1 / 18

INTELLIGENCE & TESTING

This overview highlights the vital role of psychometricians in developing standardized tests that measure intelligence. It emphasizes the importance of qualities such as reliability, validity, and standardization. Key concepts include theories of intelligence by Spearman, Thurstone, Cattell, Gardner, and Sternberg. The document also explores the history of intelligence testing, from Binet's initial assessments to modern tools like the Stanford-Binet IQ test and Wechsler scales. Additionally, it discusses the impact of nature versus nurture on intelligence and addresses potential biases in testing.

quemby-warner
Download Presentation

INTELLIGENCE & TESTING

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. INTELLIGENCE & TESTING

  2. TEST CONSTRUCTION: PSYCHOMETRICIANS: develop tests -try to make constructs measurable and quantifiable -purpose is to differentiate between test- takers 3 Qualities of Tests: 1. Standardized 2. Reliable 3. Valid

  3. STANDARDIZATION: -administered the same every time, to every person -so can compare scores among test-takers -NORMS: established scores -usually graded on normal curve-compares you to others performance -STANDARDIZATION SAMPLE: representative sample of test takers who establish norms

  4. RELIABILITY: -consistent scores Ways to measure: -Test-retest reliability: take the same test, high positive correlation between scores -Split-half reliability: score on half is correlated with score on other half -Equivalent-form reliability: score on 2 different versions of a test have high correlation

  5. VALIDITY: -accuracy, measures what it is supposed to Ways to measure: -Content validity: measures all of the skills/knowledge it’s supposed to -Criterion-related validity: test correlates with other ways to measure what’s being tested -Predictive validity: how well it measures a future result -Construct validity: how well it measures the construct for which it is designed

  6. THEORIES OF INTELLIGENCE: -is a construct, so hard to define -can only be defined by the behaviors that indicate intelligence, usually what enables success in that culture -is intelligence one underlying capacity or is it different abilities? http://upload.wikimedia.org/wikipedia/commons/thumb/e/ec/Men_in_Paris_park_playing_chess.jpg/640px-Men_in_Paris_park_playing_chess.jpg

  7. CHARLES SPEARMAN: -one important factor underlies all intelligence g : general intelligence -used factor analysis: statistical technique that finds correlations between different items to narrow down items -high degree of correlation between all mental tasks= one factor

  8. LOUIS THURSTONE: -disagreed -used factor analysis with college students -7 primary mental abilities: • Inductive reasoning • Word fluency • Perceptual ability • Verbal comprehension • Spatial visualization • Numerical ability • Associative memory

  9. RAYMOND CATTELL: 2 factors of intelligence: 1. Crystallized intelligence: learned knowledge over time (vocabulary, facts) that increases with age 2. Fluid intelligence: ability to solve problems and pick up skills (puzzles) that tends to decrease with age

  10. HOWARD GARDNER-Multiple Intelligences: 8 specific intelligences -represent different independent abilities -broadens traditional definition of intelligence -savants: with exceptional skills show intelligence is not single factor http://commons.wikimedia.org/wiki/File:Multipleints.jpg

  11. EMOTIONAL INTELLIGENCE (EQ): -highest IQ not always=success -interpersonal skills: ability to get along and be thoughtful of others -intrapersonal skills: understand self and have self-control, and delay of gratification

  12. ROBERT STERNBERG-Triarchic Theory: 3 types of intelligences Analytical intelligence: traditional abilities Practical intelligence: “street smarts” Creative intelligence: think in new ways

  13. MEASURING INTELLIGENCE: -must try to make intelligence concrete -way to assess mental aptitudes and compare them with others numerically http://upload.wikimedia.org/wikipedia/commons/2/21/Bundesarchiv_Bild_102-11344%2C_Intelligenzpr%C3%BCfung_schulentlassener_M%C3%A4dchen.jpg

  14. ALFRED BINET: -created 1st intelligence test -compulsory public education in France at turn of the 20th century -needed to identify students who would need special attention -created test to measure Mental age: abilities should have for chronological age http://commons.wikimedia.org/wiki/File:Alfred_Binet.jpg

  15. STANFORD-BINET IQ TEST: Louis Terman: professor at Stanford revised Binet’s test IQ=intelligence quotient • IQ= mental agex100 chronological age

  16. WECHSLER INTELLIGENCE SCALES: -most commonly used IQ tests today -measured on deviation IQ -compared to others taking the test -100=average IQ -68%=85-115 -95%=70-130 -99%=55-145 FLYNN EFFECT: Increasing IQ, means must restandardize http://commons.wikimedia.org/wiki/File:Standard_deviation_diagram.svg

  17. NATURE v. NURTURE: -both are important in intelligence Nature: -MZ twins, even separated at birth, have very similar IQs -heritability: extent to which trait is inherited is 50-75% Nurture: Flynn Effect: increasing IQs over 3 generations -school, better nutrition, technology, other environmental factors

  18. BIAS IN TESTING: -racial groups score differently on tests -bias because of differing environmental factors Stereotype threat: anxiety that is created when one is worried that they will confirm a negative stereotype about one’s group

More Related