Chapter 11: Testing and Individual Differences

1. Chapter 11: Testing and Individual Differences AP Psychology

2. Measuring Individual Differences • Psychology relies heavily on testing individuals, it is part of the foundation for psychological analysis. To be effective, however, strict guidelines must be followed. • Validity: Does the test actually measure what we say it does/what we want it to? • Ex. Reading on a math test • Face validity: Does the test look like it tests what it is supposed to test? • Content validity: Each part of the test is representative of the larger body of knowledge.

3. Measuring Individual Differences • Criterion Validity: The behavior (such as college grades) that a test (such as the SAT) is designed to predict • Predictive Validity: The success with which a test predicts the behavior it is designed to predict.

4. 10 9 8 7 6 5 4 3 2 1 0 Greater correlation over broad range of body weights Football linemen’s success Little corre- lation within restricted range 180 250 290 Body weight in pounds Assessing Intelligence • As the range of data under consideration narrows, its predictive power diminishes

5. Measuring Individual Differences • The second part of a credible test is reliability. • Reliability: A test yields the same results over time • Test-Retest or Split-Half Reliability Reliable, but not valid Not reliable, not valid Reliable and valid

6. Creating Validity and Reliability • The most efficient way to create validity and reliability is to use a standardized test. • In the most basic sense, a standardized test means: • The administration and scoring is the same for each test • The results of the test can be used to draw a conclusion about the test takers in regard to the objectives of the test. • Ex. AP test, S.A.T.

7. Judging Normal • A “normal curve” is applied to test to determine establish “norms.” When a statistically significant sample of the population has been tested, strong conclusions can be drawn. • A normal range for IQ scores is 70-130. Scores below 70 indicate mental retardation while scores above 130 are considered gifted.

8. Normal Distribution of IQ Scores

9. Degrees of Mental Retardation

10. Types of Tests • There are two main types of tests: • Objective Tests: Tests that have one set answer, that can be scored easily by machine • Ex. Multiple choice • Subjective Tests: Tests in which individuals are given ambiguous figures or an open ended question which requires some interpretation and analysis. • Ex. FRQs • Inter-rater reliability

11. Sample Subjective Test • The Rorschach Inkblot Test is one of the most widely known, and inaccurate subjective tests. • The following slides are real inkblots from the test that was, at one time, a widely used test. Today, it has lost much, if not all of its credibility in determining intelligence or mental illness.

18. Intelligence Testing • A term that is used frequently, but often misunderstood is “intelligence.” What exactly is intelligence? • Many people disagree about what exactly intelligence is, but most do agree that it is: • Relative: defined in relation to the same abilities in a comparison group (usually age) • Hypothetically constructed: it is unobservable, but instead inferred from behavior

19. Testing IQ • IQ (intelligence quotient) became a popular way to classify people in the early 1900s when two French psychologists (Alfred Binet and Theodore Simon) developed a test to identify those students who were gifted, and those who needed extra help.

20. Binet-SimonTest • The test had four important distinctions: • Scores were interpreted at their current performance • Used to identify students in need of help, not label them or categorize them • Emphasized that training and opportunity could affect intelligence • Was empirically constructed • Scoring the test was done by calculating the mental age (MA) and the chronological age (CA). • MA= The average age at which normal individuals achieve a particular score • CA= The number of years since an individuals birth

21. Coming to America • The idea of IQ testing became popular in America for three reasons: • A huge increase in immigration • New laws requiring universal education • Military assessing new recruits for WWI • It created an inexpensive and objective way to separate those could benefit from education or military leadership training and those who needed assistance.

22. Downside of IQ Testing • Despite its utility, IQ testing had a big downside. Tests ended up reinforcing prevailing prejudices about race and gender. • Ignored was the fact that environmental disadvantages limit the full development of people’s intellectual abilities. • Same problem of NCLB!!!

23. Stanford-Binet Intelligence Scale • When the Binet test was adopted by a Stanford professor, he changed the equation to make intelligence scores into non-decimal numbers. This now became known as the Intelligence Quotient (IQ). =IQ

24. Components of Intelligence • Savant Syndrome: Individuals with remarkable, but rare talent, even though they are mentally deficient in other areas. • Ex. Dustin Hoffman in Rain Man

25. Theories of Intelligence • Spearman’s g Factor: Charles Spearman thought intelligence was a general factor behind all of our mental ability. • Catell’s Fluid and Crystallized Intelligence • The g factor

26. Theories of Intelligence • Howard Gardner believed that IQ scores measured only a limited range of human mental abilities. He argued we have seven separate mental abilities he calls the multiple intelligences. • Linguistic intelligence ("word smart"): • Logical-mathematical intelligence ("number/reasoning smart") • Spatial intelligence ("picture smart") • Bodily-Kinesthetic intelligence ("body smart") • Musical intelligence ("music smart") • Interpersonal intelligence ("people smart") • Intrapersonal intelligence ("self smart")