chapter 11: intelligence and psychological testing
TRANSCRIPT
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Chapter 11: Intelligence and Psychological Testing
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A Psychologist Can Release Your Test Results when
1. A court orders it
2. With your written permission (18 or over)
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Principle Types of Psychological TestsAptitude=a potential ability to perform a task that is not
yet learned (say to play piano)
Type of tests:– Intelligence – general mental
ability/intellectual potential– Aptitude – specific types of mental
abilities/a potential ability (ex. Verbal/abstract/mechanical reasoning, ASVAB)
– Achievement Tests (mastery of a subject, ex. SAT/ACT, FCAT, AP Exams)
– Personality tests (measure….you tell me)
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Key Concepts in Psychological Testing• Standardized Test=piloted on a population
similar to those that are meant to take the test and whose achievement norms are established
• Standardization=uniform procedures used in test administration (ex., instructions) and scoring
-Scoring criteria– Test norms=information on where a score on a
test ranks– Standardization group=the sample of people on
which the norms are based – Percentile score=% of people who score at or
below the score -82nd percentile means scoring higher than or the same as 82 % of those taking test
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1. allows comparing scores
2. reduce extraneous variables on scores
3. increase reliability and validity of the test scores
4. objectivity of the scoring procedures used
NOT TO SAVE TIME
Why Standardization
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Key Concepts in Psychological TestingReliability=consistency of score if test repeated
1. Test-Retest Reliability=do scores correlate when the person takes it more then once?– Correlation coefficient=number index of
the degree of relationship between two variables-over .70 and above is good
2. split half-reliability=break test in half and correlate one’s performance on the two halves
3. equivalent form reliability=reliability on different forms of the same test (version A or B)
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Key Concepts in Psychological Testing
Validity=does the test measure what is was intended to?1. Content validity/face-validity (it represents the
information it is to cover)2. Predictive validity (does it predict what it is
suppose to-SAT/success in college-compare it with the criterion of college success)
3. Construct validity=does it accurately measure a hypothetical construct (ex. Extraversion or personality)
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Figure 9.3 Correlation and reliability
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Positive correlation example
• The higher a students SAT scores, the higher her college GPA
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The BIG controversial, debate question: Is there
construct validity for Intelligence Tests?
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Key FiguresKey Figures/contributors in intelligence
research and testing :
Frances Galton-Heredity Genius
Charles Spearman-two Factor theory (g and s)
Alfred Binet-identify slower children and MA
LouisTerman-Stanford Binet Test; IQ=MA/CA X 100
David Wechsler –WAIS and WISC
Howard Gardner-8 Multiple Intelligences
Robert Sternberg-Three Intelligences
Raymond Cattell- Crystallized verses Fluid
Goleman’s- EQ (emotional intelligence)
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The Evolution of Intelligence Testing
• *Sir Francis Galton (1869) – *Hereditary Genius-concluded that
success runs in families because intelligence is passed from generation to generation, ( people he looked at had superior upbringing)
– *Coined the phrase nature v. nurture– Measured sensory processes that he saw
as innate potential– *Invented concepts of correlation and
percentile test scores
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Intelligence-Innate verses Environmental
Using birth families and adoptive families:
1. Give an example of what would indicate innate dominates
2. Give an example of what would prove environmental dominates
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Spearman’s Two-Factor Theory (1904)
• first to take a psychometric (test measurement) approach by measuring cognitive factors that could measure intelligence
• Intelligence has two factors: g=general mental ability (based on what cognitive tasks have in common); s=specific mental abilities (math, mechanical, verbal)
• g is what modern psychologists have changed it into what is now viewed as an objective IQ score
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The Evolution of Intelligence Testing
Alfred Binet and Theodore Simon (1905)
-asked to devise test to identify slower children who needed special training– Binet-Simon Intelligence Scale (abstract
reasoning skills)– Mental age-ability typical of a child that
age (would not work for adults)
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The Evolution of Intelligence Testing• Lewis Terman worked at Stanford U (1916)-revised
Binet’s test– Stanford-Binet Intelligence Scale– Intelligence Quotient (IQ) = MA/CA x 100– Could compare children of different ages
• David Wechsler (1955)-adult test:– Wechsler Adult Intelligence Scale (WAIS)– Had a verbal and a performance test– Eventually came up with a test for children, 6-16
(WISC)– WPPSI-Wechsler preschool and primary scale of
intelligence-as young as 4
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The Normal Distribution• Bell curve- the center is the mean..every live
in either direction is one standard deviations from the norm/mean, or 15 points.
(Page 537 in the textbook)
In normal distribution, 68% of the distribution falls above and below the mean
Normal IQ Range=85 to115,Average IQ is 100
Below 70=Intellectual Disability-2 standard deviations below mean; before age 18
Gifted 130 and above -2 standard deviations above the mean
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Describing DataMeasures of Variability-how scores vary from the center
• Normal Curve (bell shaped)
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Figure 9.7 The normal distribution
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Reliability and Validity of IQ tests
• *Exceptionally reliable – correlations into the .90s
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Extremes of Intelligence: Mental Retardation (aka-Intellectual Disability)
• 4 levels: mild (51 to 70), moderate (36-50), severe (20-35), profound (below 20)– Mild most common
• Causes:– Environmental vs. biological (25% have
organic etiology)
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Extremes of Intelligence: Giftedness
– IQ 2 SD above mean standard (130)
Side note- IQ score in adolescence best predicts:
Grades in School
Not: job satisfaction or profession, personal adjustment, or interpersonal skills
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Intelligence: Heredity or Environment?
• Heredity– twin studies (reared together):identical twins=.86 correlationreared apart .72Fraternal twins=.60
– Heritability estimates (genetic inheritance)• Environment
– Adoption studies– Cumulative deprivation hypothesis-
environmental deprivation led to erosion in IQ score
– Environmental improvement led to increased scores
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Intelligence: Heredity or Environment?
– The Flynn effect=IQ scores have increased through century due to nutrition, education, tecknology
• Interaction– The concept of the* reaction range : 20 to
25 points= genetics places an upper limit on IQ.
-So, enriched environments place children at the higher range
May also explain why children from poor environments have high IQs
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Figure 9.16 Reaction range
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Stereotype Threat
Anxiety influences achievement of members of a group concerned that that their performance on a test will confirm a negative stereotype; may account for lower scores for blacks on IQ tests or girls on math tests
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New Directions in the Study of Intelligence
• Cognitive Conceptualizations of Intelligence– Sternberg’s “successful intelligence”
known as: Triarchic Theory1.Analytical -reasoning/problem solving-
needed for school work and assessed on IQ tests
2. Creative (original information)3. Practical
Side note: creativity=original and divergent
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New Directions in the Study of Intelligence
Expanding the Concept of Intelligence– Gardner’s multiple intelligences (verbal,
musical, logical-mathematical, spatial (architect or artist), kinesthetic, intrapersonal, and interpersonal)
– Goleman’s emotional intelligence (EQ)-able to perceive and express emotion, align emotion and thought, understand and reason with emotion, regulate emotion
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Other Intelligence Information
• Raymond Cattell– Two types mental abilities:
• Crystallized intelligence =knowledge and skills accumulated over a life time, tends to increase with age
• Fluid intelligence =ability to reason and make sense of abstract information. (ex. spatial /visual skills, rote memory, puzzles) may decrease at about age 60