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Splash Screen. CHAPTER FOCUS SECTION 1 Characteristics of Psychological Tests SECTION 2 Intelligence Testing SECTION 3 Measuring Achievement, Abilities, and Interests SECTION 4 Personality Testing CHAPTER SUMMARY CHAPTER ASSESSMENT.

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  1. Splash Screen

  2. CHAPTER FOCUS SECTION 1 Characteristics of Psychological Tests SECTION 2 Intelligence Testing SECTION 3 Measuring Achievement, Abilities, and Interests SECTION 4 Personality Testing CHAPTER SUMMARY CHAPTER ASSESSMENT Click a hyperlink to go to the corresponding section.Press the ESC key at any time to exit the presentation. Contents

  3. Chapter Objectives Section 1: Characteristics of Psychological Tests Examine the characteristics that make a psychological test useful: reliability, validity, and standardization.  Section 2: Intelligence Testing Explore the ways in which IQ tests are used to measure intelligence and explain the various theories of what constitutes intelligence. Click the mouse button or press the Space Bar to display the information. Chapter Focus 1

  4. Chapter Objectives (cont.) Section 3: Measuring Achievement, Abilities, and Interests Describe the various tests psychologists have developed to assess special abilities and experiences.  Section 4: Personality Testing Explain how personality tests are used to assess personality characteristics and identify problems. Chapter Focus 2

  5. Click the mouse button to return to the Contents slide. End of Chapter Focus

  6. Reader’s Guide Main Idea • To be useful, tests have to exhibit reliability, validity, and standardization.  Objectives • Identify three ways of measuring reliability.  • Explain test standardization and how test validity is assessed. Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 343 of your textbook. Section 1-1

  7. Reader’s Guide (cont.) Vocabulary • reliability  • validity  • percentile system  • norms Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 343 of your textbook. Section 1-2

  8. Introduction Tests can be somewhat useful…  • in predicting how well a person might do in a particular career.  • in assessing an individual’s desires, interests, and attitudes.  • in revealing psychological problems.  One virtue of standardized tests is that they can provide comparable data about many individuals. Click the mouse button or press the Space Bar to display the information. Section 1-3

  9. Introduction (cont.) Further, psychologists can use some tests to help people understand things about themselves more clearly. One of the great dangers of testing is that we tend to forget that tests are merely tools for measuring and predicting human behavior.  The fairness and usefulness of a test depend on several factors: its reliability, its validity, and standardization. Click the mouse button or press the Space Bar to display the information. Section 1-4

  10. Test Reliability The term reliability refers to a test’s consistency–its ability to yield the same result under a variety of different circumstances. reliability the ability of a test to give the same results under similar conditions Section 1-5

  11. Test Reliability (cont.) There are three basic ways of determining a test’s reliability:  • test-retest reliability–If a person retakes the test or takes a similar test within a short time after the first testing, does he or she receive approximately the same score?  • inter-scorer reliability–The test yields the same results when scored at different times by different people.  • split-half reliability–Divide the test in half and scores each half separately; the two scores are approximately the same. Click the mouse button or press the Space Bar to display the information. Section 1-6

  12. Test Reliability (cont.) In checking tests for reliability, psychologists try to prevent variables from influencing a person’s score. All kinds of irrelevant matters can interfere with a test. Click the mouse button or press the Space Bar to display the information. Section 1-7

  13. Judging Reliability On the left, the test scores obtained by seven individuals are ordered on a scale. On the right, the corresponding scores on a second version of the same test, given at a later time, are ordered. In the upper diagram, the two sets of scores correspond very closely– meaning that the test is highly reliable. Click the mouse button or press the Space Bar to display the information. Chart 1-1

  14. Test Validity A test may be reliable but still not valid. Validity is the ability of a test to measure what it is intended to measure.  Determining the validity of a test is more complex than assessing its reliability.  One of the chief methods for measuring validity is to find out how well a test predicts performance–its predictive validity. validity the ability of a test to measure what it is intended to measure Click the mouse button or press the Space Bar to display the information. Section 1-8

  15. Judging Validity The lower diagram might represent the comparison of scores on the “head size” test of intelligence with school grades on the right. (The “head size” test is simply measuring the size of a student’s head.) The upper diagram might represent the result of comparing the Stanford-Binet Intelligence Scale scores with school grades. Click the mouse button or press the Space Bar to display the information. Chart 1-2

  16. Standardization Tests must be standardized.  Standardization refers to two things.  • First, standardized tests must be administered and scored the same way every time.  • Second, standardization refers to establishing the norm, or average score, made by a large group of people. Section 1-9

  17. Establishing Norms Once a test result is obtained, the examiner must translate the score into something useful. When psychologists design a test to be used in a variety of settings, they usually set up a scale for comparison by establishing norms. Click the mouse button or press the Space Bar to display the information. Section 1-10

  18. Establishing Norms (cont.) This is usually done by transforming raw test scores into a percentile system, which resembles what is called “grading on the curve.”  In the percentile system, the scores actually achieved on the test are placed in order, ranging from the highest to the lowest. percentile system ranking of test scores that indicates the ratio of scores lower and higher than a given score. Click the mouse button or press the Space Bar to display the information. Section 1-11

  19. Establishing Norms (cont.) Each score is then compared with this list and assigned a percentile according to the percentage of scores that fall at or below this point. The test is given to a large representative sample of the group to be measured.  Percentiles are then established on the basis of the scores achieved by this standardization group. Click the mouse button or press the Space Bar to display the information. Section 1-12

  20. Establishing Percentiles Section 1-12

  21. Establishing Norms (cont.) These percentiles are called the test’s norms. Most of the intelligence, aptitude, and personality tests you will encounter have been provided with norms in this way.  Norms refer only to what has been found to be average for a particular group. norms standard of comparison for test results developed by giving the test to large, well- defined groups of people Click the mouse button or press the Space Bar to display the information. Section 1-13

  22. Section Assessment Review the VocabularyWhat is meant when we ask about the reliability or validity of a test? Reliability refers to a test’s consistency over time and across test takers. Validity refers to a test’s ability to assess what it was designed to assess. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 1

  23. Section Assessment (cont.) Visualize the Main Idea Using a diagram similar to the one on page 347 of your textbook, identify three measures of a test’s reliability. Test-retest reliability measures the test’s ability to produce a measurement (score) that is stable over time. Inter-scorer reliability refers to the test’s ability to yield the same results when scored at different times by different people. Split-half reliability is measured by dividing the test in half and scoring each half separately. The two scores should be approximately the same. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 2

  24. Section Assessment (cont.) Recall InformationWhat does it mean if a test is standardized? Why do we standardize tests? Standardized tests are administered and scored the same way each time and norms have been established. Tests are standardized to prevent errors in assessing the test taker. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 3

  25. Section Assessment (cont.) Think CriticallyDo you think an intelligence test would be a valid test for measuring a person’s knowledge of a foreign language? Explain. No, an intelligence test does not relate specifically to knowledge of or ability to learn a foreign language. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 4

  26. Section Assessment (cont.) Write an explanation of percentile ranking. Section 1-Assessment Close

  27. Click the mouse button to return to the Contents slide. End of Section 1

  28. Reader’s Guide Main Idea • Several IQ tests are used to measure intelligence, although there are many views about what constitutes intelligence.  Objectives • Explain the various views of intelligence.  • Identify two kinds of IQ tests. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 348 of your textbook. Section 2-1

  29. Reader’s Guide (cont.) Vocabulary • intelligence  • two-factor theory  • triarchic theory  • emotional intelligence  • intelligence quotient (IQ)  • heritability  • cultural bias Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 348 of your textbook. Section 2-2

  30. Views of Intelligence Psychologists do not agree on the meaning of the word intelligence.  Most believe that intelligence is the ability to acquire new ideas and new behavior and to adapt to new situations.  Over the years, psychologists have presented several different views of intelligence. intelligence the ability to acquire new ideas and new behavior, and to adapt to new situations Click the mouse button or press the Space Bar to display the information. Section 2-3

  31. Two-Factor Theory of Intelligence British psychologist Charles Spearman proposed histwo-factor theory of intelligence in 1904. The first factor, g, represents a person’s general intelligence.  A second factor, s, represents a person’s specific mental abilities, such as verbal or math skills. two-factor theory proposes that two factors contribute to an individual’s intelligence Click the mouse button or press the Space Bar to display the information. Section 2-4

  32. Two-Factor Theory of Intelligence (cont.) Spearman believed that every individual had a certain level of general intelligence. Critics argue that g does not measure many other kinds of mental abilities such as motor, musical, or creative abilities. Click the mouse button or press the Space Bar to display the information. Section 2-5

  33. Thustone’s Theory of Intelligence A major opponent of Spearman’s theory was L.L. Thurstone (1938).  After running tests, Thurstone concluded that there was no evidence for the general intelligence that Spearman had identified.  Instead, Thurstone proposed that intelligence is composed of seven primary mental abilities. Click the mouse button or press the Space Bar to display the information. Section 2-6

  34. Thurstone’s Seven Primary Mental Abilities Chart 2-1

  35. Gardner’s Theory of Multiple Intelligences Psychologist Howard Gardner (1983) rejected the traditional idea of intelligence as primarily the ability to think logically. Gardner argues for a broader perspective that includes eight types of intelligence. Click the mouse button or press the Space Bar to display the information. Section 2-7

  36. Gardner’s Theory of Multiple Intelligences (cont.) Gardner’s eight types of intelligence are:  • verbal ability  • logical-mathematical reasoning skills  • spatial ability  • musical ability  • body-kinesthetic ability  • interpersonal skills  • intrapersonal skills  • naturalist intelligence Click the mouse button or press the Space Bar to display the information. Section 2-8

  37. Gardner’s Theory of Multiple Intelligences (cont.) Gardner is also considering a ninth intelligence, “existential intelligence.”  Gardner’s research on the results of brain disease convinced him that humans possess these eight different and often unrelated intellectual capacities or “intelligences.”  Critics of Gardner’s theory argue that some of what Gardner called “intelligence” are really skills. Click the mouse button or press the Space Bar to display the information. Section 2-9

  38. Gardner’s Multiple Intelligences Chart 2-2

  39. Sternberg’s Theory of Intelligence Robert Sternberg (1985) proposed a triarchic theory, or three-part theory, of intelligence. Sternberg proposed that intelligence can be divided into three ways of processing information. triarchic theory proposes that intelligence can be divided into three ways of processing information term 2 text Click the mouse button or press the Space Bar to display the information. Section 2-10

  40. Sternberg’s Theory of Intelligence (cont.) The first way is using analyticalthinking skills, or the ability to solve problems. The second way is applying creative thinking to solving problems and the ability to deal with new situations.  The third is using practical thinking skills to help adjust to and cope with one’s environment.  Sternberg’s theory makes it difficult to actually measure intelligence, at least with traditional types of measurements. Click the mouse button or press the Space Bar to display the information. Section 2-11

  41. Emotional Intelligence Another type of “intelligence” has been raised in the popular press and television.  Called emotional intelligence, it is related to Gardner’s concepts of interpersonal and intrapersonal intelligences. emotional intelligence includes four major aspects of interpersonal and intrapersonal intelligences Click the mouse button or press the Space Bar to display the information. Section 2-12

  42. Emotional Intelligence (cont.) Emotional intelligence has four major aspects (Mayer & Salovey, 1997): • the ability to perceive and express emotions accurately and appropriately  • the ability to use emotions while thinking  • the ability to understand emotions and use the knowledge effectively  • the ability to regulate one’s emotions to promote personal growth  Some psychologists, however, argue that emotional intelligence is simply a measurement of extroversion. Click the mouse button or press the Space Bar to display the information. Section 2-13

  43. The Development of Intelligence Tests Among the most widely used and widely disputed tests are those that are designed to measure “intelligence” and yield an “IQ” score.  Alfred Binet, a French psychologist, worked with Theodore Simon to develop a useful intelligence test.  Binet assumed that whatever intelligence was, it increased with age. Click the mouse button or press the Space Bar to display the information. Section 2-14

  44. The Development of Intelligence Tests (cont.) By asking the same questions of many children, Binet determined the average age at which a particular question could be answered.  If a child of 12 could answer the 9-year-old-level questions but not the questions for 10-year-olds and 11-year-olds, he or she was said to have a mental age of 9.  Thus a slow learner was one who had a mental age that was less than his or her chronological age. Click the mouse button or press the Space Bar to display the information. Section 2-15

  45. The Stanford-Binet Intelligence Scale The Binet test currently used in the United States is a revision created at Stanford University–the Stanford-Binet Intelligence Scale (Terman & Merrill, 1973). The Stanford-Binet, like the original test, groups test items by age level. Click the mouse button or press the Space Bar to display the information. Section 2-16

  46. The Stanford-Binet Intelligence Scale (cont.) TheIQ, or intelligence quotient, was originally computed by dividing a child’s mental age by chronological age and multiplying by 100. Although the basic principles behind the calculation of IQ remain, scores are figured in a slightly different manner today. intelligence quotient (IQ) standardized measure of intelligence based on a scale in which 100 is average Click the mouse button or press the Space Bar to display the information. Section 2-17

  47. The Stanford-Binet Intelligence Scale (cont.) Researchers assign a score of 100 to the average performance at any given age.  Then, IQ values are assigned to all the other test scores for this age group.  Today, instead of the Stanford-Binet test, the Otis-Lennon Ability Test is often used.  This test seeks to measure the cognitive abilities that relate a student’s ability to learn and succeed in school. Click the mouse button or press the Space Bar to display the information. Section 2-18

  48. The Wechsler Tests Three frequently used intelligence tests are: • the revised versions of the Wechsler-Adult Intelligence Scale, now called WAIS-R (Wechsler, 1981) for adults  • the Wechsler Intelligence Scale for Children, now called WISC-III (Wechsler, 1981) for children 6 to 16 years old  • the Wechsler Preschool and Primary Scales of Intelligences (WPPSI-R) for children 4 to 61/2 years old Click the mouse button or press the Space Bar to display the information. Section 2-19

  49. The Wechsler Tests (cont.) In addition to yielding one overall score, the Wechsler tests yield percentile scores in several areas.  These ratings are used to compute separate IQ scores for verbal and performance abilities.  This type of scoring provides a more detailed picture of the individual’s strengths and weaknesses than a single score does. Click the mouse button or press the Space Bar to display the information. Section 2-20

  50. Sample Items on the Wechsler Tests Chart 2-3

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