1. Chapter 9: Intelligence and Psychological Testing

2. Vocabulary Achievement test Aptitude test Construct validity
Content validity
Convergent thinking
Correlation coefficient
Creativity
Crystallized intelligence
Criterion-related validity
Deviation IQ scores
Divergent thinking
Emotional intelligence
Fluid intelligence
Heritability ratio
Intelligence quotient IQ
Intelligence test
Mental age
Mental retardation
Normal distribution
Percentile score
Personality test
Psychological test
Reaction range
Reification
Reliability
Split half reliability
Standardization
Standard Deviation
Test norms
Validity

3. Categorize all the terms to make sure you understand them
Intelligence and Testing
Tests
personality
achievement
aptitude
psychological
intelligence
Measures
scoring
validity
content
construct
criterion
reliability

4. VIP’s (prioritize) Alfred Binet David Wechsler Lewis Terman
Howard Gardner
Arthur Jensen
Galton
Scarr
Steele
Sternberg
Winner

5. Psychological tests are standardized measures of behavior
Mental ability tests
Intelligence – general
Aptitude – specific
Personality scales
Measure motives, interests, values, and attitudes

6. Mental ability tests
intelligence tests are designed to measure general mental ability
aptitude tests measure more specific mental abilities.

7. Personality measures
there are no right or wrong answers, so they are referred to as scales
measure a variety of motives, interests, values, and attitudes.

8. Key Concepts in Psychological Testing
Standardization
Reliability
Validity

9. Standardization
uniform procedures used in the administration and scoring of a test
Test norms: 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.
Standardization group: sample of people that the norms are based on.

10. Reliability
Consistency - repeated measurements should yield reasonably similar results
Reliability estimates: 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.

11. Validity ability of a test to measure what it was designed to measure
Content validity: 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 would be poor content validity

12. Criterion-related validity:
estimated by correlating subjects’ scores on a test with their scores on an independent criterion
predictive ability
Construct validity
the extent to which there is evidence that a test measures a particular hypothetical construct
are we really measuring intelligence with an IQ test?
Construct validity is

13. Figure 9.2 Test-retest reliability

14. Figure 9.3 Correlation and reliability

15. Figure 9.4 Criterion-related validity

16. Figure 9.5 Construct validity

17. The validity of a personality test is best indicated by which of the following?
The correlation between test scores and some other relevant measure
The correlation between test scores and IQ
The inverse correlation of the variables being tested
The number of people in the test’s norming population
The number of questions in the test that can be objectively scored

18. The validity of a personality test is best indicated by which of the following?
The correlation between test scores and some other relevant measure
The correlation between test scores and IQ
The inverse correlation of the variables being tested
The number of people in the test’s norming population
The number of questions in the test that can be objectively scored

19. The Evolution of Intelligence Testing
Sir Francis Galton (1869)
Alfred Binet and Theodore Simon (1905)
Lewis Terman (1916)
David Wechsler (1955)

20. The Evolution of Intelligence Testing
Sir Francis Galton (1869)
Hereditary Genius
Success runs in families because intelligence is inherited
Test based on sensory acuity

21. The Evolution of Intelligence Testing
Alfred Binet and Theodore Simon (1905)
first intelligence test was designed to single out youngsters in need of special training
expressed a child’s score in terms of mental age
a 4 year-old who performed like the average 6 year-old had a mental age of 6
Binet-Simon Intelligence Scale

23.  In 1913 the United States Public Health Service administered a version of the newly invented Binet IQ test to immigrants arriving at Ellis Island.
Professional researchers recorded that "79% of the Italians, 80% of the Hungarians, 83% of the Jews, and 87% of the Russians are feebleminded."
Rather than challenging the validity of the test, the results served to reinforce negative images of immigrants.

24. The Evolution of Intelligence Testing
Lewis Terman (Stanford, 1916)
Stanford-Binet Intelligence Scale –
a test revised for use in U.S.
New scoring scheme
Intelligence Quotient (IQ)
dividing a child’s mental age by chronological age and multiplying by 10o
made it possible to compare children of different ages.

25. The Evolution of Intelligence Testing
David Wechsler (1955)
Measured intelligence in adults
Scales give more emphasis to nonverbal reasoning
Verbal IQ
Performance IQ
Full scale IQ
New scoring system based on normal distribution – deviation IQ

26. Alfred Binet’s most important contribution to psychology was in the area of
Intelligence testing
Visual perception
Psychopathology
Comparative psychology
Classical conditioning

27. Alfred Binet’s most important contribution to psychology was in the area of
Intelligence testing
Visual perception
Psychopathology
Comparative psychology
Classical conditioning

28. Figure 9.7 The normal distribution

29. Reliability and Validity of IQ tests
Exceptionally reliable – reliability coefficients [correlation] into the .90’s
Although they are intended to measure potential, IQ tests inevitably assess both knowledge and potential.
IQ tests are reasonably valid indicators of academic intelligence, as they predict school success and number of years in school.

30. Reliability and Validity of IQ tests
Qualified validity – valid indicators of academic/verbal intelligence, not intelligence in a truly general sense
Correlations:
.40s–.50s with school success
.60s–.80s with number of years in school

31. Reliability and Validity of IQ tests
Qualified validity
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.

32. Reliability and Validity of IQ tests
Predictive of occupational attainment, debate about predictiveness of performance
There is conflicting evidence regarding whether IQ scores predict occupational performance.
Court rulings and laws require that tests used in selection of employees measure specific abilities related to job performance.

33. A test that fails to predict what it is designed to predict lacks
Standardization
Norms
Fairness
Validity
reliability

34. A test that fails to predict what it is designed to predict lacks
Standardization
Norms
Fairness
Validity
reliability

35. Which of the following is evidence of the reliability of a new intelligence test?
A correlation of between scores on the new test and on the Wechsler Scale
The test predicts ability to succeed in college
The correlation between scores for identical twins taking the test is +0.90
Baseline data for test norming are from a diverse sample of 2,000 participants
The correlation between scores of participants who take two forms of the test is +0.90

36. Which of the following is evidence of the reliability of a new intelligence test?
A correlation of between scores on the new test and on the Wechsler Scale
The test predicts ability to succeed in college
The correlation between scores for identical twins taking the test is +0.90
Baseline data for test norming are from a diverse sample of 2,000 participants
The correlation between scores of participants who take two forms of the test is +0.90

37. In a normal distribution, approximately what percent of the scores occur within one standard deviation above and below the mean?
5 %
16%
33%
68%
97%

38. In a normal distribution, approximately what percent of the scores occur within one standard deviation above and below the mean?
5 %
16%
33%
68%
97%

39. If the variance of a set of scores is 100, the standard deviation will be5 10 25 50
125

40. If the variance of a set of scores is 100, the standard deviation will be5 10 25 50
125

41. When a teacher compares the performance of her students on the even and odd numbered questions in a multiple-choice test, she is determining
Equivalent-form reliability
Split-half reliability
Face validity
Concurrent validity
Construct validity

42. When a teacher compares the performance of her students on the even and odd numbered questions in a multiple-choice test, she is determining
Equivalent-form reliability
Split-half reliability
Face validity
Concurrent validity
Construct validity

43. Jay receives a Full Scale IQ score of 125 on the Stanford-Binet Intelligence Scales indicating that he
Scored correctly on 125 items on the test
Scored exactly at the mode of the test
Scored exactly at the median of the test
Scored more than one standard deviation above the mean
Has 125 units of intelligence

44. Jay receives a Full Scale IQ score of 125 on the Stanford-Binet Intelligence Scales indicating that he
Scored correctly on 125 items on the test
Scored exactly at the mode of the test
Scored exactly at the median of the test
Scored more than one standard deviation above the mean
Has 125 units of intelligence

45. Which of the following is generally true of participants in Lewis Terman’s longitudinal study of intellectually gifted children?
Their IQ dropped with age
Their IQ increased with age
They exhibited a higher-than-average incidence of mental illness
They led happy and fulfilling lives
They came from larger-than-average families

46. Which of the following is generally true of participants in Lewis Terman’s longitudinal study of intellectually gifted children?
Their IQ dropped with age
Their IQ increased with age
They exhibited a higher-than-average incidence of mental illness
They led happy and fulfilling lives
They came from larger-than-average families