Chapter 9 - Intelligence, and Psychological Testing

Intelligence

Measures general mental ability/intellectual potential.

Aptitude

Specific abilities/potential

Achievement

Measures knowledge

Standardization

Procedures used to give score the test - always done the same.

Test norms

Information about how a score relates to other sources… tells you to compare to others.

Percentile Scoring

The % of people who scored at or below your score

Reliability

Refers to the consistency of the test

Correlation Coefficient

Can be used to measure the strength of the relationship between test and retest

Split-half Reliability

Compare two halves of an exam

Validity

The ability of a test to measure what it was designed to measure

Content Validity

The degree to which the content on a test matches the subject covered.

Criterion Related Validity

A measure of validity by measuring test scores with another independent criterion

Construct Validity

The extent to which there is evidence that a test measures a particular hypothetical construct questions?

Sir Francis Galton

Heredity Genius who believes that intelligence comes from heredity from the nature vs nurture correlation

Alfred Binet and Theodore Simon

Studied studies w/learning disabilities (1905)

Lewis Terman

Stanford-Binet Test

• Average of 100

• Still used today

David Weschler

Weschler Adult Intelligence Scale (WAIS)

• Iq was too verbal IQ and performance IQ (nonverbal)

• Normal distribution of scores

Mental Age

A measure based on child’s ability compared to the mental ability of a typical child of a certain age.

Which side is declared for gifted genus?

The right

Which side is for the intellectual disabilities

The left

Average IQ is

100

100 = ?

100 = 50%

1 standard deviation is

15

How is the percentage between the green lines?

95%

Giftedness characteristics

• Defined by an IQ but other characteristics are used.

• Gifted individuals are usually above average in physical, mental and social/emotional features.

• Stereotype - Profoundly gifted (above 80) may be socially isolated

Eminece

Those achieving eminece make a genius contribution to society

Intellectual Disability Characteristics

(Formerly known as Mental Retardation) - Subaverage mental ability with issues with adaptive skills. Cutoff IQ = 70 or 75

Mild

51-70 (6th grade) - most intelligent abilities are mild

Moderate

36-50 (4th grade)

Severe

20-35 (limited speech)

Profound

0-20 (no speech)

Prevalence

21.5% with most (85%) in mild category

Causes of intellectual disabilities

Organic - “nature” from birth

Unknown - often times related to environment

Heredity (Nature)

IQ are similar from biological parents which heritability ratio accounts for 50 - 80%

Environment(Nurture)

When an adoptive child gets their iq from their adopted parent.

Generation Effect

IQ scores are rising from generation to generation that has an adjusted scale overtime. Scaled to be an average of 100

Reaction Range

genetically determined limits (low and high) on traits. About 25 points in IQ

Genetics

Differences explained by genetics/very problematic due to group is genetically superion

Field Analogy

Both sail and seed matter/environment genetic matter

Socioeconomic

Link between SES and IQ

Stereotype threat

• failure based on demographics

• Emotional investment and test vulnerability

“It is not how intelligent you are, it is how you are intelligent” meaning

People have different intelligences

Howard Gardner

Multiple Intelligences

Logical/mathematical

Ability to reason

Linguistic

Verbal Skills

Musical

Connection to music

Spatial (visual)

Mental manipulation of space

Bodily-kinesthetic

Movement

Interpersonal

With others socializing and working with others

Intrapersonal

Self

Naturalist

Connected to nature

Sternberg’s Facets of Intelligence

A cognitive focus on intelligence

Analytical Intelligence

Abstract reasoning, evaluation and judgement

Creative Intelligence

Ability to generate new ideas

Practical Intelligence

Dealing with everyday problems with knowledge, not explicitly taught