Psychometric Approach

In the psychometric view, adolescence is a period of cognitive stability. Intelligence
quotient (IQ) scores show little change during adolescence. Although
IQ scores often fluctuate during early childhood, scores generally
stabilize about age eight. It is common to find temporary periods of instability
in IQ scores after age eight, such as at the onset of puberty or during
other stressful times, but dramatic and long-termscore changes are rare. According
to this perspective, adolescence does not bring significant changes
in cognitive skills.

Theory and research on cognitive skills began with the development of
modern intelligence tests, such as Alfred Binet’s 1916 test; however, the intelligence-testing, or psychometric, approach has contributed little to an
understanding of adolescent cognitive skills. Intelligence tests are best
suited to the study of individual differences, or how people compare to others
of their age. It is difficult to use intelligence testing to compare and contrast
cognitive skills at different ages.

Intelligence tests also are used to study the stability of intellectual level
and the likelihood it will change in later years. Research indicates, however,
that intelligence test scores in adolescence generally are similar to scores
during childhood, although scores may fluctuate during childhood as a
function of changes in factors such as diet, socioeconomic status, and education.
Again, the psychometric approach seems poorly suited to the study of
adolescent cognitive skills.