Chapter 9. Intelligence and Psychological Testing Francis Galton - the father of Eugenics Alfred Binet - the father of the IQ test. Binet did not speculate what the test was actually measuring, but insisted that it did not measure inborn intelligence. Lewis Terman - Adapted Binet's test by adapting some of Binet's original items, adding others, establishing new age norms, and extended the upper end of the test's range from teenagers to "superior adults." Turman named his revision the Stanford-Binet IQ Test. IQ = ___mental age_ X 100 chronological age Most current intelligence tests, including the Stanford-Binet, no longer compute an IQ. The original IQ formula worked fairly well for children but not for adults. The Flynn Effect. In his study of IQ tests scores for different populations over the past sixty years, James R. Flynn discovered that IQ scores increased from one generation to the next for all of the countries for which data existed (Flynn, 1994). This interesting phenomenon has been called "the Flynn Effect." Wechsler Adult Intelligence Scale®—Third Edition (WAIS®–III)
What Is Intelligence Intelligence is defined as the capacity for goal-directed and adaptive behavior. Involves the abilities to profit from experience, solve problems, and reason effectively. The Factor-Analysis Approach. A statistical procedure that identifies clusters of related items (Called factors) on a test; used to identify different dimensions of performance that underlie one's total score.
Page 2 of 4
General intelligence (g). A general intelligence factor that Spearman and others believed underlies specific mental abilities and is therefore measured by every task on an intelligence test. The Savant syndrome
Seven Types of Intelligence 1. Psychologist Howard Gardner identified the following distinct types of intelligence. They are listed here with respect to gifted / talented children. 2. Linguistic - Enjoy writing, reading, telling stories or doing crossword puzzles. 3. Logical-Mathematical - Interested in patterns, categories and relationships. Drawn to arithmetic problems, strategy games and experiments. 4. Bodily-kinesthetic- Process knowledge through bodily sensations. Often athletic, dancers or good at crafts such as sewing or woodworking 5. Spatial - Think in images and pictures. May be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building things or daydreaming. 6. Musical - Often singing or drumming to themselves. Usually quite aware of sounds others may miss. Often discriminating listeners. 7. Interpersonal- Leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives. 8. Intrapersonal- May be shy, but are very aware of their feelings and are self-motivated. Assessing Intelligence Aptitude test. A test designed to predict a person's further performance: aptitude is the capacity to learn. Achievement test. A test designed to assess what a person has learned. Wechsler Adult Intelligence Scale (WAIS)
Page 3 of 4
Principles of Test Construction Standardization. Defining meaningful scores by comparison with the performance of a pre-tested standardization group." Reliability. The extent to which a test yields consistent results, as assessed by the consistency of scores on two-halves of the test, on alternate forms of the test, or on resetting. Validity. The extent to which a test measures or predicts what it is supposed to.
The Dynamics of Intelligence: Stability or Change Before the age of three intelligence tests predict children's aptitudes only minimally. By the age of three, children's performance scores on intelligence tests begin to predict their adolescence and test scores. After about age seven, intelligence test scores become more stable. SAT and GRE
Extremes of Intelligence The Intellectually Challenged - mental retardation Degrees of Mental Retardation Level Mild Typical Intelligence Scores Percentage of the Retarded 85% Adaptation to Demands of Life May learn academic skills up to sixthgrade level. Adults may, with assistance, achieve selfsupporting social and vocational skills
50 – 70
Page 4 of 4
Moderate
35 – 49
10%
May progress to second-grade level academically. Adults may contribute to their own support by labor in shelter workshops. May learn to talk to perform simple work tasks under close supervision but are generally unable to profit from vocational training. Require constant aid and supervision.
Severe
20 – 34
3 -3 %
Profound
Below 20
1-2%
Educating the Mentally challenged Educating the Intellectually Gifted
Should Gifted Students Be Grade-Advanced? Genetic and Environmental Influences on Intelligence Genetic Influences Environmental Influences Group Differences in Intelligence Test Scores Gender Similarities and Differences Math and Spatial Aptitudes Emotion-Detecting Ability The Question of Testing Bias