testing and individual differences
DESCRIPTION
Testing and Individual Differences. Key Ideas: Theories of intelligence. Charles Spearman. The G Factor Major Contributions “First systematic psychometrician ” and father of classical test theory (Jensen, 1994) Pioneer of the statistical technique called factor analysis - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/1.jpg)
Testing and Individual Differences
Key Ideas:1. Theories of intelligence
![Page 2: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/2.jpg)
Charles Spearman
• The G Factor• Major Contributions• “First systematic psychometrician” and father of classical
test theory (Jensen, 1994)• Pioneer of the statistical technique called factor analysis• Discovered a general factor (g) in correlations among
mental tests (positive correlations)• G factor could be expressed as a single number such as
an IQ score
![Page 3: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/3.jpg)
Raymond Catell
• Major Contributions• The Cattel Horn Theory of Fluid and Crystallized
Intelligence.• Application of advanced statistical techniques to
the study of intelligence• Spearman’s concept of general intelligence could
be broken down into two relatively independent components. Fluid and Crystallized intelligence
![Page 4: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/4.jpg)
Fluid Intelligence
• Fluid Intelligence• Characteristics:– Believed it was innate/independent of education and
experience– Memory, speed of information processing, and
reasoning abilities– Forming new concepts, seeing underlying
relationships and quickly solving unfamiliar problems.– Like other biological capacities it declines with age
![Page 5: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/5.jpg)
Crystallized Intelligence
• Refers to stored knowledge and and skills gained through experience and education
• Remains stable or increases with age.
![Page 6: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/6.jpg)
Robert Sternberg
• Definition of Intelligence• "I define [intelligence] as your skill in achieving
whatever it is you want to attain in your life within your sociocultural context by capitalizing on your strengths and compensating for, or correcting, your weaknesses
• Major Contributions• Triarchic Theory of Human Intelligence • Several influential theories related to creativity,
wisdom, thinking styles, love and hate
![Page 7: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/7.jpg)
Triarchic Theory
• Three Aspects of Intelligence• Analytical Intelligence: logical reasoning skills
that include analysis, evaluation and comparison
• Creative Intelligence: imaginative skills/seeing new relationships/ creating something different
• Practical Intelligence: street smart skills dealing and coping with people and events
![Page 8: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/8.jpg)
Howard Gardner: Multiple Intelligences
• Howard Gardner's Theory of Multiple Intelligences (1983) proposes that intelligent behavior does not arise from a single unitary quality of the mind, as the g based theories but rather that different kinds of intelligence
• Partially cultural based.
![Page 9: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/9.jpg)
Multiple Intelligences• The seven intelligences proposed by Gardner are linguistic, logical-
mathematical, spatial, bodily-kinesthetic, musical, interpersonal and intrapersonal.
• Linguistic intelligence enables individuals to read, write and speak well. • Logical-mathematical intelligence encompasses logical thinking (as
might be used in chess or deductive reasoning, for example) as well as mathematical and scientific problem-solving.
• Spatial intelligence makes its appearance when an individual navigates an unfamiliar set of streets, or when an architect visualizes her plans for a building.
• Musical intelligence generates the set of skills that allow musicians to play a tune by ear, or to execute a phrase with sensitivity and grace.
![Page 10: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/10.jpg)
Multiple Intelligences• Bodily-kinesthetic intelligence is necessary for problem-solving that
requires the individual to use his or her physical body, as would be necessary for performing a complex surgical procedure, executing a series of dance steps or catching a fly ball.
• Interpersonal intelligence drives social skills and things like empathy and intuition about what motivates other people-a type of understanding that is necessary for salespersons, teachers and clergy, for example.
• Intrapersonal intelligence involves a similar set of abilities, but these are turned toward the self; individuals who have high intrapersonal intelligence have an accurate self-understanding, and can use this to their advantage in problem-solving.
• Gardner asserts that logical-mathematical and linguistic intelligences are overemphasized in traditional models of human intelligence, but that this is a cultural artifact; in different life circumstances, different intelligences would gain higher priority ( Gardner, 1993
![Page 11: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/11.jpg)
The Development of Intelligence Tests
![Page 12: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/12.jpg)
How do we Assess Intelligence?
• Alfred Binet and Theodore Simon set out to figure out a concept called a mental age (what a person of a particular age should know).
• They discovered that by discovering someone’s mental age they can predict future performance.
• Hoped they could use test to help children, not label them.
![Page 13: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/13.jpg)
Terman and his IQ Test• Used Binet’s
research to construct the modern day IQ test called the Stanford-Binet Test.
• IQ=Mental age/Chronological age X 100.
• A 8 year old has a mental age of 10, what is her IQ?
• A 12 year old has the mental age of 9, what is his IQ?
• A boy has the mental age of 10 and an IQ of 200, how old is he?
![Page 14: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/14.jpg)
Problems with the IQ Formula
• It does not really work well on adults, why?
then his IQ would be around 50!!!!!!
If a 56 year old man
does as well as an average 27 year old
That makes no sense!!!!!
![Page 15: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/15.jpg)
Wechsler Tests• More common way
to give IQ tests….does not use the formula but uses the same scoring system.
• WAIS• WISC• WPPSI
![Page 16: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/16.jpg)
Normal Distribution
• Statistically fixed mean at a 100• Today the Stanford Binet and most other intelligence exams use this scale
![Page 17: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/17.jpg)
The Flynn EffectFlynn Effect
![Page 18: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/18.jpg)
How do we construct Intelligence tests?
Tests must be:
• Standardized• Reliable• Valid
![Page 19: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/19.jpg)
Psychometrics
• Measurement of mental traits, abilities and processes.
• Psychometricians are involved in test development in order to measure some construct or behavior that distinguishes people.
• Construct are ideas that help summarize a group of related phenomena or objects
![Page 20: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/20.jpg)
Standardization• The test must be pre-tested to a large
representative sample of people and• Form a normal distribution or bell curve
The scores of the representative sample set the norms or standards against which the performance of other test takers can be evaluated.
![Page 21: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/21.jpg)
Reliability• The extent which a test yields
consistent results over time.• Spilt halves or test–retest
method.• The extent which a test yields
consistent results over time.• Spilt halves: split the
questions evenly(odd/even) need a positive correlation between the two test scores
• test–retest (compare results of two separate administrations of the same exam)method.
![Page 22: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/22.jpg)
ValidityThe extent to which a test measures
what it is supposed to measure.• Content Validity: does the test
sample a behavior of interest
• Predictive Validity: does the test predict future behavior.
Criterion related validity is the key measure of test validity
![Page 23: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/23.jpg)
Types of Tests
• Aptitude Tests: predict future performance: SAT• Achievement Tests: assess what a person has
already learned AP Psychology Exam• Performance tests: include SATs, AP tests,
Intelligence Tests• Observational Tests: job interviews/formal on
the jog observations• Self Report Tests:MMPI-2
![Page 24: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/24.jpg)
Ethics and Standards In Testing
• Bias on Tests• African Americans and other minorities have
tended to score lower on average than European American on intelligence Tests
• Culturally biased
![Page 25: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/25.jpg)
Extremes of Intelligence
• Mental retardation/Cognitively Disabled• Below 70 on an IQ Test/difficulty adapting in
everyday life.• Between 50-70: (85%)sixth grade level/care for
themselves, hold a job, get married/main streamed in school
• Between 35 and 49: (10%) second grade level training in basic living skills/group home living
• Savants
![Page 26: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/26.jpg)
Heredity/Environment and Intelligence
• Nature: Genetic Defects->down syndrome• Nurture: Fetal Alcohol Syndrome prenatal
exposure• Interaction of Nature and Nurture:
PKU/Phenylketonuria• 75% of mental retardation results from
nurture called cultural-familial retardation• Head Start program: first two grades
![Page 27: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/27.jpg)
Studies of twins
• Identical Twins reared together and reared apart• Adopted identical twins more like their biological
parents and get even more similar with age.• Brain scans of identical twins reveal similar brain
volume and anatomy• Fraternal twins do not share the exact same
genetic makeup. Their Intelligences are no more likely to be similar than other siblings in the same family.
![Page 28: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/28.jpg)
Environmental Influences on IQ
• During childhood , siblings raised together are more similar in IQ than those raised apart
• IQ is raised by school attendance• Children from deprived environments who
were moved into middle and upper class fosters homes or adoptive homes tend to see an increase in IQ scores
![Page 29: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/29.jpg)
Heritability
• The proportion of variation among individuals in a population that results from genetic causes.
• 50 to 75%
![Page 30: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/30.jpg)
Factor Analysisloyal, devoted, rebellious, affectionate, distant, cold, aloof, aspiring, ambitious, motivated, unmotivated, candid, guarded, secretive, caring, callous, cheerful, gloomy, grumpy, considerate, thoughtful, inconsiderate, helpful, combative, courageous, fearful, courteous, rude, impolite, decisive, uncommitted, uncaring, hostile, determined, indecisive, unsure, perseveres, endures, relents, enthusiastic, apathetic, indifferent, expansive, constricting, flexible, inflexible, rigid, unbending, stubborn, forgiving, unforgiving, resentful, spiteful, focused, unfocused, scattered, authoritarian, controlling, friendly, unfriendly, distant, aloof, hostile, frugal, thrifty, wasteful, generous, stingy, miserly, selfish, malicious, hateful, grateful, ungrateful, unappreciative, hard-working, lazy, honest, dishonest, deceiving, humble, arrogant, conceited, interested, indifferent, complacent, jealous, envious, covetous, cruel, mean, mature, immature, modest, vain, open-minded, tolerant, small-minded, intolerant, optimistic, persistent, practical, impractical, punctual, realistic, naïve,¯
![Page 31: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/31.jpg)
WAIS (Weschler Adult Intelligence Scale)
• most widely used intelligence test• gives separate verbal and performance scores• used to identify learning disabilities• A learning disability is possible if either:
- a child scores much higher on one section that the other - a child has a much higher aptitude score than achievement score.
• WISC (Wechsler Intelligence Scale for Children) – modified version of WAIS for children
![Page 32: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/32.jpg)
![Page 33: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/33.jpg)
Sample WAIS Verbal tasks:
![Page 34: Testing and Individual Differences](https://reader035.vdocuments.us/reader035/viewer/2022062521/5681685d550346895dde9c67/html5/thumbnails/34.jpg)
Most standardized tests result in a normal distribution (bell-shaped).
In a normally distributed population, 68% of people fall within 1 standard deviation of the mean, 95% of people fall within 2 standard deviations of the mean, and 99.7% of people fall within 3 standard deviations of the mean.Reminder: The standard deviation is the square root of the variance.