1. Unit 11: Testing and Individual Differences

2. Unit 11: Testing and Individual Differences (5-7% of the AP Exam)
What is intelligence and how is it measured?
Historical and Contemporary reasons for testing
Charles Spearman Theory and the G Factor
Howard Gardner and the Theory of Multiple Intelligences
Robert Sternberg’s Triarchtic Theory
Types of Tests (Stanford-Binet, WAIS, etc)
Outliers – Giftedness and Cognitively disabled
Standardization and the Normal Bell Curve
Reliability and Validity
Ethics and Standards in Testing

3. 1. What is intelligence and how is it measured?
Intelligence – mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
Socially constructed by a culture
“school smarts”
Intelligence is whatever intelligence tests measure.
Intelligence test – a method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores.

4. 2. History and Reasons for Testing
Alfred Binet and Theordore Simon
All children develop intellectually in the same way but some develop quicker
Mental age – a measure of intelligence; the chronological age that most typically corresponds to a given level of performance
Lewis Terman (Stanford) revised Binet’s test  Stanford-Binet (American version)
adapted some questions, established new age norms, and extended the upper end of the test’s range from teenagers to “superior” adults
William Stern (German) developed the intelligence quotient (IQ)
mental age
chronological age
IQ no longer computed with intelligence tests; now used as a term to refer to a score on an intelligence test
x 100

5. 3. Charles Spearman’s G Factor
A basic intelligence predicts our abilities in varied academic areas
General intelligence (g) – a general intelligence factor that underlies all of our abilities
Factor analysis - A statistical procedure that identifies clusters of related items (called factors) on a test
Mental abilities tend to form clusters
People tend to show about the same level of competence in all abilities in a certain cluster

6. 4. Howard Gardner and the Multiple Intelligence Theory
Intelligence is more than just verbal and mathematical skills as other abilities are equally important.
8 intelligences

7. 5. Sternberg’s Triarchic Theory

8. 6. Types of Tests
Aptitude tests – designed to predict a person’s future performance as aptitude is the capacity to learn.
Ex: SAT (Scholastic Assessment Test, formerly called the Scholastic Aptitude Test – seeks to predict your ability to do well in college)
Achievement tests – designed to assess what a person has learned.
Ex: EOC and AP Psyc Exam (End of Course exam – seeks to assess what you learned in the course)

9. Types of Tests (continued)
Wechsler Adult Intelligence Scale (WAIS) – developed by David Wechsler, the most widely used intelligence test; contains both verbal and nonverbal subtests
11 subtests
Yields an overall intelligence score, and also scores for verbal comprehension, perceptual organization, working memory, and processing speed.
Results are important to identify learning disabilities or brain disorders (important for teachers, employers, and therapists)

10. 7. Outliers – Giftedness and Cognitively Disabled
Savant Syndrome - A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.
Intellectual Disability – a condition of limited mental ability , indicated by an intelligence score of 70 or below and difficult in adapting to the demands of life; varies from mild to profound.
Giftedness (above 130 IQ)
Some extraordinarily intelligent children are more isolated and introverted, but most thrive and continue on to higher education.
Controversy over gifted children programs: not as many children labeled as gifted are actually extraordinarily gifted

12. 8. Standardization and the Normal Bell Curve
Standardization – defining meaningful scores by comparison with the performance of a pretested standardization group.
Tests need to be constantly restandardized to properly assess different generations
Flynn effect = intelligence scores have been rising over time.

13. Normal Bell Curve
When a test is standardized, the results when graphed typically form a normal curve – symmetrical bell-shaped curve that describes the distribution of many psychical and psychological attributes; most scores fall near the average and fewer and fewer scores lie near the extreme.
On an intelligence test, the average score is 100.

14. 9. Reliability and Validity
Reliability - The extent to which a test yields consistent results
Measured by 2 test halves, alternate forms, or retesting
People should generally score the same when the test is taken multiple times
Validity - the extent to which a test measures or predicts what it is supposed to
Content validity – the extent to which a test samples the behavior that is of interest
Ex: the AP Psyc Exam should contain items on Psychology
Predictive validity – the success with which a test predicts the behavior it is designed to predict
Criterion – the behavior a test is designed to predict
Ex: the SAT is designed to predict future college performance which is the criterion

15. 10. Ethics and Standards in Testing
Test biases and discrimination
Stereotype threat – the self-confirming belief that one will be evaluated based on a negative stereotype.