1. Unit 11: Intelligence and Testing Copy the chart into your notebook
Unit 11: Intelligence and Testing Copy the chart into your notebook. Use a full sheet of paper 

2. Objective
I will be able to apply the concepts and theories of psychological testing and human intelligence on tests and on individual and group assignments.

3. Essential Questions
What are the “types” of tests used in psychology to measure underlying ability and learning?
What is intelligence and how is it measured?
How have intelligence tests evolved?
What are IQ ranges?
Is it possible for IQ Tests to measure innate intelligence; or, is intelligence a product of environment?
Are IQ tests reliable and valid?
How does cultural bias impact IQ test results?
7. Are there different types of intelligences?

4. Concepts on Recent AP Exams
Validity (construct, test/retest, concurrent, predictive)
Reliability
achievement test
aptitude test
IQ-concepts related to IQ Tests- Alfred Binet
projective personality tests (Inkblot and TAT)
self reporting personality inventories (MMPI)
standardized tests/standardization
Fluid intelligence v. Crystallized intelligence
Emotional intelligence
Gardner’s multiple intelligences

5. Key Figures-INCOMPLETE INFORMATION:
Alfred Binet: devised test to identify slower children (1905)
FrancesGalton: Wrote the book, Hereditary Genius (1869)
Howard Gardner: Multiple intelligences-8
Charles Spearman: first to use test to measure intelligence; g factor, two factor theory (1904)
Robert Sternberg: Triarchic Theory (CAP)
LouisTerman: Stanford-Binet Intelligence Scale MA/CA x 100; Could compare children of different ages (1916)
David Wechsler: WAIS (scale for adults-1955)

6. Objective
I will be able to apply the concepts and theories of psychological testing and human intelligence on tests and on individual and group assignments

7. Key Concepts in Psychological Testing 1
Key Concepts in Psychological Testing 1. What are the “types” of tests used in psychology to measure underlying ability and learning?

8. Principle Types of Psychological Tests
Ability=skills for which people need no additional training (can you think of any?)
Aptitude=a potential ability (say to play piano)
Type of tests:
Intelligence – general mental ability/intellectual potential
Aptitude – specific types of mental abilities, more precisely: a potential ability (ex. mechanical reasoning, ASVAB, musical ability)
Achievement Tests -mastery of a subject, ex. FCAT)
Personality tests (MMPI, Ink blot, TAT)
Psychological tests are standardized measures of behavior. Most psychological tests fall under two broad categories, mental ability tests and personality scales.
Mental ability tests include intelligence tests, which are designed to measure general mental ability, and aptitude tests, which measure more specific mental abilities.
Personality measures are usually called scales, rather than tests, as there are no right or wrong answers.
Personality tests measure a variety of motives, interests, values, and attitudes.

9. Brainstorm at least two possible uses for aptitude tests.

10. What are possible uses for Intelligence tests.

11. What are possible uses for achievement tests?

12. What do you think would make these tests credible and why?

13. Key Concepts in Psychological Testing
Reliability=consistency of the test if 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

14. Key Concepts in Psychological Testing
Reliability 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 are given (ex., forms A and B) Validity=does the test measure what it intended to 1. Content Validity= does the test measure what was covered (say in AP Psychology) 2. Construct Validity=does the test measure some abstract concept (say personality , rather than one’s mood) 3. Predictive Validity=does the test forecast what it meant to, such as the SAT predicting college success

15. 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 and scoring
Test norms=info. on where a score on a test ranks
Standardization group=the sample of people that the norms are based on
Percentile score=raw score is changed to a percentile score-82 percentile means scoring the same as or higher than 82 % of the sample
Standardization refers to the uniform procedures used in the administration and scoring of a test.
Test norms provide information about where a score on a psychological test ranks in relation to other scores on that test…allows a psychologist to determine how a person scores relative to other people.
The standardization group is the sample of people that the norms are based on.
Reliability refers to a test’s consistency; that is, repeated measurements should yield reasonably similar results.
Reliability estimates are based on the correlation coefficient. Two sets of scores from two administrations of the same test are correlated; the closer the correlation comes to +1.00, the more reliable the test.
Validity refers to the ability of a test to measure what it was designed to measure.
Content validity is the degree to which the content of a test is representative of the domain it is supposed to cover (physics questions on a psychology test…poor content validity).
Criterion-related validity is estimated by correlating subjects’ scores on a test with their scores on an independent criterion…predictive ability.
Construct validity is the extent to which there is evidence that a test measures a particular hypothetical construct…are we really measuring intelligence with an IQ test?

16. Figure 9.4 Criterion-related validity

17. Figure 9.2 Test-retest reliability

18. The Evolution of Intelligence Testing

19. The Evolution of Intelligence Testing
Sir Francis Galton (1869)
Wrote the book, Hereditary Genius-said success runs in families, 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
Sir Francis Galton, 1869, published Hereditary Genius, in which he put forth the notion that success runs in families because intelligence is inherited. He developed a crude mental abilities test based on sensory acuity.
Alfred Binet and Theodore Simon published the first intelligence test in 1905, a test designed to single out youngsters in need of special training…expressed a child’s score in terms of mental age…for example, a 4 year-old child with a mental age of 6 performed like the average 6 year-old on the test.
Lewis Terman, at Stanford University, revised Binet’s test for use in the U.S….the Stanford-Binet.
Terman used a new scoring scheme, the intelligence quotient, dividing a child’s mental age by chronological age and multiplying by 100…this made it possible to compare children of different ages.
David Wechsler was the first to devise an instrument to measure intelligence in adults. He later devised downward extensions of his scale for children. Wechsler is credited with two innovations in intelligence testing. First, his scales give more emphasis to nonverbal reasoning, yielding a verbal IQ, a performance IQ, and a full-scale IQ. Second, Wechsler devised a new scoring system based on the normal distribution…the deviation IQ. This scoring system is outlined on the next slide.

20. **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 psychologists now view as an objective IQ (intelligence quotient)

21. 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

22. 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
Problem=formula did not work with adults
David Wechsler (1955)-came up with an adult test
Wechsler Adult Intelligence Scale (WAIS)
Had a verbal and a performance test
test for children, 6-16 (WISC)
WPPSI-Wechsler preschool and primary scale of intelligence-as young as 4

23. The Ranges of IQ Scores

24. The Normal Distribution
Bell curve- the center is the mean..every line in either direction is one (1) standard deviations from the norm/mean, or 15 points.
(Page 537 in the textbook)
Normal IQ Range=85 to115
Borderline IQ= 70 to 84
Below 70=Intellectual Disability
Gifted=above 130

25. Normal Curve

26. Figure 9.7 The normal distribution

27. Extremes of Intelligence: Mental Retardation-Intellectual Disability
Diagnosis based on IQ and adaptive testing
IQ 2 or more SD below mean
*Adaptive skill deficits
onset before age 18
4 levels: mild (51 to 70), moderate (36-50), severe (20-35), profound (below 20)
Mild most common
Causes:
Environmental (most mild retardation from lower socioeconomic status) vs. biological (25% have organic etiology)
Mental retardation is a diagnosis reserved for individuals with subaverage general mental ability accompanied by deficiencies in adaptive skills, originating before age 18.
The vast majority of people with mental retardation have mild mental retardation and are not easily distinguished from the rest of the population.
Origins of mental retardation may include organic syndromes, as 350 biological conditions that can cause mental retardation have been identified. Diagnosticians are, however, only able to pin down an organic cause in <25% of cases.
In fact, cases of mild mental retardation tend to involve unknown origin. Environmental theories hold that unfavorable environmental factors may contribute to the development of mild mental retardation; things like neglect, inadequate nutrition and medical care, and lower quality schooling.

28. Figure 9.10 The prevalence and severity of mental retardation

29. Extremes of Intelligence: Giftedness
Identification issues – ideals vs. practice-should consider the qualities below, but schools almost exclusively look at IQ
IQ is 2 SD above mean standard (130)
Creativity, leadership, special talent?
Stereotypes – weak, socially inept, emotionally troubled
*Lewis Terman (1925) – largely contradicted stereotypes in a longitudinal study-better than average emotional life, social stability, health (150 average IQ)
There are discrepancies between ideals and practice regarding how gifted children are identified in the U.S. Usually, identification occurs based on IQ of 130 or higher, although creativity, leadership, and special talents are recommended for use in identification as well.
Gifted individuals are often stereotyped as weak, sickly, socially inept, and emotionally troubled “bookworms.”
Lewis Terman initiated a study in the early 1920’s with 1500 children with IQs of 150 or higher. These children were followed throughout their lives. As a group, these subjects exhibited better than average physical health, emotional stability, and social satisfaction through their adult years.
Ellen Winner (1997) claims that a distinction needs to be made between moderately gifted (IQ ) and profoundly gifted (IQ above 180) individuals, asserting that profoundly gifted children are often introverted and isolated.

30. Extremes of Intelligence: Giftedness
*Ellen Winner (1997) – moderately vs. profoundly gifted-looked at later (above 180 IQ)
*Introverted, socially isolated, more interpersonal and emotional problems
VERY successful in achievement (books,, patents, scientific articles-none earned recognition for genius level contributions)

31. Extremes of Intelligence: Giftedness
Giftedness and high achievement – goes beyond IQ
– intersection of three factors (motivation, exceptional IQ and exceptional creatively
drudge theory (endless hard work) outstanding mentoring/training and inborn talent
There are discrepancies between ideals and practice regarding how gifted children are identified in the U.S. Usually, identification occurs based on IQ of 130 or higher, although creativity, leadership, and special talents are recommended for use in identification as well.
Gifted individuals are often stereotyped as weak, sickly, socially inept, and emotionally troubled “bookworms.”
Lewis Terman initiated a study in the early 1920’s with 1500 children with IQs of 150 or higher. These children were followed throughout their lives. As a group, these subjects exhibited better than average physical health, emotional stability, and social satisfaction through their adult years.
Ellen Winner (1997) claims that a distinction needs to be made between moderately gifted (IQ ) and profoundly gifted (IQ above 180) individuals, asserting that profoundly gifted children are often introverted and isolated.
Studies of giftedness and achievement in life suggest that more than IQ determines high achievement. Joseph Renzulli theorizes that there is a more rare form of giftedness, based in an intersection of 3 factors, that leads to genuine greatness…high intelligence, high creativity, and high motivation.
Drudge theory is captured in the reaction of one talented violinist after a critic termed him a genius – “A genius! For 37 years I’ve practiced fourteen hours a day, and now they call me a genius!” – While clearly obsessive hard work is important in this case, it can be argued that inborn ability allowed him to work harder because he found his efforts more rewarding. Simonton proposes an elaborate theory of talent development that gives roles to both innate ability and environmental factors.

32. IQ tests have exceptionally reliable – correlations into the
IQ tests have exceptionally reliable – correlations into the .90s What did we say was a good correlation coefficient for reliability?

33. Figure 9.3 Correlation and reliability

34. The controversial question: Is there construct validity for Intelligence Tests? Is there other information, apart from inborn intelligence, needed to do well on the WAIS? Let’s see 

35. Wechler Adult Intelligence Scale

36. Is there other information, apart from inborn intelligence, that is needed to do well on the WAIS? How is it culturally biased (gives an advantage to one culture)?

37. Reliability and Validity of IQ tests
Qualified validity – valid indicators of academic/verbal intelligence, not intelligence in a truly general sense
Correlations:
Predictive of occupational attainment-higher scores=higher status jobs
IQ not a good predictor of job performance
Correlation between IQ scores in adolescence and grades in school
Although they are intended to measure potential, IQ tests inevitably assess both knowledge and potential.
IQ tests are, however, exceptionally reliable, with reliability coefficients into the .90s.
IQ tests are reasonably valid indicators of academic intelligence, as they predict school success and number of years in school.
They are not good measures of social or practical intelligence and do not measure intelligence in a truly general sense.
IQ scores are positively correlated with high status jobs; this may be related to the correlation with school success.
There is conflicting evidence regarding whether IQ scores predict occupational performance. Court rulings and laws now require that tests used in selection of employees measure specific abilities related to job performance.

38. Is Intelligence Innate and inherited or the result of Environment
Is Intelligence Innate and inherited or the result of Environment? Does Heredity impact IQ? Who would be the best people to study to figure this out?

39. Intelligence: Heredity or Environment?
twin studies (reared together)-identical twins=.86 correlation; reared apart .72
Fraternal twins=.60
Environment
Adoption studies
Cumulative deprivation hypothesis=environmental deprivation led to erosion in IQ score
Environmental improvement led to increased scores
This issue has far-reaching sociopolitical implications and continues to be a complex controversy.
Family studies determine only whether genetic influence on a trait is plausible, not whether it is certain. Family members also share environments.
Twin studies provide evidence regarding the role of genetic factors. The basic rationale is that identical and fraternal twins develop under similar environmental conditions, but identical twins share more genes…if identical twins end up more similar on a given characteristic, it must be genetic.
A heritability ratio is an estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance. A heritability estimate is a group statistic and cannot be meaningfully applied to individuals.
Adoption studies provide evidence that upbringing plays an important role in mental ability, as adopted children show some resemblance to their foster parents. Also, siblings reared together are more similar in IQ than siblings reared apart. In fact, entirely unrelated children who are reared together show resemblance in IQ.
The cumulative deprivation hypothesis holds that children raised in deprived environments will experience a gradual decline in IQ as they grow older. Conversely, children removed from deprived environments and placed in homes that are more conducive for learning show IQ increases.
The Flynn effect is the trend, all over the developed world, for IQ scores to increase from one generation to the next. Hypotheses for why this occurs focus on environmental variables, as evolution does not operate in a generation.
Clearly, heredity and environment both influence intelligence. Theorists use the term “reaction range” to refer to genetically determined limits on IQ. The environment determines whether a person will fall at the upper or lower end of their genetically determined range.

40. Heritability

41. Principles of Test Construction Standardization-Flynn Effect

42. Intelligence: Heredity or Environment?
The Flynn effect=IQ scores have increased through the century possibly due to nutrition, education, computers, TV and video games
Interaction of Heredity and Environment
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

43. Figure Reaction range

44. Cultural Differences in IQ
Heritability as an Explanation
*Aurthur Jensen (1969)-said differences in IQ for certain groups (BA, NA and LA) was hereditary-sparked controversy
*Herrnstein and Murray (1994) – The Bell Curve-said the same thing and added that these lower IQ accounted for lower success-they can not avoid this fate since it is genetic
Arthur Jensen argued that cultural differences in average IQ are largely due to heredity.
The authors of The Bell Curve, by implying that we are moving toward a meritocracy based on intellect, ignited the same controversy.
These arguments have been challenged on a number of grounds. First, even if IQ is largely due to heredity, group differences may not be. Social class and socioeconomic disadvantage are correlated with ethnicity, so environmental variables are not equal between groups.
Kamin’s cornfield analogy, presented on the next slide, depicts this issue.
Claude Steele argues that derogatory stereotypes create feelings of vulnerability in the educational domain, undermining group members’ achievement and performance on tests.

45. Cultural Differences in IQ
Environment as an Explanation
Kamin’s cornfield analogy – socioeconomic disadvantage
Steele (1997) - stereotype vulnerability-results in academic underachievement
Stereotype Threat (p. 555)
Culturally biased tests

46. Figure 9.17 Genetics and between-group differences on a trait

47. Write down one of your skills

48. Do you think your skill would be identified by an IQ test like the WAIS?

49. Sternberg’s “successful intelligence” known as: Triarchic Theory
New Directions in the Study of Intelligence Look at how people use their intelligence
Sternberg’s “successful intelligence” known as: Triarchic Theory
1.Analytical -reasoning/problem solving-needed for school work and assessed on IQ tests
2. Creative (novel solutions/ideas)
3. Practical (“street smarts”)
Researchers such as Aurthur Jensen are searching for physiological indicators of general intelligence. Reaction time has been used in these studies, although the “fast is smart” idea is modest at best. Other measures studied include inspection time, which is an assessment of how long it takes to make simple perceptual discriminations that meet a certain criterion of accuracy. Higher correlations with IQ have been found with this measure, although much work remains to be done to discover why.
For over a century, intelligence was approached from a testing perspective. In contrast, the cognitive perspective focuses on how people use their intelligence. Robert Sternberg’s triarchic theory of intelligence consists of three parts: the contextual, experiential, and componential subtheories. In more recent years (1999, 2000), Sternberg has asserted that there are three aspects of what he calls “successful intelligence” – analytical intelligence, creative intelligence, and practical intelligence.
Other theorists propose an expansion of the concept of intelligence. Howard Gardner argues that IQ tests emphasize verbal and mathematical skills and exclude other important skills. He suggests the existence of a number of human intelligences, listed in Table 9.3.
Daniel Goleman and others argue for the concept of emotional intelligence, which is the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion.

50. Goleman’s Emotional Intelligence
Perceive and express emotions
Understand emotions
Manage emotions
Use emotions for adaptive or creative thinking

51. Is Intelligence One General Ability or Several Specific Abilities
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences

52. Your Results to Gardner’s Intelligence Test
ONE: 6, 14, 23, 31, 60
TWO: 29, 32, 40, 49, 54
THREE: 2, 4, 13, 51, 66
FOUR: 7, 34, 47, 53, 15
FIVE: 21, 24, 26, 48, 59
SIX: 19, 43, 62, 65, 70
SEVEN: 35, 41, 55, 57, 69

53. Does your skill correlates with your score
Does your skill correlates with your score? If yes, than the test has construct ______________.
Intelligence type 1. Linguistic 2. Logical-Mathematical 3. Musical 4. Bodily-Kinesthetic 5. Spatial-Visual 6. Interpersonal 7. Intrapersonal