Variations in Psychological Attributes
Variations in Psychological Attributes
This domain tests how psychologists describe and measure individual differences: intelligence, aptitude, achievement, interest, attitude, values and personality. Expect definitions, theory-to-theorist matching, and correct interpretation of scores rather than labels.
Core rules
- Psychological attributes are inferred from behaviour and must be assessed with reliable, valid, standardised tools.
- Intelligence has psychometric theories (Spearman's g and s; Thurstone's primary abilities; Guilford's structure of intellect; Gardner's multiple intelligences) and information-processing theories (Sternberg's triarchic theory; PASS model: Planning, Attention, Simultaneous, Successive).
- IQ = (mental age / chronological age) × 100 in the classic ratio formula; deviation IQ compares a person with age peers.
- Aptitude predicts learning potential; achievement measures what has been learned; interest and attitude are not ability tests.
- Emotional intelligence involves perceiving, understanding, regulating and using emotions; it is not the same as IQ.
Worked example
A 10-year-old has a mental age of 12. Ratio IQ = (12/10) × 100 = 120. Reasoning: the numerator is mental age, the denominator chronological age, and the result is compared with the normative average of 100. A score of 120 is above average but does not by itself diagnose giftedness or identify a cause; interpretation needs a standardised test, confidence interval and context.
Traps that cost marks
- Reversing the IQ formula or treating IQ as a percentage.
- Calling Gardner's intelligences psychometric factors; they are relatively independent competencies.
- Confusing aptitude with achievement: aptitude is future potential, achievement is past learning.
- Treating emotional intelligence as a fixed trait or as identical to personality.