CH 9 Basic Psy PP(1)

Module 9.1: Intelligence and Intelligence Tests

  • Learning Objectives:

    • Describe the g factor and its evidence.

    • Distinguish between fluid and crystallized intelligence.

    • Outline three common IQ tests.

    • Evaluate hereditary and environmental influences on intelligence.

Defining Intelligence

  • Intelligence lacks a precise definition.

  • Psychological assessments aim to quantify intelligence to gather insights.

The g Factor

  • Spearman's concept of g (general intelligence):

    • Represents an overlap among various intelligent abilities.

    • Each ability is influenced by specific factors (s).

Explanations for g

  • Potential underpinnings of g include:

    • Correlation between different intelligences linked by growth factors.

    • Links to mental speed or working memory.

Types of Intelligence

  • Fluid Intelligence: Ability to reason and solve new problems.

  • Crystallized Intelligence: Knowledge acquired and applied in contexts.

Gardner’s Theory

  • Proposes multiple intelligences:

    • Includes mathematical, artistic, muscle, and musical skills.

IQ Tests Overview

  • Aptitude: Learning potential (fluid intelligence).

  • Achievement: Knowledge acquired (crystallized intelligence).

  • IQ Tests: Predictions of performance in academic settings.

    • First developed by Binet and Simon.

    • Most common: Stanford-Binet and Wechsler tests.

The Stanford-Binet Test

  • Administered based on age; designed to assess various skills.

  • Adaptive testing adjusts item difficulty based on responses.

  • Provides visual reasoning, short-term memory, and IQ scores.

Examples of Stanford-Binet Test Items

  • Sample items across different ages to measure various cognitive skills.

The Wechsler Tests

  • WAIS–IV: For adults.

  • WISC–V: For children up to 16; includes overall IQ, verbal IQ, and performance IQ.

  • Used to identify strengths, weaknesses, and learning disabilities.

Culture-Reduced Testing

  • Progressive Matrices: Test of abstract reasoning without language barriers.

    • Fairer for non-native speakers, but offers limited strength analysis.

Genetic and Environmental Influences on IQ

  • Genetic correlation in intellect (

    • Monozygotic twins show high correlation).

  • Numerous genes have minor intelligence contributions; also influenced by epigenetics.

Environmental Influences

  • Intellectual growth depends on a healthy environment.

  • Early and sustained interventions can enhance cognitive development.

Module 9.2: Evaluation of Intelligence Tests

  • Learning Objectives:

    • Define test standardization.

    • Explain the Flynn effect.

    • Assess test reliability and validity.

    • Explore test bias and stereotype threat.

Standardization of IQ Tests

  • Standardization: Process for evaluating test items and interpreting scores.

  • Norms describe score frequency in populations.

Distribution of IQ Scores

  • IQ mean is 100, with a standard deviation of 15-16.

    • The mode often exceeds 100; some lower performance bulges exist.

The Flynn Effect

  • Improvement in IQ test scores across generations.

    • Average increase of about three points per decade; causes unknown.

Test Reliability

  • Reliability: Consistency of test scores over repetitions.

  • Test-retest reliability assesses score consistency over time.

Validity

  • Validity: Evidence supporting test score interpretations.

    • Evaluated through multiple evidence types (content, structure, outcomes).

Score Fluctuations

  • Less reliability leads to more score variability, especially in infants.

Test Bias

  • Bias: Overstatement or understatement of true performance in a group.

    • Efforts to remove biased items and ensure fair predictions for all groups.

Stereotype Threat

  • Stereotype threat: Fear of reinforcing negative stereotypes during performance.

  • Remedies include awareness of stereotype threat and supportive interventions.