Introduction
Professional psychology implements tools to assess individuals’ attitudes and intelligence. Psychological tests can be traced back to the Han dynasty in ancient China, where public officials were given competency assessment tasks (Reynolds et al., 2021). Later, psychiatrists in the nineteenth and twentieth centuries introduced various types of evaluation to rate patients with intellectual disabilities (Reynolds et al., 2021). The founder of psychometry is Francis Galton, who introduced this concept and conducted an extensive systematic data collection on differences between individuals (Reynolds et al., 2021). The widely accepted Wechsler Adult Intelligence Scale (WAIS) method was developed in the 1930s to measure nonverbal and verbal skills (Reynolds et al., 2021). Modern assessments are frequently used in schools, psychiatric hospitals, and workplaces to collect information and make inferences about students’, patients’, and employees’ characteristics. Although tests are often performed in standardized settings, these procedures only reveal a small portion of one’s abilities, like the one presented in the case of Kieran. Therefore, every aspect of these assessment techniques should be observed in detail to avoid bias towards people with a low score but one outstanding potential, like Kieran.
Intelligence Testing
Various theories of intelligence have been developed to interpret differences in test scores from biological, cognitive, psychometric, and cognitive-contextual perspectives. The three most popular intelligence postulates are Spearman’s two-factor theory, Gardener’s multiple intelligences, and Sternberg’s triarchic theory (HARAPPA, 2020). Firstly, the two-factor theory states that general forms of intelligence are the sum of many specialized factors (HARAPPA, 2020). For example, a child who performs well in math class may also be skilled in music or physics. Secondly, multiple intelligences theory claims that eight types of intelligence exist: musical, naturalistic, logical-mathematical, bodily-kinesthetic, verbal-linguistic, visual-spatial, interpersonal, and intrapersonal; Thus, one specific test cannot accurately assess an individual’s abilities (HARAPPA, 2020). Thirdly, Sternberg hypothesized that there are three types of intelligence: analytical, creative, and practical (HARAPPA, 2020). These theories can be applied to explain Kieran’s low average score and higher-than-average perceptual reasoning score, indicating the boy’s exceptional aptitude in one specific area but difficulties in others. Indeed, Kieran’s test performance is an indication of the need to develop an intervention to help him improve other spheres.
Intelligence testing is implemented in schools and clinical settings to identify individuals’ aptitudes. The average score obtained at the end of such tests is called the intelligence quotient (IQ), and it signifies the intelligence level compared to the average (Reynolds et al., 2021). The latter can be defined as an ability for abstract reasoning, problem-solving, and acquiring knowledge (Reynolds et al., 2021). For instance, the WAIS test presents problems determining a person’s arithmetical, block design, cancellation, coding, comprehension, digit span, matrix reasoning, and letter-number sequencing (Reynolds et al., 2021). Educators use these techniques to measure their students’ strengths and weaknesses to address particular learning problems. Psychiatrists implement IQ tests to diagnose an intellectual disability, which is confirmed if a person’s score is two standard deviations below the average and one has a deficit in adaptive functioning (Reynolds et al., 2021). Educational psychologists utilize these methods to determine learning disabilities in students. The WAIS test showed that Kieran had working memory, reception, processing speed, and verbal comprehension issues. Thus, it is essential to choose a personalized approach for this student to guide him in his journey toward improvement.
Kieran’s overall IQ score was below average, but his subscales were inconsistent, requiring a personalized approach to help him improve and perform better in his college courses. The WAIS score should be used not to claim that the boy is incapable of completing his college courses but to aid him. In fact, this test score is not a factual statement about this student’s future. Moreover, the three theories are consistent with his test results because they suggest that individuals can be talented in one field but not others. The three critical steps can be taken to assist Kieran in this case. Firstly, discussing every aspect of this test with Kieran is crucial to determine what he understood well and why most tasks were challenging. Secondly, educational psychologists can give him specific exercises to advance his verbal comprehension, reception, reasoning, processing speed, and working memory. Thirdly, asking about his past performance and health status is essential because some diseases, medications, and nutritional deficiencies may affect cognition.
Conclusion
In summary, this case described a student who might continue to have difficulties comprehending his college courses and received a low intelligence score but who had excellent perceptual reasoning. Still, this IQ test should not be used to state that one has a permanent learning disability because the testing techniques are subjective. Indeed, Gardener’s and Sternberg’s theories claim that multiple types of intelligence exist, and Spearman’s theory suggests that an individual’s IQ is a combination of various factors. Therefore, IQ scores should be used not to label and discriminate against people but to help them. In the case of Kieran, it is essential to reveal the underlying causes behind his learning disability which may be due to congenital problems in his neurocircuit or triggered by metabolic disturbances or pharmaceutical agents. Finally, educational psychologists should convince this student that this issue can be overcome through an appropriate intervention that will require effort and deliberate practice.
References
HARAPPA. (2020). Theories of intelligence. Web.
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). Mastering modern psychological testing. Springer.