Unit 11: Intelligence and Testing

Copy the chart into your notebook. Use a full sheet

of paper----------

Objective• I will be able to apply the

concepts and theories of psychological testing and human intelligence on tests and on individual and group assignments.

Essential Questions1. What are the “types” of tests used in psychology to

measure underlying ability and learning?

2. What is intelligence and how is it measured?

3. How have intelligence tests evolved?

4. What are IQ ranges?

5. Is it possible for IQ Tests to measure innate intelligence; or, is intelligence a product of environment?

5. Are IQ tests reliable and valid?

6. How does cultural bias impact IQ test results?

7. Are there different types of intelligences?

Concepts on Recent AP Exams• Validity (construct, test/retest, concurrent, predictive) • Reliability • achievement test • aptitude test • IQ-concepts related to IQ Tests- Alfred Binet• projective personality tests (Inkblot and TAT) • self reporting personality inventories (MMPI) • standardized tests/standardization• Fluid intelligence v. Crystallized intelligence• Emotional intelligence • Gardner’s multiple intelligences

Key Figures-INCOMPLETE INFORMATION:

Alfred Binet: devised test to identify slower children (1905)

FrancesGalton: Wrote the book, Hereditary Genius (1869)

Howard Gardner: Multiple intelligences-8

Charles Spearman: first to use test to measure intelligence; g factor, two factor theory (1904)

Robert Sternberg: Triarchic Theory (CAP)

LouisTerman: Stanford-Binet Intelligence Scale MA/CA x 100; Could compare children of different ages (1916)

David Wechsler: WAIS (scale for adults-1955)

Objective

• I will be able to apply the concepts and theories of psychological testing and human intelligence on tests and on individual and group assignments

Key Concepts in Psychological Testing

1. What are the “types” of tests used in psychology to measure underlying

ability and learning?

Principle Types of Psychological TestsAbility=skills for which people need no additional

training (can you think of any?)

Aptitude=a potential ability (say to play piano)

Type of tests:– Intelligence – general mental

ability/intellectual potential– Aptitude – specific types of mental

abilities, more precisely: a potential ability (ex. mechanical reasoning, ASVAB, musical ability)

– Achievement Tests -mastery of a subject, ex. FCAT)

– Personality tests (MMPI, Ink blot, TAT)

Brainstorm at least two possible uses for aptitude

tests.

What are possible uses for Intelligence tests.

What are possible uses for achievement tests?

What do you think would make these tests credible

and why?

Key Concepts in Psychological TestingReliability=consistency of the test if repeated1. Test-Retest Reliability=do scores correlate when

the person takes it more then once?

Correlation coefficient=number index of the degree of relationship

Key Concepts in Psychological TestingReliability

2. split half-reliability=break test in half and correlate one’s performance on the two halves

3. equivalent form reliability=reliability on different forms of the same test are given

(ex., forms A and B)Validity=does the test measure what it intended to1. Content Validity= does the test measure what

was covered (say in AP Psychology)2. Construct Validity=does the test measure some

abstract concept (say personality , rather than one’s mood)

3. Predictive Validity=does the test forecast what it meant to, such as the SAT predicting college success

Key Concepts in Psychological Testing• Standardized Test=piloted on a population

similar to those that are meant to take the test and whose achievement norms are established

• Standardization=uniform procedures used in test administration and scoring– Test norms=info. on where a score on a test

ranks– Standardization group=the sample of people that

the norms are based on– Percentile score=raw score is changed to a

percentile score-82 percentile means scoring the same as or higher than 82 % of the sample

Figure 9.4 Criterion-related validity

Figure 9.2 Test-retest reliability

The Evolution of Intelligence Testing

The Evolution of Intelligence Testing

• Sir Francis Galton (1869) – Wrote the book, Hereditary Genius-said

success runs in families, intelligence is passed from generation to generation (people he looked at had superior upbringing)

– Coined the phrase nature v. nurture– Measured sensory processes that he saw

as innate potential– Invented concepts of correlation and

percentile test scores

**Spearman’s Two-Factor Theory (1904)

• first to take a psychometric (test measurement) approach by measuring cognitive factors that could measure intelligence

• Intelligence has two factors: g=general mental ability (based on what cognitive tasks have in common); s=specific mental abilities (math, mechanical, verbal)

• g is what psychologists now view as an objective IQ (intelligence quotient)

The Evolution of Intelligence Testing

Alfred Binet and Theodore Simon (1905)

-asked to devise test to identify slower children who needed special training– Binet-Simon Intelligence Scale (abstract

reasoning skills)– Mental age-ability typical of a child that

age

The Evolution of Intelligence Testing• Lewis Terman worked at Stanford U (1916)-revised

Binet’s test– Stanford-Binet Intelligence Scale– Intelligence Quotient (IQ) = MA/CA x 100– Could compare children of different ages

Problem=formula did not work with adults• David Wechsler (1955)-came up with an adult test

– Wechsler Adult Intelligence Scale (WAIS)– Had a verbal and a performance test– test for children, 6-16 (WISC)– WPPSI-Wechsler preschool and primary scale of

intelligence-as young as 4

The Ranges of IQ Scores

The Normal Distribution

• Bell curve- the center is the mean..every line in either direction is one (1) standard deviations from the norm/mean, or 15 points.

(Page 537 in the textbook)

Normal IQ Range=85 to115

Borderline IQ= 70 to 84

Below 70=Intellectual Disability

Gifted=above 130

Normal Curve

Figure 9.7 The normal distribution

Extremes of Intelligence: Mental Retardation-Intellectual Disability

• Diagnosis based on IQ and adaptive testing– IQ 2 or more SD below mean– *Adaptive skill deficits– onset before age 18

• 4 levels: mild (51 to 70), moderate (36-50), severe (20-35), profound (below 20)– Mild most common

• Causes:– Environmental (most mild retardation from lower

socioeconomic status) vs. biological (25% have organic etiology)

Figure 9.10 The prevalence and severity of mental retardation

Extremes of Intelligence: Giftedness

• Identification issues – ideals vs. practice-should consider the qualities below, but schools almost exclusively look at IQ– IQ is 2 SD above mean standard (130)– Creativity, leadership, special talent?

• Stereotypes – weak, socially inept, emotionally troubled– *Lewis Terman (1925) – largely

contradicted stereotypes in a longitudinal study-better than average emotional life, social stability, health (150 average IQ)

Extremes of Intelligence: Giftedness

• *Ellen Winner (1997) – moderately vs. profoundly gifted-looked at later (above 180 IQ)

• *Introverted, socially isolated, more interpersonal and emotional problems

• VERY successful in achievement (books,, patents, scientific articles-none earned recognition for genius level contributions)

Extremes of Intelligence: Giftedness

• Giftedness and high achievement – goes beyond IQ

– intersection of three factors (motivation, exceptional IQ and exceptional creatively

– drudge theory (endless hard work) outstanding mentoring/training and inborn talent

IQ tests have exceptionally reliable – correlations into

the .90s

What did we say was a good correlation coefficient for

reliability?

Figure 9.3 Correlation and reliability

The controversial question: Is there construct validity

for Intelligence Tests?

Is there other information, apart from inborn

intelligence, needed to do well on the WAIS?

Let’s see----------

Wechler Adult Intelligence Scale

Is there other information, apart from inborn intelligence, that is needed to

do well on the WAIS?

How is it culturally biased (gives an advantage to one culture)?

Reliability and Validity of IQ tests

• Qualified validity – valid indicators of academic/verbal intelligence, not intelligence in a truly general sense

Correlations:• Predictive of occupational attainment-higher

scores=higher status jobs• IQ not a good predictor of job performance• Correlation between IQ scores in

adolescence and grades in school

Is Intelligence Innate and inherited or the result of

Environment?

Does Heredity impact IQ?

Who would be the best people to study to figure

this out?

Intelligence: Heredity or Environment?

• Heredity– twin studies (reared together)-identical

twins=.86 correlation; reared apart .72– Fraternal twins=.60

• Environment– Adoption studies– Cumulative deprivation

hypothesis=environmental deprivation led to erosion in IQ score

– Environmental improvement led to increased scores

Heritability

Principles of Test Construction

Standardization-Flynn Effect

• Flynn effect

Intelligence: Heredity or Environment?

– The Flynn effect=IQ scores have increased through the century possibly due to nutrition, education, computers, TV and video games

• Interaction of Heredity and Environment– The concept of the reaction range : 20 to

25 points= genetics places an upper limit on IQ.

-So, enriched environments place children at the higher range

May also explain why children from poor environments have high IQs

Figure 9.16 Reaction range

Cultural Differences in IQ

• Heritability as an Explanation– *Aurthur Jensen (1969)-said differences

in IQ for certain groups (BA, NA and LA) was hereditary-sparked controversy

– *Herrnstein and Murray (1994) – The Bell Curve-said the same thing and added that these lower IQ accounted for lower success-they can not avoid this fate since it is genetic

Cultural Differences in IQ

• Environment as an Explanation– Kamin’s cornfield analogy –

socioeconomic disadvantage – Steele (1997) - stereotype vulnerability-

results in academic underachievement

Stereotype Threat (p. 555)

Culturally biased tests

Figure 9.17 Genetics and between-group differences on a trait

Write down one of your skills

Do you think your skill would be identified by an IQ

test like the WAIS?

New Directions in the Study of IntelligenceLook at how people use their intelligence

Sternberg’s “successful intelligence” known as: Triarchic Theory

1.Analytical -reasoning/problem solving-needed for school work and assessed on IQ tests

2. Creative (novel solutions/ideas)3. Practical (“street smarts”)

Goleman’s Emotional Intelligence

• Emotional intelligence–Perceive and express emotions

–Understand emotions

–Manage emotions

–Use emotions for adaptive or creative thinking

Is Intelligence One General Ability or Several Specific Abilities?

Theories of Multiple Intelligences

Your Results to Gardner’s Intelligence Test

• ONE: 6, 14, 23, 31, 60

• TWO: 29, 32, 40, 49, 54

• THREE: 2, 4, 13, 51, 66

• FOUR: 7, 34, 47, 53, 15

• FIVE: 21, 24, 26, 48, 59

• SIX: 19, 43, 62, 65, 70

• SEVEN: 35, 41, 55, 57, 69

Intelligence type

1. Linguistic

2. Logical-Mathematical

3. Musical

4. Bodily-Kinesthetic

5. Spatial-Visual

6. Interpersonal

7. Intrapersonal

Does your skill correlates with your score? If yes, than the test has

construct ______________.