unique for each and every individual.
46

47. Factors Influencing Personality
Development
47
Personality factor
Biological
Physique
Chemique
Nervous
system
Sociological
Home
School
Language
Culture
Psychological
Intelligence
Motivation
emotion
Attitude
Interest
Sentiment

48. Types of personality
■ Hippocrates Classification
■ Kretschmer classification
■ Sheldon’s Classification
■ Jung’s Classification
■ Allport Classification
48

49. 49
Classification of Personality by Hippocrates

50. 50
Classification of personality by Krestchmer
Type of Personality Personality
Characteristics
Pyknic Personality (Who
have fat bodies)
Sociable, jolly, easy going
and good
natured
Athletic Personality(who
have balanced
body)
Energetic, optimistic and
adjustable
Leptosomatic
Personality (who are lean
and thin)
Unsociable, reserved, shy,
sensitive and
pessimistic.

51. 51
Classification of Personality by Sheldon
Name of Personality
Type
Description Characteristics
Endomorphic Personality Person having highly
developed viscera but
weak somatic body
structure - fat, soft, round
(like pyknic type in
krestchmer classification.)
Easy going, sociable,
affectionate and fond of
eating.
Measomorphic Personality Balanced development of
viscera and somatic
structure-muscular, strong
(like athletic type in
Krestchmer classification.)
Craving for muscular
activity, self-assertive,
loves risk and adventure
energetic, assertive and
bold tempered.
Ectomorphic Personality Weak somatic structure as
well as undeveloped
viscera thin, long fragile
(like leptosomatic in
Kretschmer classification.)
Pessimistic, unsociable,
reserved, brainy, artistic
and introvert.

52. 52
Classification of Personality by Jung
Extroverts Personality Introverts Personality
Extroverts are interested in the world
around them.
Introverts are interested in themselves,
their own personal feelings, emotions and
they are unable to adjust easily to any
social situations.
Extroverts are sociable, friendly, not
easily upset by difficulties
Introverts are socially and aloof and
withdrawn behavior
Extroverts are men of action rather than
reflection.
Introverts are shy and reserved
personality.
Teacher, Politicians, social workers,
lawyers, insurance agents, salesmen, etc.
fall in this category
Philosophers, scientists, writers, poets
etc. fall in this category.
Their behavior is in fluenced more by
physical stimulation than by their Inner
thoughts and ideas.
Introverts are the personas who seek the
manifestation of their life through inner
activities by going inward or dragging up
thing within themselves.

53. 53
Classification of Personality by Allport
Ascendant Personality Descendent Personality
This type tends to dominate a
situation.
They are outgoing and is interested in
the world around them.
This type (submissive) person is
inclined to be self-critical, self-
analytical and indecisive. They are
given to daydreaming and withdraws
from social or competitive situations.

54. Use in the Field of Education
(1) For selection of students for admission.
(2) For finding out interests, aptitudes, desires and needs of the
students.
(3) For knowing the internal mental condition and social relations
of students.
(4) For diagnosis and remedies of personal problems of the
students.
(5) For providing individual, educational and vocational guidance
to the students.
54

55. Qualitative Measures For Assessment And Measurements Of
Personality
55
Qualitative
measures
Observational
techniques
1.Checklist
2.Rating scale
3.Score card
Projective
techniques
Self-report
1.Anecdotal
2.Attitude scale
3.auto-biography
4.Dairies interview
5. Inventories
6.Questionnaires
Sociometric
1.”guess who”
2.Nominating
3.Social
Distance
4.Sociogram
Personal
inventories

56. Assessment of personality
56
Assessment
Interview
method
1.Structured
2.Unstructured
3. Stress interview
Inventory
method
1.MMPI
2.CPI
3.BAI
4.MBTI
5.BFI
Projective
method
1. Rorschach
Inkblots Test
2.Thematic
Apperception Test
3.Sentence
Completion Test

57. Questionnaires
■ “Questionnaires is a device for securing answers to questions
by using a form which the respondent fills in himself”. The
subject checks every question asked and checks his status and
then express his response by ticking in the appropriate column
of ‘YES’ or ‘NO’ or ‘Not Sure’ etc.,
■ E.g.; Do you generally sleep well?
■ Are you troubled with feeling of inferiority?
■ Could you mingle with others easily?
57

58. ■ Advantages
■ Highly economic method
■ Not essential for training teachers
■ It is time consuming
■ Limitations
■ Do not tick the negative aspects
■ It is subjective
58

59. Interview
■ Interview involve direct interaction between the tester and
interviewer
■ To tell the answer to check the character, behavior etc
■ Limitations:
■ Interviewing is an art and this skill is not present in all persons
■ The interviewer may dominate the interviewee
■ The interviewer may try to thrust his ideas on the interviewee
59

60. Objective Method
■ Implies watching other’s behavior in appropriate situations
■ Whole situation is to be observed fully
■ Only one component of behavior is to be observed at a time
■ The behavior observed without his knowledge
■ Observer should not mix his impression, guess and opinions
■ Observation should be systematic and well planned
■ Observation should be continuous
60

61. Rating scale:
■ Ratings are simply the assignment of a numerical score that
indicates the rater’s judgment of the observed individual’s
personality test.
■ 5 point scale
■ Very high
■ High
■ Average
■ Low
■ Very low
61

62. Inventory:
■ The Minnesota Multiphasic Personality Inventory (MMPI-2)
■ 567 true/false questions
■ 16 years and older
■ Takes 60 to 90 minutes to complete
■ Millon Clinical Multiaxial Inventory (MCMI-III):
■ 175-item self-report
■ 18 years and older
■ Approx. 30 minutes to complete
■ Designed to assist with clinical and personality disorders (Axis
II on DSM-IV-TR).62

63. The California Psychological Inventory (CPI):
■ 434 true/false statements.
■ Ages 12 to 70.
■ Takes about 50 to 60 minutes.
■ Designed for “normal” people.
■ Focus on behavior patterns, feelings and opinions, and
attitudes relating to social, ethical, and family matters.
63

64. The Myers-Briggs Type Indicator (MBTI)
■ Another non-pathological inventory.
■ Extraversion - Introversion
■ Sensing – Intuitive
■ Thinking – Feeling
■ Judging – Perceiving
■ They’re often referred to by an abbreviation of 4 letters,
indicating the 4 type preferences
■ ESTJ: Extraversion, Sensing, Thinking, Judging.
■ INFP: Introversion, Intuition, Feeling, Perceiving.
64

65. Projective Personality Tests
■ Measures aspects of personality by asking individuals to
respond to ambiguous stimuli
■ Assumes that the meaning the person projects onto the
ambiguous stimuli reflects unconscious core aspects of
personality
■ Examples:
■ – Thematic Apperception Test (Constructive)
■ – Rorschach Test
■ – Rotter Incomplete Sentence Test (Completion)
65

66. Thematic Apperception Test(TAT)
■ Developed by Henry Murray, the TAT is a projective test in
which people express their inner feelings an interests through
the stories they make up about ambiguous scenes.
66

67. Instruction to use:
■ Contains 31 black and white pictures
■ Administration of the TAT usually takes an hour.
■ Each picture depicting vague social situation. The subject is required to
describe the situation as he perceives it. He is asked to questions like
1. What is happening at present moment?
2. What has led to the present position?
3. What is likely to lead to later on?
4. i.e. He is asked to spin a story with the picture.
This test brings out the feelings, desires and anxieties etc.67

68. ■ Each story is carefully analyzed to uncover the test takers
unconscious mind, including any
■ Repressed aspects of personality
■ Motives and needs for achievement
■ Power and intimacy
■ Problem solving abilities
68

69. Examples:
69

70. Rorschach Inkblot Test
■ The most widely used projective test uses a set of 10 inkblots
and was designed by Hermann Rorschach. It seeks to identify
people’s inner feelings by analyzing their interpretations of the
blots.
70

71. 71

72. 72

73. ■ This test materials consists of 10 cards. Each card showing an
ink-blot figure.
■ Uses 10 official inkblots
■ The subject is shown these cards in a sequential order, one at
a time. He is asked to say
■ “what he sees in the picture” or
■ “what the picture reminds him of”.
■ There is no time limit for the test. But some psychologists
note down the reaction time for each card and make use of
that in the final interpretation.
73

74. Verbal Projective Techniques
■ Require verbal and/or written responses; therefore, clients
must have good verbal and written skills.
■ Examples of questions:
■ If you had three wishes, what would you wish for?
■ If you could be anything you wanted to be, what would you
be?
74

75. Sentence Completion
■ Examples of sentence completion
■ I wish _________.
■ I love _________.
■ A husband should ______.
■ My nerves are made of _________.
■ I hate _________.
75

76. Projective Drawings
■ Perhaps the oldest category of projective assessments used
with children and adolescents.
■ A very common technique is the “Draw-a- Person” test
■ The House-Tree-Person Technique
76

77. 77

78. 78

79. 79

80. Reviewobjectives:
80
What are the types of
intelligence
Important tests of
intelligence
Why is intelligence
quotient important
Types of aptitude
Classification of
personality. Acceptable
classification of personality
Important test of
personality

81. References:
■ Books:
■ 1.Textbook Of Nursing Education- KP. Neeraja
■ 2. Essentials Of Examination System
■ 3. Comprehensive Textbook Of Psychiatry- 6th Edition
■ 4. pdf –07chapter 1
■ Online:
1.http://www.macalester.edu/psychology/whathap/ubnrp/intell
igence05/Dpersonality.html
2.(http://www.pearsonassessments.com/hai/images/pa/pdfs/
mcmi3i nterp.pdf)
81

82. Thank you
Any doubts?