CH11:Intelligence & Testing

• property exhibited by a test that measures what it purports to measure
• accuracy
• types:face validity, content validity, criterion validity, concurrent validity, predictive validity, construct validity

• measures whether a test looks like it tests what it is suppose to test
• on the surface

• property by a test in which each item is representative of the larger body of knowledge about the subject that the test covers
• cross-section examination
• uses item analysis

process of examining each question on a test to see how it is related to the objectives being tested

• property of a test that accurately measures performance of a test taker agains learning goal
• have to meet certain level

meeasures how much a characterstic has now

a measure of future performance

looks for relationships in testing

• correlation between test scores & some other relevant measure
• relationship between two scores

• property of a test that yields the same results over time
• consistency
• types: test-retest reliability, split-half reliability

property of a test on which people get about the same scores when they take the test more than once

measure of reliability in which a test is split into two parts and and individual's scored on both halves are compared

look at correlation between two scores on same test

standards used to compare scores of test takers

indicates the percentage of people who achieved the same as or less than a particular score

scores falling near the middle of a normal distribution

tests that can be scored easily by machine, such as multiple-shoice and selected-response tests

• tests when idividuals are given an ambiguous figure or an open-ended situation and asked to describe what they see or finish a story
• no right answer
• difficult to grade
• problem:inter-rater reliability

a measure of how similarly two differect test scores would score a test

• assess person's capacity to learn, predict future performance
• measures ability and potential

assesses what a person has already learned or accomplished

large number of relatively easy items in limited test period

• items varying difficulty with adequate test period
• items of increasing difficulty

• test many people at one time
• test taker workds alone
• cheaper
• more objective

• Alfred Binet & Theodore Simon
• calculated child's mental age
• compared it to chronological age
• identifies which children needed attention in school

• Lewis Terman
• individual IQ test with IQ calculated using ratio formula: MA/CA x 100

• a numerical score on an intelligence test
• MA/CA x 100
• problems: older people looked stupid on tests

the average age at which normal (average) individuals achieve a particular score

the number of years since the individual's birth

• David Wechsler
• three age individual IQ tests:
• 1. WPPSI (wechsler preschool & primary scale of intelligence)
• 2. WISC (wechsler intelligence scale for children)
• 3. WAIS (wechsler adult intelligence scale)

IQ under 70

IQ over 30

• focus on methods for acquiring & analyzing psychological data
• measure mental traits, abilities, & processes
• mental testing

• Charles Spearman
• a general ability as the main factor underlying all intelligent mental activity

• Raymond Catell
• the knowledge a person has acquired & the ability to access that knowledge
• store & retrieve infor
• measured by tests of vocab, math, & general info

• Raymond Catell
• the ability to see complex relationships & solve problems
• measured by tests of block design & spatial visualization

• Robert Sternberg
• combines three main forms of intelligence:
• practical intelligence
• analytical intelligence
• creative intelligence

• Robert Sternberg
• ability to cope with the environment
• "street smarts"

• Robert Sternberg
• ability measure by most IQ tests
• includes abilit to analyze problems & find correct answers

• form of intelligence that helps people see new relationships among conceptes
• involves insight & creativity

• Howard Gardner
• proposes that there are seven (or more) forms of intelligence
• linguistic, logical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal,nature

vocab & reading comprehension

mathematical

art

athletics

understand others

understand self

understands the natural environment

found in people with a remarkable talend event hough they are mentally slow in other areas

• Daniel Goleman
• notions of intrapersonal or interpersonal intelligence
• ability to retrain yourself & work with others

• Rosenthal & Jacobsen
• observations or behaviors that result primarily from expectations

• do not bode well for all people from different nationalities
• goal: culture-fair tests

test skills & knowledge related to cultural experiences of the test takers

• highest correlation between identical twins
• adopted children can resemble biological parents

IQ scores can improve if child is place in stimulating environment

• steady increase in performance on IQ tests over the last 80 years
• possibly resluting from better nutrition, educational opportunities & health care

retardation attributed to sociocultural deprivation (lower-class families)

• strong correlation between IQ & academic achievement
• gifted people tend to be happier & better overall health

a philosphy & political movement that encouraged biologically superior people to interbreed & sought to discourage biologically inferior people from having offspring

• intelligence is 80% hereditary
• whites did better on IQ tests than african-americans

• claimed racial differences in IQ have strong genetic base
• other factors could have cause low IQ scores

• range of scored for variables being measured for a group or individuals
• top compared to bottom

usually the difference between means of two groups of individuals for a comment variable

• Claude Steele
• anxiety influences achievement of members of a group concerned that performance on a test will confirm negative stereotype

• the amount trait variation within a group, raised under the same onditions, that can be attributed to genetic differences
• tells us nothing about between-group differences

• two-part test development procedure
• first establishes test norms from the test results of the large representative
• then assures that the test is both administered & scored uniformly for all test takers

test taker knows how to respond to questions & tries to succeed

a statistical procedure that identifies common factors among groups of items by determining which variables have high degree of correlation