S1
Psychodiagnostisch werken 2
ACADEMIEJAAR 2024-2025 AP HOGE SCHOOOL
MAYRA VERMEULEN
,Inhoud
1) Wat is intelligentie? .................................................................................................................................................... 4
1.1 Intelligentie in naïeve psychologische theorie .......................................................................................................... 4
1.1.1 Intuïtieve mensenkennis .................................................................................................................................. 4
1.1.2 Wat denkt een leek over intelligentie? – Onderzoek Sternberg ....................................................................... 4
1.1.3 Taak van de psychologische wetenschap .......................................................................................................... 5
1.2 Intelligentie: wetenschappelijke afbakening van het begrip .................................................................................... 5
1.2.1 Academische intelligentie................................................................................................................................. 5
1.2.2 Intelligentie: dat wat de test meet – Definitie van Boring ................................................................................ 5
1.2.3 Wetenschappelijke definities............................................................................................................................ 5
1.2.4 Niveaus van intelligentie: A,B, en C .................................................................................................................. 6
a. Intelligentie A ........................................................................................................................................................ 6
b. Intelligentie B ........................................................................................................................................................ 6
c. Intelligentie C......................................................................................................................................................... 7
1.2.5 Niet slechts één definitie: wat nu? ............................................................................................................................. 7
2) Geschiedenis en theorieën rond intelligentie .............................................................................................................. 7
2.1 Psychometrische theorieën en intelligentiemodellen ........................................................................................................ 8
2.1.1 Spearmans tweefactoren theorie .............................................................................................................................. 8
a. Theorie van Spearman .......................................................................................................................................... 8
b. Testonderzoek........................................................................................................................................................ 9
c. Kritiek op theorie van Spearman ........................................................................................................................... 9
2.1.2 Thurstone: Primary Mental abilities ......................................................................................................................... 10
a. Theorie van Thurstone ......................................................................................................................................... 10
b. Kritiek op de theorie van Thurstone..................................................................................................................... 11
2.1.3 Het Matrixmodel van Guilford ................................................................................................................................. 11
a. Theorie van Guilford ............................................................................................................................................ 11
b. Testmateriaal....................................................................................................................................................... 12
c. Kritiek op de theorie van Guilford ........................................................................................................................ 12
2.1.4 Theorie van de groepsfactoren van Vernon ............................................................................................................. 12
2.2 Cognitief experimentele benadering ................................................................................................................................ 13
2.2.1 Inleiding ................................................................................................................................................................... 13
2.2.2 Verband tussen intelligentie en andere metingen ................................................................................................... 14
a. Reactie- en inspectietijden................................................................................................................................... 14
b. Capaciteit van het werkgeheugen ....................................................................................................................... 14
c. Onderzoek naar verband tussen intelligentie en hersensignalen ........................................................................ 14
2.2.3 PASS-theorie cab intelligentie .................................................................................................................................. 15
2.2.4 Sternberg ................................................................................................................................................................. 16
a. Sternberg’s theorie van cognitieve componenten ............................................................................................... 16
b. Sternberchs triarchisch model van succesvolle intelligentie ................................................................................ 17
c. Soorten intelligentie ............................................................................................................................................ 20
d. Testmateriaal....................................................................................................................................................... 21
e. Kritiek op theorie van Sternberg .......................................................................................................................... 21
2.2.5 Howard Gardners theorie van meervoudige intelligentie ........................................................................................ 21
2.3 Het ontstaan en de ontwikkeling van het C-H-C-model ................................................................................................... 24
2.3.1 Raymond Catell – Gf-Gc theorie ............................................................................................................................... 24
1
, a. Cattells ‘investment Theory’ (1987) ..................................................................................................................... 25
2.3.2 John Horn (Cattell-Horn theory) .............................................................................................................................. 27
2.3.3 John Carroll .............................................................................................................................................................. 28
a. Three statum theory van Caroll ........................................................................................................................... 28
b. Vergelijking met Cattell en Horn .......................................................................................................................... 28
I. Gelijkenissen................................................................................................................................................... 28
II. Verschillen ................................................................................................................................................. 29
2.3.4 Actuele CHC-theorie ................................................................................................................................................ 30
3) Actuele CHC-theorie uitgewerkt naar de praktijk toe ................................................................................................ 30
3.1 Inleiding............................................................................................................................................................................ 30
3.2 Domeinonafhankelijke vaardigheden ............................................................................................................................... 32
3.2.1 Vloeiend redeneren – (‘Fluid reasoning’) Gf ............................................................................................................ 32
3.2.2 Geheugen ................................................................................................................................................................. 33
a. Kortetermijngeheugen – (‘short-term memory’) – Gsm ...................................................................................... 33
b. Langetermijngeheugen – (‘long-term storage and retrieval’) – Glr ..................................................................... 33
3.2.3 Cognitieve snelheid ≈ algemene snelheid ................................................................................................................ 34
a. Verwerkingssnelheid – (‘processing speed’) – Gs ................................................................................................ 34
b. Reactie- en beslissnelheid – (‘reaction and decision speed’) – Gt ........................................................................ 35
c. Psychometrische snelheid – (‘psychomotor speed’) – Gps ................................................................................... 35
3.3 Verworven kennis ............................................................................................................................................................. 35
3.3.1 Begrip en kennis – (‘comprehension – knowledge’) – Gc ......................................................................................... 36
3.3.2 Domeinspecifieke kennis – (‘domain-specific knowledge’) – Gkn ............................................................................ 36
3.3.3 Lezen en spellen/schrijven – (‘reading and writing’) – Grw .................................................................................... 37
3.3.4 Kwantitatieve kennis – (‘quantitavie knowledge’) – Gq ........................................................................................... 37
3.4 Sensori-motorische domeinspecifieke vaardigheden....................................................................................................... 37
3.4.1 Sensorische domeinspec. Vaardigheden .................................................................................................................. 38
a. Visuele informatieverwerking – (‘visual processing’) – Gv .................................................................................. 39
b. Auditieve informatieverwerking – (‘auditory processing’) – Ga .......................................................................... 39
c. Vaardigheden m.b.t. geurperceptie – (‘olfactory abilities’) – Go ......................................................................... 39
d. Tactiele vaardigheden – (‘tactile abilities’) – Gh .................................................................................................. 39
3.4.2 Motorische domeinspec. Vaardigheden .................................................................................................................. 40
a. Kinesthetische vaardigheden – (‘kinesthetic abilities’) – Gk ................................................................................ 40
b. Psychomotorische vaardigheden – (‘psychomotor abilities’) – Gp ...................................................................... 40
3.5 Het CHC-model in continue evolutie ................................................................................................................................ 40
3.5.1 Pragmatische voorstelling van het CHC-model ........................................................................................................ 41
4) Bronnen van verschillen in intelligentie ..................................................................................................................... 42
4.1 Nature vs. Nurture ........................................................................................................................................................... 42
4.2 Interactie tussen erfelijkheid en omgeving ...................................................................................................................... 43
4.2.1 Getekend door armoede .......................................................................................................................................... 43
4.2.2 Effecten van scholing................................................................................................................................................ 44
4.2.3 De plaats in het gezin ............................................................................................................................................... 44
4.2.4 Kun je je brein echt trainen ...................................................................................................................................... 45
4.2.5 Invloed van vervuiling op intelligentie ..................................................................................................................... 45
4.3 Intelligentie en cultuur ..................................................................................................................................................... 45
4.3.1 Verschillen binnen en tussen culturen ..................................................................................................................... 45
2
, 4.3.2 Cultuurvrije tests ...................................................................................................................................................... 46
4.3.3 Testbias en cultuur-faire testen ................................................................................................................................ 47
4.4. Stabiliteit en verandering in intelligentie ........................................................................................................................ 47
4.4.1 De stabiliteit van algemene cognitieve intelligentiescores ...................................................................................... 47
4.4.2 Cognitieve vaardigheid en leeftijd ............................................................................................................................ 47
4.4.3 Gaat het IQ van de bevolking achteruit? .................................................................................................................. 47
5) Andere vormen van intelligentie ............................................................................................................................... 48
5.1 Emotionele en sociale intelligentie .................................................................................................................................. 48
5.1.1 Zelfbewustzijn .......................................................................................................................................................... 48
5.1.2 Zelfbeheersing en zelfregulatie ................................................................................................................................ 49
5.1.3 Zelfmotivatie ............................................................................................................................................................ 49
5.1.4 Empathie .................................................................................................................................................................. 50
5.1.5 Sociale vaardigheden ............................................................................................................................................... 50
5.1.6 Meten en evalueren van emotionele intelligentie ................................................................................................... 50
5.2 Culturele intelligentie ....................................................................................................................................................... 51
5.3 Praktische intelligentie ..................................................................................................................................................... 52
6) Intelligentietesten in de praktijk................................................................................................................................ 53
6.1 Inleiding............................................................................................................................................................................ 53
6.2 Belang van houding en relatie tot testleider .................................................................................................................... 53
6.3 Instrumenten om IQ te meten ......................................................................................................................................... 54
6.3.1 WISC-V-NL ................................................................................................................................................................ 54
a. Achtergrond ........................................................................................................................................................ 54
b. Structuur.............................................................................................................................................................. 55
c. COTAN-beoordeling ............................................................................................................................................. 59
d. Overwegingen en kritische bedenkingen ............................................................................................................. 59
I. BCV ingeschat obv enkel 2 subtesten ........................................................................................................ 59
II. Selectie v/d subtesten ............................................................................................................................... 59
III. Minder groot aandeel v. Gc in g ................................................................................................................. 59
IV. Cross-battery benadering .......................................................................................................................... 59
V. Strenge(re) afbreekregels .......................................................................................................................... 60
VI. Subtesten nooit zuiver meting ................................................................................................................... 60
6.3.2 WAIS-IV-NL ............................................................................................................................................................... 60
6.4 Doel van onderzoek.......................................................................................................................................................... 61
6.5 Cross-batterybenadering .................................................................................................................................................. 61
6.6 IQ en Wat nu?? ................................................................................................................................................................. 62
Kkkkk
mmmmm
3
Psychodiagnostisch werken 2
ACADEMIEJAAR 2024-2025 AP HOGE SCHOOOL
MAYRA VERMEULEN
,Inhoud
1) Wat is intelligentie? .................................................................................................................................................... 4
1.1 Intelligentie in naïeve psychologische theorie .......................................................................................................... 4
1.1.1 Intuïtieve mensenkennis .................................................................................................................................. 4
1.1.2 Wat denkt een leek over intelligentie? – Onderzoek Sternberg ....................................................................... 4
1.1.3 Taak van de psychologische wetenschap .......................................................................................................... 5
1.2 Intelligentie: wetenschappelijke afbakening van het begrip .................................................................................... 5
1.2.1 Academische intelligentie................................................................................................................................. 5
1.2.2 Intelligentie: dat wat de test meet – Definitie van Boring ................................................................................ 5
1.2.3 Wetenschappelijke definities............................................................................................................................ 5
1.2.4 Niveaus van intelligentie: A,B, en C .................................................................................................................. 6
a. Intelligentie A ........................................................................................................................................................ 6
b. Intelligentie B ........................................................................................................................................................ 6
c. Intelligentie C......................................................................................................................................................... 7
1.2.5 Niet slechts één definitie: wat nu? ............................................................................................................................. 7
2) Geschiedenis en theorieën rond intelligentie .............................................................................................................. 7
2.1 Psychometrische theorieën en intelligentiemodellen ........................................................................................................ 8
2.1.1 Spearmans tweefactoren theorie .............................................................................................................................. 8
a. Theorie van Spearman .......................................................................................................................................... 8
b. Testonderzoek........................................................................................................................................................ 9
c. Kritiek op theorie van Spearman ........................................................................................................................... 9
2.1.2 Thurstone: Primary Mental abilities ......................................................................................................................... 10
a. Theorie van Thurstone ......................................................................................................................................... 10
b. Kritiek op de theorie van Thurstone..................................................................................................................... 11
2.1.3 Het Matrixmodel van Guilford ................................................................................................................................. 11
a. Theorie van Guilford ............................................................................................................................................ 11
b. Testmateriaal....................................................................................................................................................... 12
c. Kritiek op de theorie van Guilford ........................................................................................................................ 12
2.1.4 Theorie van de groepsfactoren van Vernon ............................................................................................................. 12
2.2 Cognitief experimentele benadering ................................................................................................................................ 13
2.2.1 Inleiding ................................................................................................................................................................... 13
2.2.2 Verband tussen intelligentie en andere metingen ................................................................................................... 14
a. Reactie- en inspectietijden................................................................................................................................... 14
b. Capaciteit van het werkgeheugen ....................................................................................................................... 14
c. Onderzoek naar verband tussen intelligentie en hersensignalen ........................................................................ 14
2.2.3 PASS-theorie cab intelligentie .................................................................................................................................. 15
2.2.4 Sternberg ................................................................................................................................................................. 16
a. Sternberg’s theorie van cognitieve componenten ............................................................................................... 16
b. Sternberchs triarchisch model van succesvolle intelligentie ................................................................................ 17
c. Soorten intelligentie ............................................................................................................................................ 20
d. Testmateriaal....................................................................................................................................................... 21
e. Kritiek op theorie van Sternberg .......................................................................................................................... 21
2.2.5 Howard Gardners theorie van meervoudige intelligentie ........................................................................................ 21
2.3 Het ontstaan en de ontwikkeling van het C-H-C-model ................................................................................................... 24
2.3.1 Raymond Catell – Gf-Gc theorie ............................................................................................................................... 24
1
, a. Cattells ‘investment Theory’ (1987) ..................................................................................................................... 25
2.3.2 John Horn (Cattell-Horn theory) .............................................................................................................................. 27
2.3.3 John Carroll .............................................................................................................................................................. 28
a. Three statum theory van Caroll ........................................................................................................................... 28
b. Vergelijking met Cattell en Horn .......................................................................................................................... 28
I. Gelijkenissen................................................................................................................................................... 28
II. Verschillen ................................................................................................................................................. 29
2.3.4 Actuele CHC-theorie ................................................................................................................................................ 30
3) Actuele CHC-theorie uitgewerkt naar de praktijk toe ................................................................................................ 30
3.1 Inleiding............................................................................................................................................................................ 30
3.2 Domeinonafhankelijke vaardigheden ............................................................................................................................... 32
3.2.1 Vloeiend redeneren – (‘Fluid reasoning’) Gf ............................................................................................................ 32
3.2.2 Geheugen ................................................................................................................................................................. 33
a. Kortetermijngeheugen – (‘short-term memory’) – Gsm ...................................................................................... 33
b. Langetermijngeheugen – (‘long-term storage and retrieval’) – Glr ..................................................................... 33
3.2.3 Cognitieve snelheid ≈ algemene snelheid ................................................................................................................ 34
a. Verwerkingssnelheid – (‘processing speed’) – Gs ................................................................................................ 34
b. Reactie- en beslissnelheid – (‘reaction and decision speed’) – Gt ........................................................................ 35
c. Psychometrische snelheid – (‘psychomotor speed’) – Gps ................................................................................... 35
3.3 Verworven kennis ............................................................................................................................................................. 35
3.3.1 Begrip en kennis – (‘comprehension – knowledge’) – Gc ......................................................................................... 36
3.3.2 Domeinspecifieke kennis – (‘domain-specific knowledge’) – Gkn ............................................................................ 36
3.3.3 Lezen en spellen/schrijven – (‘reading and writing’) – Grw .................................................................................... 37
3.3.4 Kwantitatieve kennis – (‘quantitavie knowledge’) – Gq ........................................................................................... 37
3.4 Sensori-motorische domeinspecifieke vaardigheden....................................................................................................... 37
3.4.1 Sensorische domeinspec. Vaardigheden .................................................................................................................. 38
a. Visuele informatieverwerking – (‘visual processing’) – Gv .................................................................................. 39
b. Auditieve informatieverwerking – (‘auditory processing’) – Ga .......................................................................... 39
c. Vaardigheden m.b.t. geurperceptie – (‘olfactory abilities’) – Go ......................................................................... 39
d. Tactiele vaardigheden – (‘tactile abilities’) – Gh .................................................................................................. 39
3.4.2 Motorische domeinspec. Vaardigheden .................................................................................................................. 40
a. Kinesthetische vaardigheden – (‘kinesthetic abilities’) – Gk ................................................................................ 40
b. Psychomotorische vaardigheden – (‘psychomotor abilities’) – Gp ...................................................................... 40
3.5 Het CHC-model in continue evolutie ................................................................................................................................ 40
3.5.1 Pragmatische voorstelling van het CHC-model ........................................................................................................ 41
4) Bronnen van verschillen in intelligentie ..................................................................................................................... 42
4.1 Nature vs. Nurture ........................................................................................................................................................... 42
4.2 Interactie tussen erfelijkheid en omgeving ...................................................................................................................... 43
4.2.1 Getekend door armoede .......................................................................................................................................... 43
4.2.2 Effecten van scholing................................................................................................................................................ 44
4.2.3 De plaats in het gezin ............................................................................................................................................... 44
4.2.4 Kun je je brein echt trainen ...................................................................................................................................... 45
4.2.5 Invloed van vervuiling op intelligentie ..................................................................................................................... 45
4.3 Intelligentie en cultuur ..................................................................................................................................................... 45
4.3.1 Verschillen binnen en tussen culturen ..................................................................................................................... 45
2
, 4.3.2 Cultuurvrije tests ...................................................................................................................................................... 46
4.3.3 Testbias en cultuur-faire testen ................................................................................................................................ 47
4.4. Stabiliteit en verandering in intelligentie ........................................................................................................................ 47
4.4.1 De stabiliteit van algemene cognitieve intelligentiescores ...................................................................................... 47
4.4.2 Cognitieve vaardigheid en leeftijd ............................................................................................................................ 47
4.4.3 Gaat het IQ van de bevolking achteruit? .................................................................................................................. 47
5) Andere vormen van intelligentie ............................................................................................................................... 48
5.1 Emotionele en sociale intelligentie .................................................................................................................................. 48
5.1.1 Zelfbewustzijn .......................................................................................................................................................... 48
5.1.2 Zelfbeheersing en zelfregulatie ................................................................................................................................ 49
5.1.3 Zelfmotivatie ............................................................................................................................................................ 49
5.1.4 Empathie .................................................................................................................................................................. 50
5.1.5 Sociale vaardigheden ............................................................................................................................................... 50
5.1.6 Meten en evalueren van emotionele intelligentie ................................................................................................... 50
5.2 Culturele intelligentie ....................................................................................................................................................... 51
5.3 Praktische intelligentie ..................................................................................................................................................... 52
6) Intelligentietesten in de praktijk................................................................................................................................ 53
6.1 Inleiding............................................................................................................................................................................ 53
6.2 Belang van houding en relatie tot testleider .................................................................................................................... 53
6.3 Instrumenten om IQ te meten ......................................................................................................................................... 54
6.3.1 WISC-V-NL ................................................................................................................................................................ 54
a. Achtergrond ........................................................................................................................................................ 54
b. Structuur.............................................................................................................................................................. 55
c. COTAN-beoordeling ............................................................................................................................................. 59
d. Overwegingen en kritische bedenkingen ............................................................................................................. 59
I. BCV ingeschat obv enkel 2 subtesten ........................................................................................................ 59
II. Selectie v/d subtesten ............................................................................................................................... 59
III. Minder groot aandeel v. Gc in g ................................................................................................................. 59
IV. Cross-battery benadering .......................................................................................................................... 59
V. Strenge(re) afbreekregels .......................................................................................................................... 60
VI. Subtesten nooit zuiver meting ................................................................................................................... 60
6.3.2 WAIS-IV-NL ............................................................................................................................................................... 60
6.4 Doel van onderzoek.......................................................................................................................................................... 61
6.5 Cross-batterybenadering .................................................................................................................................................. 61
6.6 IQ en Wat nu?? ................................................................................................................................................................. 62
Kkkkk
mmmmm
3
