2. PSYCHOMETRICIANS: develop tests -try to make constructs measurable and quantifiable -purpose is to differentiate between test- takers 3 Qualities of Tests: 1. Standardized 2. Reliable 3. Valid

3. -administered the same every time, to every person -so can compare scores among test-takers -NORMS: established scores -usually graded on normal curve-compares you to others performance -STANDARDIZATION SAMPLE: representative sample of test takers who establish norms

4. -consistent scores Ways to measure: -Test-retest reliability: take the same test, high positive correlation between scores -Split-half reliability: score on half is correlated with score on other half -Equivalent-form reliability: score on 2 different versions of a test have high correlation

5. -accuracy, measures what it is supposed to Ways to measure: -Content validity: measures all of the skills/knowledge it’s supposed to -Criterion-related validity: test correlates with other ways to measure what’s being tested -Predictive validity: how well it measures a future result -Construct validity: how well it measures the construct for which it is designed

6. -is a construct, so hard to define -can only be defined by the behaviors that indicate intelligence, usually what enables success in that culture -is intelligence one underlying capacity or is it different abilities? http://upload.wikimedia.org/wikipedia/commons/thumb/e/ec/Men_in_Paris_park_pl aying_chess.jpg/640px-Men_in_Paris_park_playing_chess.jpg

7. - one important factor underlies all intelligence g : general intelligence -used factor analysis: statistical technique that finds correlations between different items to narrow down items -high degree of correlation between all mental tasks= one factor

8. -disagreed -used factor analysis with college students -7 primary mental abilities: 1.Inductive reasoning 2.Word fluency 3.Perceptual ability 4.Verbal comprehension 5.Spatial visualization 6.Numerical ability 7.Associative memory

9. 2 factors of intelligence: 1. Crystallized intelligence: learned knowledge over time (vocabulary, facts) that increases with age 2. Fluid intelligence: ability to solve problems and pick up skills (puzzles) that tends to decrease with age

10. http://commons.wikimedia.org/wiki/File:Multipleints.jpg 8 specific intelligences -represent different independent abilities -broadens traditional definition of intelligence -savants: with exceptional skills show intelligence is not single factor

11. -highest IQ not always=success -interpersonal skills: ability to get along and be thoughtful of others -intrapersonal skills: understand self and have self-control, and delay of gratification

12. 3 types of intelligences Analytical intelligence: traditional abilities Practical intelligence: “street smarts” Creative intelligence: think in new ways

13. -must try to make intelligence concrete -way to assess mental aptitudes and compare them with others numerically http://upload.wikimedia.org/wikipedia/commons/2/21/Bundesarchiv_Bild_10 2-11344%2C_Intelligenzpr%C3%BCfung_schulentlassener_M%C3%A4dchen.jpg

14. -created 1 st intelligence test -compulsory public education in France at turn of the 20 th century -needed to identify students who would need special attention -created test to measure Mental age: abilities should have for chronological age http://commons.wikimedia.org/wiki/File:Alfred_Binet.jpg

15. Louis Terman: professor at Stanford revised Binet’s test IQ=intelligence quotient  IQ= mental age x 100 chronological age

16. -most commonly used IQ tests today -measured on deviation IQ -compared to others taking the test -100=average IQ -68%=85-115 -95%=70-130 -99%=55-145 FLYNN EFFECT: Increasing IQ, means must restandardize http://commons.wikimedia.org/wiki/File:Standard_deviation_diagram.svg

17. -both are important in intelligence Nature: -MZ twins, even separated at birth, have very similar IQs -heritability: extent to which trait is inherited is 50-75% Nurture: Flynn Effect: increasing IQs over 3 generations -school, better nutrition, technology, other environmental factors

18. -racial groups score differently on tests -bias because of differing environmental factors Stereotype threat: anxiety that is created when one is worried that they will confirm a negative stereotype about one’s group