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Unit 11: Intelligence and
Testing
Copy the chart into your
notebook. Use a full sheet
of paper----------
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.
Essential Questions
1. What are the “types” of tests used in psychology to
measure underlying ability and learning?
2. What is intelligence and how is it measured?
3. How have intelligence tests evolved?
4. What are IQ ranges?
5. Is it possible for IQ Tests to measure innate
intelligence; or, is intelligence a product of
environment?
5. Are IQ tests reliable and valid?
6. How does cultural bias impact IQ test results?
7. Are there different types of intelligences?
Concepts on Recent AP Exams
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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
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)
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
Key Concepts in Psychological Testing
1. What are the “types” of tests used in
psychology to measure underlying
ability and learning?
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)
Brainstorm at least two
possible uses for aptitude
tests.
What are possible uses for
Intelligence tests.
What are possible uses for
achievement tests?
What do you think would
make these tests credible
and why?
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
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
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
Figure 9.4 Criterion-related validity
Figure 9.2 Test-retest reliability
The Evolution of
Intelligence Testing
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
**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)
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
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
The Ranges of IQ Scores
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
Normal Curve
Figure 9.7 The normal distribution
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)
Figure 9.10 The prevalence and severity of mental retardation
Extremes of Intelligence: Giftedness
• Identification issues – ideals vs. practiceshould 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)
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)
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
IQ tests have exceptionally
reliable – correlations into
the .90s
What did we say was a good
correlation coefficient for
reliability?
Figure 9.3 Correlation and reliability
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----------
Wechler Adult Intelligence Scale
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)?
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
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?
Intelligence: Heredity or Environment?
• Heredity
– 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
Heritability
Principles of Test Construction
Standardization-Flynn Effect
• Flynn effect
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
Figure 9.16 Reaction range
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
Cultural Differences in IQ
• Environment as an Explanation
– Kamin’s cornfield analogy –
socioeconomic disadvantage
– Steele (1997) - stereotype vulnerabilityresults in academic underachievement
Stereotype Threat (p. 555)
Culturally biased tests
Figure 9.17 Genetics and between-group differences on a trait
Write down one of your
skills
Do you think your skill
would be identified by an IQ
test like the WAIS?
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 solvingneeded for school work and assessed on
IQ tests
2. Creative (novel solutions/ideas)
3. Practical (“street smarts”)
Goleman’s Emotional Intelligence
• Emotional intelligence
–Perceive and express emotions
–Understand emotions
–Manage emotions
–Use emotions for adaptive or
creative thinking
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Your Results to Gardner’s Intelligence
Test
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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
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