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Testing
Psychological TestsTests abilities, interests, creativity,
personality, behaviorMust be standardized, reliable, and validTiming, instructions, scoring standards,
and conditions should be the sameNo matter when you take it and who
scores it, the score should be the same.
Standardization & Norms Psychometrics: Measurement of mental traits, abilities, and
processes Psychometricians: focus on methods for acquiring and analyzing
psychological data; mental traits, abilities, and processes Constructs (behaviors): hypothetical abstractions related to
behavior and defined by small groups of objects of events Ideas that help summarize a group of related ideas, objects or
phenomena (happiness, honesty, intelligence)
Standardization: 2 step process Establishes test norms from the test results of the large
representative sample Ensures that the test is both administered and scored uniformly
for all test takers Norms: Standards used to compare scores of test takers
Standardized Tests Usually Follow a Normal or Bell Curved Distribution Where Most Scores Occur in the Middle.
Ninety-five percent of all people fall within 30 points
of 100
Number of
scores
55 70 85 100 115 130 145
Wechsler intelligence score
Sixty-eight percentof people score within 15 points
above or below 100
Reliability vs. Validity (DON’T MIX THEM UP)Reliability deals with consistency (repeatability)
Asks the question: “Do I always get SIMILAR results each time the test is administered?
Interrater reliability: The extent to which two or more scorers evaluate the responses in the same way
Validity deals with accuracy or predictability. Asks the question does the test measure what it is supposed to measure?
Methods to Measure Reliability Test-Retest
Same test to same group but on different occasions then scores are compared
The closer the correlation coefficient is to 1.0 the more reliable
Split halfThe score of half the test is correlated with the score of the
other half to see if there is consitency Alternate form/Equivalent form
Two different versions of a test on the same material is given to the same test takers and scores are correlated
Methods for Measuring Validity Face Validity: A measure of extent to which the content of the test
measures all of the knowledge/skills that are supposed to be included within the domain being tested according to the test takers
Content Validity: A measure of extent to which the content of the test measures all of the knowledge/skills that are supposed to be included within the domain being tested according to expert judges
Criterion Related Validity: A measure of the extent to which a test’s results correlate with other accepted measures of what is being tested
Predictive Validity: A measure of the extent to which the test accurately forecasts a specific future result
Construct Validity: The extent to which the test actually measures the hypothetical construct or behavior it is designed to assess. Some psychologists consider this the true measure of validity Some people question whether IQ tests have construct validity
The Flynn Effect
Since the advent of intelligence tests, people’s IQ scores have been improving with time (Flynn Effect).
If standardized with today’s tests, scores 80 years ago would have an average IQ of 76.
Possible Causes?
The Flynn Effect
70
75
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85
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105
1910 1930 1950 1970 1990
Year
IQ scores
Low Extreme of Intelligence
Mental Retardation: condition of limited mental ability, indicated by an intelligence score of below 70 and difficulty adapting to the demands of life.
Extremes of IntelligenceDown Syndrome: condition of retardation
and associated physical disorders caused by an extra chromosome in one’s genetic makeup. Many mentally retarded people with Down
Syndrome can adapt to disorder and some have earned college degrees with accommodations…many learn how to read.
Savants: Individuals otherwise considered mentally retarded, that have a specific exceptional skill, usually math (calculating), music, or art.
Degrees of Mental Retardation Degrees of Mental Retardation
Level Typical Intelligence Scores Percentage of the Retarded Adaptation to Demands of Life
Mild 50-70 85% Most learn academic skills up to sixth-grade level. Adults may, with assistance, achieve self-supporting social and vocational skills.
Moderate 35-49 10 May progress to second-grade level. academically. Adults may contribute to their own support by labor in sheltered workshops.
Severe 20-34 3-4 May learn to talk and perform simple work tasks under close supervision but are generally unable to profit from vocational training.
Key Dynamic of Intelligence
Creativity: the ability to produce novel and valuable ideascomponents of creativity:
expertiseimaginative thinking skillsventuresome personalityintrinsic motivationcreative environment
Is Intelligence Genetic or Environmental?
Influenced by both, but the most genetically similar have the most similar scores.
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1.0Similarity ofintelligence
scores(correlation)
Identicaltwinsreared together
Identicaltwinsreared apart
Fraternaltwinsreared together
Siblingsreared together
Unrelatedindividualsreared together
Genetic Influences
With age, genetic influences become more apparent.
Adopted children’s intelligence scores become more like their biological parents, and identical twins similarities continue to increase as they age.
Still hard to tell what percentage of intelligence comes from genes to account for differences between people (heritability).
Genetic Influences
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0.003 years 16 years
Child-parentcorrelation inverbal ability
scores
Children and theirbirth parents
Adopted childrenand their birthparents
Adopted childrenand their adoptiveparents
Group Differences in Intelligence Scores Are Probably Mostly Attributed to the Environment
Variation within group
Variation within group
Difference within group
Poor soil Fertile soil
Seeds
“Intelligence” is Hard to Define
Intelligence is often defined as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
Intelligence is not a “thing” it is an abstract concept…an IQ is simply a score on an intelligence test.
Theories of Intelligence
J.P. GUILFORD & L. THURSTONE
Used factor analysis to determine that intelligence is comprised of several discrete abilities (for Guilford there are 180!)
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To measure general ability within specific mental abilities a statistical method is used called:Factor Analysis: used to identify clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one’s total.
Ex: People who do well on vocabulary items also usually do well on paragraph comprehension…which are both related to the verbal intelligence factor.
Is Intelligence a Singular Ability?
Charles SPEARMAN
“g-factor”/ general intelligence
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Charles Spearman and The G-Factor
General intelligence (g): Spearman’s belief that there is a single factor that underlies specific mental abilities and is therefore measured by every task on an intelligence test.
Specific intelligences tended to be positively correlated.
Howard GARDNER“Multiple Intelligences”
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•From a biological point of view, Gardner has noted that brain damage often may diminish some abilities but not others.
•Gardner argues humans do not have one intelligence (g factor) but instead multiple intelligences which are relatively independent of the others.
Howard GARDNER“Multiple Intelligences” - continued
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•Linguistic intelligence •Logical - mathematical intelligence •Musical intelligence •Bodily - kinesthetic intelligence •Visual - spatial intelligence •Intrapersonal intelligence •Interpersonal intelligence
Which 2 intelligences
are valued the most in
schools?
•Naturalist intelligence
The Real Rain Man
Derek - 60 Minutes
Lily the geography wiz!
Howard GARDNER“Multiple Intelligences” - continued
The existence of savants, prodigies and other exceptional individuals supports Gardner’s theory:
Rain Man on Netflix: 37:50 -39:50 and 42:00
Robert STERNBERG
Triarchic theory of intelligence
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• Analytical (academic problem solving)
• Creative (reacting to new situations and ideas)
• Practical (everyday tasks – common sense)
Robert Sternberg
“The true measure of success is not how well one does in school…
…but how well one does.”
Sternberg looked to overcome the fact that although IQ tests predicted school tests relatively well, they did less well predicting vocational success.
More “Intelligences?”
Social Intelligencethe know-how involved in comprehending social situations and managing oneself successfully
Emotional Intelligence
-ability to perceive, express, understand, and regulate emotions
-critical part of social intelligence
How We Measure Intelligence
Alfred BINETCreated an intelligence test that could measure the mental age of school children
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Mental age
Chronological ageX 100 = IQ
Alfred Binet and Intelligence Tests
Binet’s looked to identify a child’s:Mental Age: chronological age that most
typically corresponds to a given level of performance. A child who does as well as the average 8-year-old is said to have a mental age of 8.
Binet did not believe his test measured inborn intelligence.
What is the IQ of:
a10-year-old with the mental age of a 12 year old?
an 8-year-old with the mental age of a 10 year old?
Mental age
Chronological ageX 100 = IQ
12
10X 100 = 120
A 10-year-old with the mental age of a 9 year old?
10
8X 100 = 125
9
10X 100 = 90
Lewis TERMANInvented the Stanford-Binet IQ Test
He revised Binet's test to work for large numbers of people in an attempt to measure what he thought was inherited intelligence.
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David WECHSLER
Creator of the most widely used intelligence tests today WISC: Wechsler Intelligence Scale for Children
WAIS: Wechsler Adult Intelligence Scale
Verbal & performance scores
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Assessing Intelligence- Sample Items from the WAIS
From Thorndike and Hagen, 1977
VERBAL
General Information Similarities Arithmetic ReasoningVocabularyComprehensionDigit Span
PERFORMANCE
Picture Completion Picture ArrangementBlock DesignObject AssemblyDigit-Symbol Substitution
Raymond CATTELLArticulated the difference between
fluid intelligence (ability to learn new things, quickly process and apply information)
& crystalized intelligence (facts, "stuff")
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•Fluid intelligence decreases as we age, crystalized intelligence doesn’t.
Assessing Intelligence: Aptitude vs. Achievement Test
Aptitude Tests: are tests designed to predict a person’s future performance.SATs and GREs
Achievement Test: a test designed to assess what a person has learned.Midterm Psych exam, chapter 3 history test, etc.