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Intelligence andPsychological Testing

AP PSYCHOLOGY

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2Major Types of Testing

MENTAL ABILITY TESTS

PERSONALITY TESTS

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1.Mental Ability Tests

Most common type of psychologicaltest

Measures you general mental ability 3 types off mental ability tests

Intelligence Tests

Aptitude Tests

Achievement Tests

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Mental Ability Tests Intelligence Tests

Measure general mental ability

Used to assess intellectual potential Not used to measure previous learning

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Mental Ability Tests Aptitude Tests

Measure general mental ability

Used to assess intellectual potential overprevious learning

But breaks down mental ability intocategories

EX: Differential aptitude tests measure incategories

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Mental Ability Tests Achievement Tests

Measure previous learning with specific

focus Categories such as math, English, science,

etc

Does not measure potential

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2.Personality Tests

Measure various aspects of yourpersonality

Motivation, values, interests, attitudes,etc...

Called personality scales becausethere are no right or wrong answers

(like mental ability tests)

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STANDARDIZATION AND NORMS Standardization:

uniform procedures used in

administration and scoring of a test.

Ex: SAT

Same instruction, questions, time limitsetc...

No one has an advantage

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Standardization and Norms Percentile Score:

Indicate the percentage of people who

score at or below a specific score

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Standardization and Norms Standardized Group

Sample of people that the test norms are

based on An average group of people on average

score the mean

Everyone else is scored according to that

mean score, either above or below

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Standardization and Norms Reliability:

Measures consistency of the test

We check this by test and re-testing Correlation Coefficient

The numerical accounting for the degree ofrelation between two variables

The closer the correlation, the more reliable

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Standardization and Norms Validity: Does the test measure what it

intended to measure?

Three Types

Content Validity- specific tests (achievement,classroom) should have strong content validity

Criterion-Related Validity- needed for predictingbehavior

Construct Validity- used to measure abstractpersonal qualities

Hypothetical Construct: no obvious criterionexists to measure these qualities so we callthem hypothetical constructs.

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The Beginnings of Intelligence

Testing Sir Francis Galton- 19th Century

British Scholar Family tree studies

Intelligence must be inherited(biological)

Most successful families share commoncharacteristics

Wrote, Hereditary Genius in 1869 Genetic inheritance of intelligence

Coined term Nature versus Nurture

Inspired French psychologist Alfred Binet

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Testing Alfred Binet (1904 Psychologist)

Asked to devise a test to identify mental stabilityin subnormal children

First useful test in 1905 Abstract reasoning skills

Successful for many reasons

It was cheap, easy to administer, objective andpredicted childrens performance adequately

Scores expressed in mental level and mentalage

Mental age: mental ability of a typical child ofthat chronological age

Test revised in 1908 and 1911

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Binet used the term mental age to describe the level ofintellectual functioning. The average five-year-old should

pass most items on a test designed for that age.

Intelligence Quotient

(I.Q.) is a measurethat compares

mental age with

physical age. A

seven-year-old child

with a mental age ofeight will have an IQ

of 114.

Mental Age

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Mental Age

Chronological AgeX 100 = I.Q.

7

7X

100 = 100

8

7X 100 =

Calculating I.Q.

What is the I.Q. of a 16-year-old girl with a mental age of 20?

114

20

16= 12.5 X100 = 125

Examples:

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What is Intelligence? Factor Analysis

statistical procedure that identifiesclusters of related items (called factors)

on a test

used to identify different dimensions ofperformance that underlie ones totalscore

General Intelligence (g)

factor that Spearman and others believedunderlies specific mental abilities

measured by every task on an intelligence

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Howard Gardners Multiple Intelligences

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Are There Multiple

Intelligences? Savant Syndrome

condition in which a person otherwiselimited in mental ability has anexceptional specific skill

computation

drawing

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Robert Sternberg Analytic intelligence mental

processes used in learning how tosolve problems

Creative intelligence ability to dealwith novel situations by drawing onexisting skills and knowledge

Practical intelligence ability toadapt to the environment (streetsmarts)

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Testing Terman (American, Stanford professor)

Revised Binet test

Called it the Stanford-Binet Intelligence Scale

(1916) Most worldwide spread test

New scoring system was based on WilliamSterns Intelligence Quotient

IQ= Mental age/chronological age X100

American schools adopted IQ tests because ofTermans work.

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Testing: WAIS Major Considerations Regarding WAIS

Less dependent on verbal ability thanStanford-Binet

Used separate scores for verbal adnonverbal performance

Abandoned the IQ way of doing things infavor for Normal Distribution

This scoring scheme was adopted by mostIQ testing including the Standford-Binet.

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More about intelligence tests Measure intellectual

potential Previous knowledge can

effect results

Very reliable

Sample behavior If person is in unusual

mood, scores may notbe accurate

Valid for educationalpurposes May not be for

vocational purposes likea trade

High scores=success atwork

Used in most Westerncultures Not in non-Western as

much Are standardized Not as much as non-

Western and 2nd-3rd

world countries

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Are There Multiple

Intelligences? Social Intelligence

the know-how involved in

comprehending social situations andmanaging oneself successfully

Emotional Intelligence

ability to perceive, express,understand, and regulate emotions

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Daniel Golemans Theory of

Emotional IntelligenceThe ability to feel, deal with, and recognize

emotions makes up its own kind of intelligence.

Emotional self-awareness: knowing what we are

feeling and why

Managing and harnessing emotions: knowing howto control and respond to feelings appropriately

Empathy: knowing what another person is feeling

Aspects of this theory include:

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Creativity

Intelligence and

creativity are somewhat,

but not closely, related.

People who are creative

tend to excel in one area.

One measure of creativity

is the ability to break set,

or think about somethingin an entirely new way to

problem solve.

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Getting Smarter?

FlynnEffect

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Intelligence Extremes: MR

2-3% of the school age population ismentally retarded.

Four levels of MR Mild

Moderate

Severe

Profound

The majority of those with MR fall into themild category

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Intelligence Extremes: MR

15% of those with MR are obviouslymentally retarded

Most are not obvious at all What causes MR?

Organic conditions

Down syndrome, phenylketonuria, and

hydrocephaly

Unknown causes usually result in milderforms of MR

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Down Syndrome

Genetic disorder caused by thepresence of all or part of an extra 21st

chromosome.

tend to have a lower than averagecognitive ability, often ranging frommild to moderate learning disabilities

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Phenylketonuria

an inherited disease due to faultymetabolism of phenylalanine,characterized by phenylketones in theurine and usually first noted by signsof mental retardation in infancy

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Hydrocephaly

an abnormal condition in whichcerebrospinal fluid collects in the ventriclesof the brain; in infants it can cause

abnormally rapid growth of the head andbulging fontanelles and a small face; inadults the symptoms are primarilyneurological Fontanelles: Any of the soft membranous gaps

between the incompletely formed cranial bonesof a fetus or an infant. Also called soft spot.

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Intelligence Extremes: Giftedness

Giftedness

Should not be identified only by IQ tests

Although many schools do

Includes special abilities

Book smart, talents, abilities, etc

Most school districts consider 2-3% of an

IQ distribution an indicator of giftedness So if100 is the mean, then 130 would be

giftedness

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Stereotypes of gifted children

Weak, nerdy, adult-like, sickly

Truth about gifted children Tend to do better in everything they do

More outgoing

Have more friends

Do well in most events Excel in school

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Difference between moderately andprofoundly gifted children

Moderately gifted Much different than profoundly gifted

children

Profoundly gifted

Tend to be introverted, socially isolated,and emotionally fatigued

Mental illness sometimes present

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Other topics in Intelligence andPsychological Testing

Psychometricians

Measurement psychologists

Focus on methods for acquiring andanalyzing psychological data

Measure mental traits, abilities, andprocesses

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Standardization and Norms:

Constructs

Hypothetical abstractions related to behavior

and defined by groups of objects or events

Standardization

Two-part test development procedure

establishes test norms from the test results of

the large representative assures that the test is both administered and

scored uniformly for all test takers

Norms

Standards used to compare scores of test takers

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Ethics and Standards in testing APA and other guidelines detail

standards to promote best interests of client

guard against misuse

Respect clients right to know results

Safeguard dignity Informed consent needed

Confidentiality guaranteed

Cultural relevant tests- test skills and knowledge related to cultural

experiences of the test takers

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More on degrees of Mental Retardation Mild- IQ 50-70

Can self-care, hold job, may live independently,form social relationships

Moderate- IQ 35-49

May self-care, hold menial job, function ingroup home

Severe- IQ 20-34

Limited language and self-care, lack socialskills, require care

Profound- IQ under 20

Require complete custodial care

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Factor Analysis

A statistical procedure that identifiescommon factors among groups of itemsby determining which variable have ahigh degree of correlation

Charles Spearman used factor analysis toidentify

g : general factor underlying all intelligence s : less important specialized abilities

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Thurstones PrimaryMental Abilities Seven distinct intelligence factors

John Horn and Raymond Cattell identified

two intelligence factors: Fluid intelligence

Those cognitive abilities requiring speed orrapid learning that tends to diminish with adultaging

Crystallized intelligence Learned knowledge and skills, such as

vocabulary, which tends to increase with age

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Multiple Intelligences Howard Gardners theory that people process

information differently and intelligence iscomposed of many different factors, including at

least eight intelligences Logical-mathematical

Verbal-linguistic

Spatial

Bodily-kinesthetic

Musical

Interpersonal and intrapersonal

Naturalistic

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Emotional Intelligence

EQ

Peter Saloveys and John Mayersconstruct defined as the ability toperceive, express, understand, andregulate emotions

Similar to Gardners interpersonal andintrapersonal intelligences.

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Triarchic theory of intelligence

Robert Sternbergs idea of threeseparate and testable intelligences:

Analytical (facts)

Practical (street smarts)

Creative (seeing multiple solutions)

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Issues in Intelligence Testing

Individual vs. group testing: Group I.Q. testing

can give fairly accurate results, but relies on verbal

testing only.

The average range of error in I.Q. scores is about

seven points.

The Supreme Court has ruled that I.Q. test results

cannot determine placement of children in schools.

Cultural bias in the creation of test questions may

discriminate against minority populations.

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