Unit 11: Testing and Individual Differences

Name: Unit 11: Testing and Individual Differences
Uploaded: 2017-08-17T00:29:16+00:00
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Description: Unit 11: Testing and Individual Differences

Unit 11: Testing and Individual Differences

Unit 11 - Overview Introduction to Intelligence Assessing Intelligence
The Dynamics of Intelligence Studying Genetic and Environmental Influences on Intelligence Group Differences and the Question of Bias Click on the any of the above hyperlinks to go to that section in the presentation.

Introduction Intelligence Intelligence test

Is Intelligence One General Ability or Several Specific Abilities?
Spearman’s General intelligence (g) Factor analysis Comparison to athleticism Thurstone’s counter argument

Savant syndrome Gardner’s 8 Intelligences Grit
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Savant syndrome Gardner’s 8 Intelligences Linguistic Logical-mathematical Musical Spatial Bodily-kinesthetic Intrapersonal Interpersonal Naturalist Grit

Is Intelligence One General Ability or Several Specific Abilities
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Grit Success = determination, “keep-at-it-ness” along with gaining expertise Expert: Requires a minimum of working hard at something at a higher level

Sternberg’s Three Intelligences
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Sternberg’s Three Intelligences Sternberg’s Three Intelligences Analytical (academic problem-solving intelligence Creating intelligence Practical intelligence

Spearman’s G Factor: Spearman’s General Intelligence (g factor)
Spearman & others said one single factor (a general factor) underlies specific mental abilities This factor is measured by every task on an intelligence test g = general

Theories of Multiple Intelligences (pp. 424-426)
Is there 1 kind? …or 2? …or 3? ..or 8? Spearman: 1 basic general intel. (g factor) Gardner: said there are 8: -verbal -movement (kinesthetic) -math -understanding ourselves (emot.) -music -understanding others (emot.) -spatial analysis/visual -understanding our physical (art) environment (“street smarts”) Sternberg’s Big 3: -analytical: academic problem solving—1 right answer -creative intell.: react to novel situations & use novel ideas -practical intel.: deal w/ everyday problems, come up w/ multiple solutions

Intelligence & Creativity
Creativity: the ability to produce novel and valuable ideas… Those = creative usually have at least avg. or above avg. g factor Things that make this possible: Expertise (have knowledge base) imaginative thinking skills (outside the box) venturesome personality (take chances) intrinsic motivation creative environment

Are There Multiple Intelligences?
Savant Syndrome condition in which a person otherwise limited in mental ability has an exceptional specific skill… often (NOT always..) related to autism Computation Drawing (EX below) Social Intelligence the know-how involved in comprehending social situations & managing oneself successfully Emotional Intelligence p.426 ability to perceive, express, understand, & regulate emotions

Emotional Intelligence
Perceive emotions Understand emotions Manage emotions Use emotions for adaptive or creative thinking

Is Intelligence Neurologically Measurable?

Is Intelligence Neurologically Measurable? Brain Size and Complexity
Brain size studies Is some correlation of IQ to brain size BUT not at all consistent… ..some “geniuses” Brain complexity studies Neural plasticity Gray matter (mostly neural cell bodies) vs. white matter(axons)

Perceptual speed Neurological speed
Is Intelligence Neurologically Measurable? Brain Function NOT just how much U know but also how FAST… Perceptual speed Neurological speed

Brain Function and Intelligence
People who can perceive the stimulus very quickly tend to score somewhat higher on intelligence tests P. 430: processing speed, perceptual speed & neurological speed are all involved Stimulus Mask Question: Long side on left or right?

Origins of Intelligence Testing
Francis Galton’s (Darwin’s cousin) intelligence testing Reaction time Sensory acuity Muscular power Body proportions Hereditary Genius: Came up with phrase “nature vs. nurture” First to attempt to assess intell., even though did not test out as valid or reliable.

Alfred Binet Identifying French school children in need of assistance
Origins of Intelligence Testing Alfred Binet: Predicting School Achievement Alfred Binet Identifying French school children in need of assistance Mental age Chronological age

Plato: Saw & noted individual differences
Added from Michaelis/Myers Origins of Intelligence Assessments/Inventories (“Testing”) Plato: Saw & noted individual differences Intelligence Test: *Binet ( ) method of assessing individual’s mental aptitudes & comparing them to others, using numerical scores Testing Paris school kids to ID those who low & needing help

Origins of Intelligence Testing Lewis Terman: The Innate IQ
Stanford-Binet Test Lewis Terman New age norms Adding “superior” end Binet only to ID what?

Origins of Intelligence Testing Lewis Terman: The Innate IQ
Intelligence quotient (IQ) IQ = (mental age/chronological age) X 100 IQ of 100 is considered average World War I testing: Immigrants: language problem or intelligence problem?

Intelligence Quotient (IQ)
Originally, ratio of mental age (ma) to chronological age (ca) multiplied by 100 IQ = ma ÷ ca x (ma/ca x 100) on contemporary tests, the avg performance for a specific age is assigned a score of 100 Most intellg. tests (including the Stanford-Binet) no longer compute an “IQ” score (reification: p. 422) What IS Intelligence? ability to learn from experience, solve problems, & use knowledge to adapt to new situations Is determined by a social definition & varies from culture to culture, era to era

What is Intelligence? Factor Analysis
statistical procedure that identifies clusters of related items (called factors) on a test ID’s different performance dimensions that underlie our total score These factors indicate a basic ability level Eugenics: Terman & others belief that genetics was the predominate factor in IQ --was a “scientific” sort of racism…no major basis in modern psych…Basically said some races, etc., were genetically better than others. Who used these ideas?

Mental Age measure of intelligence test performance devised by Alfred Binet, Paris, late 1800’s Why? to ID slower kids in Paris school system to help them do better chronological age: actual age mental age: if a child does as well as the average 8-year-old is said to have a of 8 Stanford-Binet: widely used American revision of Binet’s original intelligence test ( ) revised by Terman at Stanford University Stern designed the intelligence quotient (IQ) 

Modern Tests of Mental Abilities
Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC) These added what component to intelligence assessments?

From Thorndike and Hagen, 1977
Assessing Intelligence: Weschler added Performance Component in 1939 b/c of problems assessing those w/ some verbal disadvantages Sample Items from the WAIS From Thorndike and Hagen, 1977 VERBAL response General Info Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span PERFORMANCE Picture Completion Picture Arrangement Block Design Object Assembly Digit-Symbol Substitution

Assessing (“Testing”!!) Intelligence
Aptitude Test: designed to predict a person’s future performance looks at abilities…what you should be able to do aptitude is the capacity to learn Achievement Test test designed to assess what person has learned Wechsler Adult Intelligence Scale (WAIS) most widely used intelligence test (WWI) 2 subtests 1) verbal 2) performance (nonverbal) WAIS-R = revised adult test; WISC-R = revised kids’ test

WAIS-R EX’s: Visual Analogies…. block design…. pic sequencing…
WAIS-R EX’s: Visual Analogies…..block design… pic sequencing…..WAIS-R performance assessment kit

Most commonly administered intelligence assessments:
WISC-IV: most commonly used IQ test for ages 6-16 WAIS -III is for adults. WIPPSI-III is for preschoolers. Others also use the Stanford-Binet, 5th edition, or the Kaufman ABC-II battery for children. NOTE: Roman numerals reflect the multiple revisions of the tests since their original versions.

Modern Tests of Mental Abilities
Achievement tests Aptitude tests

Assessing (“Testing”!!) Intelligence
Aptitude Test: designed to predict a person’s future performance looks at abilities…what you should be able to do aptitude is the capacity to learn Achievement Test test designed to assess what person has learned Wechsler Adult Intelligence Scale (WAIS) most widely used intelligence test (WWI) 2 subtests 1) verbal 2) performance (nonverbal) WAIS-R = revised adult test; WISC-R = revised kids’ test

Principles of Test Construction

Principles of Test Construction Standardization
Normal curve (bell curve)

Assessing Intelligence
Standardization defining meaningful scores by comparison w/ the performance of a pre-tested standardization group to create a norm Normal Curve symmetrical bell-shaped curve that describes the distribution of many physical & psychological attributes most scores fall near the avg, & fewer & fewer scores lie near the extremes 

Normal Curve: (aka at times as the bell curve

Principles of Test Construction Standardization
Flynn effect

Principles of Test Construction: Standardization Kids are getting smarter?! Who’d a thunk it… ? Flynn effect: Consistent worldwide rise in IQ scores, even though achievement scores like SAT dropped …WHY?   Flynn effect

Why Flynn Effect (James Flynn, 1987, 1999) occurs… It’s a mystery…but could be lots of things…
Test sophistication: assessments are better now…more accurately assess Nutrition: taller, smarter, longer life expectancies More formal educations for more ppl More stimulating environment b/c of t___? Less kid-diseases that might cause handicaps Smaller families = more parental resources (time, money, effort) on each kid So....Why are SAT scores down? Probably b/c more ppl and more diverse ppl taking SAT now instead of just the middle & upper middle class.

Principles of Test Construction Reliability
Scores correlate Test-retest reliability Split-half reliability

Principles of Test Construction Validity
Content validity Criterion Predictive validity

Assessments of Intelligence (aka Testing)
 Reliability & Validity Reliability: extent to which a test yields consistent results assessed by consistency of scores in 3 ways: two halves of the test alternate forms of the test retesting Validity: How well a test measures or predicts what it is supposed to EX: Does SAT predict success in the 1st year of college? 3 aspects to validity… Content validity Predictive validity Criterion validity

VALIDITY Something CAN have reliability but NOT have validity!
Content Validity: extent to which a test samples a behavior that is of interest EX: Driving test that samples driving tasks… In driving, do 3 pt. turns, parking, handling the car in tight spaces, etc., represent things you will need to do while driving? DOES it evaluate the content you want to look at? EX: Are college grades being predicted by SAT performance? …or... the measure (part of the operational definition) used in defining whether the test does have predictive validity B. Predictive Validity: success w/ which a test predicts SOME behavior (or criterion) it is designed to predict… especially intelligence tests, which should predict future performance assessed by computing the correlation between test scores and the criterion behavior (behav. you’re interested in) This is whether it can give good predictions RE: the behavior looked at… or not

Assessing Intelligence: (436) Relating body wt
Assessing Intelligence: (436) Relating body wt. & success to predict… The larger the sample the better it can predict As the range of data under consideration narrows (goes from larger to smaller range), its predictive power diminishes BTW: What is this type of graph called? Greater correlation over broad range of body wts. (Lg. #) 10 9 8 7 6 5 4 3 2 1 Little correlation w/in restricted range (sm. #) Football linemen’s success Body weight in pounds

Stability or Change?

Stability or Change? Aging and Intelligence
Cross-Sectional Evidence Longitudinal Evidence Cohort

Stability or Change? Aging and Intelligence
It all depends Crystallized intelligence Fluid intelligence

Stability or Change? Stability Over the Life Span

Extremes of Intelligence: Low….or High

Extremes of Intelligence The Low Extreme
Intellectual disability Mental retardation Down syndrome 21st chromosome Mainstreamed

The Dynamics of Intelligence: The Low extreme of Intelligence:
Intellectual Disability: (formerly retardation or mentally challenged) a condition of limited mental ability indicated by an intelligence score below 70 produces difficulty in adapting to the demands of life varies from mild to profound Down Syndrome Intellectual disability and associated physical disorders caused by an extra chromosome in one’s genetic makeup…mom’s age… (Chromosome 22)

Extremes of Intelligence The High Extreme
Terman’s study of gifted Self-fulfilling prophecy Appropriate developmental placement

High vs. low extremes of intelligence:
Myth: High IQ kids are mal-adjusted, weird, socially inept….this is NOT TRUE -There is a high correlation for high IQ & healthy, well-adjusted, academically successful adults… Most thrive, though some are isolated more as kids b/c they don’t fit in w/ immature other kids Remember: “giftedness” is a socially defined trait & not a “naturally occurring trait” like eye color or height (what is this called?) Brain size (relative to body size) IS slightly positively correlated to intelligence

Twin and Adoption Studies
Identical twin studies Polygenetic Heritability Adoptive children studies

Heritability

Environmental Influences: The “Have’s & the Have-Not’s”
Early environmental influences Tutored human enrichment Targeted training Schooling & intelligence Project Head Start: J.M Hunt: Helps “even the playing field” for the disadvantaged

Big debate: tracking (segregating by ability level): Often = low income & minority put into low levels, which encourages the stereotype threat… which...tends to widen, not shrink, the gap betwn. lo & hi especially in elementary school Best idea may be, like China & Japan:  Avoid tracking thru elementary

Emotion-detecting ability Math and spatial aptitudes
Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math and spatial aptitudes

Group Differ. & Environ.Factors: The Seed Analogy:
Group differences & the impact of environment: J. M. HUNT was one who emphasized this…that education is a KEY…Helped begin Head Start Same seeds (genetics) …but different soil…levels of fertilizer…water….sun  these = so a differing environ. Would they grow the same? Remember the kids in Romania orphanage & their “FAILURE TO THRIVE?” Variation within group Difference within group Poor soil Fertile soil Seeds

Group Differences: Gender
KNOW the general male & female tendencies toward certain abilities… (from info p.448-9) Do these stronger abilities apply to ALL males or females? The Mental Rotation Test : spatial understanding Which of the other circles contain a configuration of blocks identical to the “standard” fig. (left)? Standard Responses

Ethnic similarities Ethnic differences
Group Differences in Intelligence Test Scores Racial and Ethnic Similarities and Differences Ethnic similarities Ethnic differences

The Question of Bias Two meanings of bias Test-taker’s expectations
Popular sense Scientific sense Test-taker’s expectations Stereotype threat

Stereotype Threat Self-confirming concern/belief: negative stereotypes give us “true” evaluation Relates to “self-fulfilling prophecy” & placebo effect: believing something IS true increase chance it happens: “I will probably score low” = scoring lower Students told they are at a disadvantage on a test tend to do worse than those who are told the test should be one they do well on… EX’s: “You are not likely to do as well on this as usual…” …OR “You should do very well on this b/c it is written in a way that will show your strengths…” Also Afri.-Amer. or females taking test w/ only that group perform better than in mixed groups Summary: What you think & believe about YOU affect how you perform!

The End

PPL to know RE: Intelligence & intelligence assessments:
Binet Flynn Gardner Spearman Sternberg Terman Wechsler

Scoring Assessments Emotional Intelligence Assess.: On Items 5 28 33
(If put 1, change to = stays 3 4 =2 5 = 1 Then ADD all together…those #’s you changed + #’s you had at beginning for those NOT changed 1. Friday JANE 2. PY (silver anniversary) :00 PM b (both grow in ground) 4. anniversary a. Alternate #’s go up by 2 & down 1 (from 1 – 10) 5. MENSA e: only on not man-made art 6. b PARACHUTE 7. b 8. b c 9.TOM LAND 10. HOUSE # of lines goes down opposite w/ stick & stick alternates lo L/top R

Definition Slides

Intelligence = mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

Intelligence Test = a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.

General Intelligence (g)
= a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.

Factor Analysis = a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.

Savant Syndrome = a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

Grit = the in psychology, grit is passion and perseverance in the pursuit of long-term goals.

Emotional Intelligence
= the ability to perceive, understand, manage, and use emotions.

Mental Age = a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8.

Stanford-Binet = the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

Intelligence Quotient (IQ)
= defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca X 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100, with scores assigned to relative performance above or below average.

Achievement Tests = tests designed to assess what a person has learned.

Aptitude Tests = tests designed to predict a person’s future performance; aptitude is the capacity to learn.

Wechsler Adult Intelligence Scale (WAIS)
= the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

Standardization = defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

Normal Curve = a symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.

Reliability = the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test or on retesting.

Validity = the extent to which a test measures or predicts what it is suppose to.

Content Validity = the extent to which a test samples the behavior that is of interest.

Predictive Validity = the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity).

Cohort = a group of people from a given time period.

Crystallized Intelligence
= our accumulated knowledge and verbal skills; tends to increase with age.

Fluid Intelligence = our ability to reason speedily and abstractly; tends to decrease during late adulthood.

Intellectual Disability
= a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life. Formerly referred to as mental retardation

Down Syndrome = a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

Hereditability = the proportion of variation among individuals that we can attribute to genes. The hereditability of a trait may vary, depending on the range of populations and environments studied.

Stereotype Threat = a self-confirming concern that one will be evaluated based on a negative stereotype.

Theories of Multiple Intelligences (pp. 424-426)
Is there 1 kind? …or 2? …or 3? ..or 8? Spearman: 1 basic general intel. (g factor) Gardner: said there are 8: -verbal -movement (kinesthetic) -math -understanding ourselves (emot.) -music -understanding others (emot.) -spatial analysis/visual -understanding our physical (art) environment (“street smarts”) Sternberg’s Big 3: -analytical: academic problem solving—1 right answer -creative intell.: react to novel situations & use novel ideas -practical intel.: deal w/ everyday problems, come up w/ multiple solutions

Unit 11: Testing and Individual Differences

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