Intelligence
Intelligence & Testing: Outline
Tests
► Intelligence
► The Nature of Intelligence
► The Great Debates
► Education
Intelligence Tests
The Stanford-Binet
The Wechsler Scales
Group Aptitude Tests
Are Intelligence Tests Accurate?
Are Intelligence Tests Biased?
What is Intelligence
► What are some definitions of intelligence?
► How can we measure intelligence?
► Why is intelligence important to Psychology?
Intelligence
► Intelligence
The capacity to
________________
________________
_________ and
adapt successfully to
one’s environment.
What Is Intelligence?
Historical views of intelligence:
1. ___________________
2. Thurstone and Guilford
3. ____________________
4. Gardner and Sternberg
The Stanford-Binet
►A new type of test, developed by Alfred Binet in
1904 to screen French school
________________________
► Translated into ____________________ and
adapted for the U.S. by ____________________
of Stanford University
► ___________________: The average age of
children who achieve a certain level of
performance
Intelligence Quotient
► Stern (1914) devised the
____________________________________ (IQ)
► Shifts the focus to the rate of development
Allows children of different ages to be compared
IQ=( ) x 100
► This ratio no longer used in its literal form
Group Aptitude Tests
Wechsler, and other scales test
► Stanford-Binet,
_______________________________
Not practical for quick, large-scale assessment
► During WW I, U.S. Army developed two tests that
could be group-administered
___________________for those who could read English
__________________________ for all other recruits
► Group tests are now common
______________________________ (SAT)
American College Test (ACT)
Graduate Record Examination (GRE)
Distribution of SAT Scores
Measuring Intelligence—
The Normal Distribution of IQ Scores
Are Intelligence Tests Accurate?
Criteria for Psychological Tests
► ____________________________:
The procedure by which existing norms are
used to interpret an individual’s test score
► _________________: The extent to
which a test yields consistent results over
time or using alternate forms
► ____________________: The extent to
which a test measures what it’s supposed to
measure
Standardization
► ______________________
______________________
______________________
_____
► Determining typical scores
Sampling from appropriate
population
Determining average score
and characteristics of
distribution of scores
Reliability
►A reliable test measures something
____________________
Reliability doesn’t address what is being
measured
► Forms of reliability
____________________: Producing similar
results on different occasions
____________________: The degree to which
alternate forms of a test produce similar results
Validity
► A valid test measures
what is claims to
measure
► _________________
7 14
__________________
________________
+3 -8
► Assessing validity --- ---
Content validity
Criterion-related validity
► a.k.a., predictive
Math test, yes;
Social sensitivity
test, no
Raven's ―Culture-Fair‖ Test
► Visual ―complete the
series‖ problems
Increasing difficulty, i.e.,
―progressive‖
► Designed to be free of
_____________________
_______
It is less influenced by
sociocultural factors than
other IQ tests
It is not
―________________‖
Sample Item
The Nature of Intelligence
► General Intelligence
► Gardner’s ―Frames of Mind‖
► Sternberg’s Triarchic Theory
General Intelligence
► Factor Analysis
► Infant Measures and IQ
► Neural Speed and Efficiency
► Multifactor Models
Spearman’s Theory of Intelligence
► Spearman theorized that
individuals differ in
_________________ (g)
► To explain why
correlations among tests
are not perfect, he
theorized that each test
score is also affected by
_____________________
______________ being
tested
Spearman’s ―g‖ Factor
► Spearman proposed a
_____________________
(g)
All-purpose ability
Underlies all mental ability
► __________________ (s)
Abilities particularly relevant
to this task or some part of
it
► g and one or more s’s
contribute to performing
any particular task
Neural Speed and Intelligence
► Recorded time
required for brain to
react to visual stimuli
► Ordered subjects from
slowest (1) to fastest
(5)
► Subjects with higher
conduction speed also
had higher scores on
an intelligence test
Gardner's Frames of Mind
Seven independent modular systems:
► Linguisticintelligence
► Logical - mathematical intelligence
► _________________________
► _________________________
► Bodily-kinesthetic intelligence
► Interpersonal intelligence
► __________________intelligence
Sternberg's Triarchic Theory
► __________________ - a.k.a. ―Components‖
Comparing, analyzing, and evaluating.
This type of processes correlates best with IQ
► __________________- a.k.a. ―Experiential‖
Inventing or designing solutions to new problems.
► ____________________ - a.k.a. ―Contextual‖
Using (i.e., applying) the things you know in everyday
contexts.
Questions
► Doyou really think that we will ever be able
to measure a construct as robust as
Intelligence with a test?
► And when we do, what can we really predict
with it, and what SHOULD we use them for?
The Great Debates
Nature and Nurture
The Racial Gap
Sex Differences
An Example of Genetic Vs.
Environmental Influences on
Intelligence
Nature's Influence on IQ Scores
► The greater the
__________________
____ between two
individuals, the more
similar are their
__________________
____.
This suggests a genetic
component to
intelligence
Nurture's Influence on IQ Scores
► All other things being
equal, two individuals
raised together will
have more similar IQ
scores than those
raised apart.
This is evidence that
the
___________________
___________________
___________ in
important ways.
Effects of Schooling
► Children from comparable
schools
One with 180-day year
One with 210-day year
► Children began study
performing similarly
► At end of study,
extended-year children
performed better on math
(shown) and reading
Scores of Future College Grads
► Cognitivetest scores
from grades 8 – 16
Future graduates
only
gap between
► Initial
black and white
students was very
much narrowed by
the end of college
► Education has a vital
equalizing role
Letting each realize
their potential
Explaining Group Differences
► Within a group with
all treated exactly the
same, differences
may reflect
_________________
______.
► When one group
differs from another,
the differences may
reflect
_________________
_____________.
Culture and Achievement
► American students spend less time in school and
studying than Taiwanese or Japanese students
Sex Differences in Intelligence
► Girls outscore boys on
_____________________
_________________
► Girls are better at
_________________in
grade school, but boys
surpass them by junior
high school
► Males outperform females
on ________________
tasks
Which show views of the same object?
Education
Giftedness
Mental Retardation
The Self-Fulfilling Prophecy
The Intelligence Controversy—
Extremes in Intelligence
►Mental
Retardation: IQs of
___________and
below
►Mental Giftedness:
IQs of
___________ and
Extremes of Intelligence
► Mental Giftedness
Intelligence substantially above average
Different criteria are used in different
settings
► Mental Retardation
Organic vs. Cultural-familial retardation
Descriptive terms:
►____________(IQ between 50-70)
►_____________(IQ between 35-49)
►____________ (IQ between 20 and 34)
►______________ (IQ less than 20)
Self-Fulfilling Prophecy
► ______________________
______________________
____________________
► Teachers with low
expectations may settle for
less
► If students are told a test is
important, they may
respond by performing
either better or worse
African American students are
aware of negative stereotypes
Vulnerability to stereotype
undermines performance