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  • In the first part of this chapter, differences and similarities between static and dynamic measures of intelligence are presented and analyzed. Static measures of intelligence are generally obtained by testing either a ratio of mental age to chronological age or a score of deviation from age norm. Dynamic measures of intelligence are generally obtained by administrating novel problem solving tasks to the subjects, supplying them with gradual and balanced assistance that progressively disclose the solution of the problem, and determining the amount of aid the learner needs to be able to solve the problem. The amount of aid is inversely proportional to the modifiability index. The modifiability index is the general propensity to change, and can better measure intelligence. In the second part of this chapter it is hypothesized that some subjects can obtain a normal score with static test measures and a giftedness score with dynamic test measures. Two experiments were conducted to examine the relationship between dynamic measures and static measures of intelligence in low socio-economic background subjects and in ADHD subjects. In the first experiment 24 subjects with either high (12) or low (12) level of socio-economic background were trained to master problem solving tests with dynamic and static measures of intelligence. In the second experiment 57 subjects, 10 with ADHD-IA, 10 with ADHD-HI, 10 with ADHD-C and 27 controls were trained to master problem solving tests with dynamic and static measures of intelligence. The results showed that subjects with ADHD-C and Controls scored similarly on dynamic and static measure, but subjects with ADHD-HI and subjects with a low level of socioeconomic background had lower scores with static test measures and higher scores with dynamic test measures. Results are discussed in terms of their implications for intelligence tests. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

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