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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.

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Unit 11: Testing and Individual Differences

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  1. Unit 11:Testing and Individual Differences

  2. 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.

  3. Introduction • Intelligence • Intelligence test

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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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 Intelligencep.426 • ability to perceive, express, understand, & regulate emotions

  12. Emotional Intelligence • Emotional intelligence • Perceive emotions • Understand emotions • Manage emotions • Use emotions for adaptive or creative thinking

  13. Is Intelligence Neurologically Measurable?

  14. 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)

  15. Is Intelligence Neurologically Measurable?Brain FunctionNOT just how much U know but also how FAST… • Perceptual speed • Neurological speed

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

  17. 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.

  18. Origins of Intelligence TestingAlfred Binet: Predicting School Achievement • Alfred Binet • Identifying French school children in need of assistance • Mental age • Chronological age

  19. Added from Michaelis/MyersOrigins of Intelligence Assessments/Inventories (“Testing”) • Plato: Saw & noted individual differences • Intelligence Test: *Binet (1905 +-) • 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

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

  21. Origins of Intelligence TestingLewis 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?

  22. Intelligence Quotient (IQ) • Originally, ratio of mental age (ma) to chronological age (ca) multiplied by 100 • IQ = ma ÷ ca x 100 (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

  23. 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?

  24. 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 (1914-15) • revised by Terman at StanfordUniversity • Stern designed the intelligence quotient (IQ)

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

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

  27. 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

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

  29. 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.

  30. Modern Tests of Mental Abilities • Achievement tests • Aptitude tests

  31. Modern Tests of Mental Abilities • Achievement tests • Aptitude tests

  32. 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

  33. Principles of Test Construction

  34. Principles of Test ConstructionStandardization • Standardization • Normal curve (bell curve)

  35. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  36. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  37. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  38. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  39. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  40. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  41. Principles of Test ConstructionStandardization • Normal curve (bell curve)

  42. 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 

  43. Normal Curve: (aka at times as the bell curve

  44. Principles of Test ConstructionStandardization • Flynn effect

  45. Principles of Test Construction: StandardizationKids 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

  46. WhyFlynn 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.

  47. Principles of Test ConstructionReliability • Reliability • Scores correlate • Test-retest reliability • Split-half reliability

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