Intelligence and Testing

Question 0

How does culture influence feh definition of intelligence

Answer 0

• What a culture think is important influences what gov spends time and money on
• can change over time, across cultures

Question 1

Intelligence

Answer 1

The ability to learn from experience, adapt to environment, and metacognition

Question 2

Psychometric views/theories of intelligence

Answer 2

• Spearmans g factor, thurstones primary mental abilities, fluid and crystallized intelligence
• rely on measuring things

Question 3

Contemporary views/theories of intelligence

Answer 3

Sternberg’s triarchic theory, gardner’s multiple intelligences

Question 4

Theories of intelligence

Answer 4

Spearmans g factor, thurstones primary mental abilities, fluid and crystallized intelligence, Sternberg’s triarchic theory, gardners multiple intelligences

Question 5

Spearmans g-facor

Answer 5

A psychometric theory of intelligence-spearman did a bunch of tests (mostly math and verbal)-looked at how you did on test 1 vs test 2 vs test 3-run set of correlations, how is one test score related to another? Saw correlation between scores, people who scored high on one test scores high on all-cuz there’s this positive correlation, what underlies them in 1 general factor-reasoning ability-that’s your intelligence

Question 6

Thurstones “primary mental abilities”

Answer 6

A psychometric theory of intelligence-said spearman wrong, not just 1 general factor that’s important, there are 7: verbal comprehension (vocab), verbal fluency (give you word, say as many related words as can think of in time frame), inductive reasoning (analogies), spatial tasks (tell of 2 objects the same w 1 tilted, or diff objects-how many suitcases you can fit in a trunk-guys better at this), number computation (math), memory, perceptual speed (where’s Waldo-not related to literacy)

Question 7

Fluid and crystallized intelligence

Answer 7

A psychometric theory of intelligence that states that general intelligence can be broken down into…
-crystallized intelligence: the knowledge a person has acquired and the ability to access that knowledge-reflects the persons ability to store and retrieve info from the semantic memory-measured by tests of vocab, math, and general info
-fluid intelligence: the ability to see complex relationships, solve problems-involves using algorithms and heuristics-measured by tests of block design and spatial visualization, tests that don’t rely on the person possessing certain “crystallized” background info to solve a problem
fluid intelligence
-both types of intelligence essential to adaptive living

Question 8

Gardners multiple intelligences

Answer 8

A contemporary theory of intelligence-said 7 separate mental abilities:

1. linguistic intelligence (measured on traditional IQ tests by vocab and reading comprehension tests)
2. Logical-mathematical intelligence (measured in most IQ tests w analogies, math problems, and logic problems)
3. Spatial intelligence (the ability to form mental images of objects and think about their relationships in space)
4. Musical intelligence (the ability to perform, compose, and appreciate musical patterns, including patterns of rhythm and pitches)
5. Bodily-kinesthetic intelligence (the ability for controlled movement and coordination, such as they needed by a dancer or surgeon)
6. Interpersonal intelligence (the ability to understand other peoples intentions, motives, actions, and work effectively with others)
7. Intrapersonal intelligence (the ability to know oneself, to develop a satisfactory sense of identity, and regulate ones life)
   - each of these arises from a separate module in the brain
   - his book proposes 3 more intelligences: naturalistic (classify living things as members of diverse groups, like dogs, petunias, bacteria), spiritual (think in abstract spiritual terms and spiritual state of mind) and existential (think about the largest and smallest components of existence, meaning of death, deal w love)
   - all equally important but diff societies value diff intelligences more
   - difficult to assess some of these-through observation and assessment of a variety of life situations

Question 9

Sternbergs triarchic theory of intelligence

Answer 9

A contemporary theory of intelligence-says 3 types of intelligence, relatively independent of each other so ability in one doesn’t always predict ability in another-3 parts =….

• practical intelligence: the ability to cope w the people and events in ones environment-street smarts
• analytical intelligence (logical reasoning): the ability to analyze problems and find correct answers-grades
• creative intelligence: helps ppl develop new ideas and see new relationships among concepts

Question 10

Alfred Binet

Answer 10

Tried to figure out how best to place kids in classes, educate them-classrooms by age? Ability? How do I weed out the kids w mental diabolities from ppl who just come from backgrounds where haven’t bad opportunity to learn anything, family not smart?
-mental age: what age should be, considering skills-at a certain age, what kids should be able to do, most can do at that age, expected to be able to do- by 5 can color inside lines, plague others-if can d this then have mental age of 5, regardless of real age-based on mental age that’s where should be put in school-not as a way to penalize them but to best educate them

Question 11

IQ (intelligence quotient)

Answer 11

• Intelligence tests often just used to weed people out-like in army
• so Stanford-Binet test used to test people’s intelligence, called IQ, to weed people out-updated idea of mental age: IQ= (mental age/chronological age) x 100
• IQ was used a lot of Ellis island (unfair cuz many couldn’t speak English), army in ww1 to weed ppl out of being an officer
• doesn’t work cuz IQ normal as teen, learn a bunch in college, so IQ increases, then don’t learn much after that so mental age stays the same while real age increases, IQ lowers a lot-this is a problem-do IQ off, doesn’t account for normal aging

Question 12

Standardized IQ

Answer 12

• A way to measure intelligence
• came up w normal curve for IQ, wanted avg to be 100
• if do the same as most, IQ of 100, if better than most, higher-how you do in comparison to others-so restandardize curves every 8-10 years
• standard deviation =15, so 1 SD away is 85-115, that’s normal, 2 is 70-130, still okay, but below 70 is mental retardation and above 130 is a genius

Question 13

Wechsler Adult Intelligence Scale/Wechsler Intelligence Scale for Children (WAIS/WISC)

Answer 13

• A way to measure intelligence- diff subtests, broken down into 2 pieces: verbal score (verbal and math score-standard academic stuff-sorta literacy-based score) and performance score (all non literacy based, don’t have to know English-patterns, pics-nonverbal tasks
• then get overall score from both-the 2 scores are often very diff

Question 14

Ravens Progressive Matrices

Answer 14

• A way to measure intelligence
• no language based stuff-helpful when theres an issue w language and language learning-tells intelligence not based on this-problem solving
• fluid intelligence and this have high correlation
• good for seeing if people will be creative in jobs-employers use

Question 15

The extremes of intelligence-mental retardation

Answer 15

• IQ of 70 or below
• limited cognitive and adaptive functioning (dealing w changing situations)
• trouble w thinking, changing situations-need routines-adaptive functioning-can you do well in society, by yourself, can you meet social norms? Can you live on your own? Semi-sheltered environment, group home w adult supervisor? Can you behave appropriately?
• 3 levels: mild (IQ of 55-70, can reach 6th grade skill level, capable w training of living independently and being self supporting), moderate (IQ of 40-55, can reach 2nd grade skill level-can work and live in sheltered environments w supervision), and severe/profound (IQ of 0-40, can learn to talk and perform basic self care but needs constant supervision at higher end-very limited ability to learn very simple tasks, poor language skills, and limited self care at low end)

Question 16

The extremes of intelligence-savants

Answer 16

-have some kind of really special skill but usually have significantly low IQs-Steven from case study

Question 17

The extremes of intelligence-giftedness

Answer 17

• top end of IQ scale-after 130, 140
• but some people say better to classify using skills not numbers
• think not only better but think diff-ask completely diff kinds of Qs, solve problems diff-brain works diff
• have some trouble socially-when you’re at that high of a level hard to connect w others-don’t fit into groups-often out in higher grades than age, ppl song like u, won’t fit in, behind socially, ppl playing kid games-but w own age, nothing to talk about cuz so above intelligence-but put gifted kids together and they seem pretty normal socially, get along

Question 18

Intelligence-nature vs nurture

Answer 18

• Both
• for nature: genetic component, identical twins have very similar IQs even when grow up apart-adopted kids have more similar IQs to real moms-things can go wrong biologically that will impact IQ
• for nurture: very early on, even b4 kindergarten, what’s going on at home matters-the more kids are talked to and read to, the better they do w IQ scores-kids being fed a nutritious diet and given enough sleep and not in very loud or air polluted neighborhood do better than other kids, even those in same social class-kids who have better vocab improve memory, then can learn more words-if doing well in school, go to enriched classroom, then do even better-“rich get richer” idea, like in Outliers-if doing well, get more support and get even better, even farther ahead

Question 19

Intelligence- Flynn effect

Answer 19

The gradual but persistent increase in test scores over the years-cause unknown

Question 20

Why do psychologists use tests?

Answer 20

Test for cognitive abilities (SATs, IQ), for aptitude (what you are good at), and for diagnosing disorders (what you have trouble w)

Question 21

Designing a good test-standardization

Answer 21

• Come up w procedures for directions and scoring-coming up w process behind tests-decide time given-how do you make sure everyone taking the test gets the exact same procedures?
• scoring: what determines a 750 on the SATs? What determines a grade? Get kids to take a test, see what average is, want it to be 500, adjust so it is/case scoring around that

Question 22

Designing a good test-reliability

Answer 22

• is this a dependable, consistent test?
• test-retest reliability
• alternate forms reliability
• inter-rater reliability
• intra-rater reliability

Question 23

Test-retest reliability

Answer 23

Score on same test a month later should be similarly h less study more-if score similar, has high test retest reliability-IQ tests and SATs and other cognitive tests have high test-retest reliability-personality tests have low, esp w kids

Question 24

Alternate forms reliability

Answer 24

Ppl who take diff tests on same topic have on average same scores-same Qs scrambled or same topics/info so fair-MCAS gives diff passages but has high of this so it’s ok

Question 25

Inter-rater reliability

Answer 25

Do 2 teachers grade the same essay the same? If yes, then high inter-rater reliability-rubrics help this

Question 26

Intra-rater reliability

Answer 26

Same teacher scoring multiple people-do they grade project 1 as easily/hard as the last one

Question 27

Designing a good test-validity

Answer 27

• does the test measure what it claims to measure-some ppl argue SAT is good at other things but bad at this-not good measure of intelligence
• predictive ability
• content validity
• construct validity

Question 28

predictive validity

Answer 28

SATs claim predicting college performance first year-does tests prediction hold true? SATs have some at big schools w gross range students-not always at small specific math school, all students similar, good at math-good SAT score maybe isn’t so good anymore, dumb compared to others

Question 29

Content validity

Answer 29

Is content on test relevant to what learned in class? Does it test you on what it’s supposed to and nothing else? Tested on chem Q in history class-“I can’t believe that q was on the test, he never taught that!”-also does the content cover all the important info of topics learned, not just easy stuff or just one aspect of topic

Question 30

Construct validity

Answer 30

How are you building you test? Must look at theoretical thing looking for (aggressiveness-phys AND verbal) and make sure testing for that (BOTH)-for Gardner, this meant testing for all 8 types of intelligence

Question 31

Are tests predictive?

Answer 31

• not worth spending money on test that’s not predicting, doesn’t tell you anything-sometimes need to look at population taking tests vert specifically-males higher SAT math score, accepting more guys at MIT-to fix this looked at own specific pop: graduating GPA same for boys and girls but boys had higher SAT scores-when SAT scores the same firls had higher GPA-2 poss explanations: maybe girls aren’t smart but work harder, or boys may actually be better at test taking-MIT started to handicap girls’ test scores cuz care more about GPA at end but don’t know grad GPA yet-knew it’d be good even w lower score-worked well
• is a test that’s 95% effective/productive a good test? No, people w it not diagnosed, ppl without it diagnosed, esp bad with things like breast cancer and prostate cancer, so use 99% w medical tests

Question 32

Are tests biased?

Answer 32

• some groups do better on certain tests like SAT or cognitive tests than others, difficult when using to place ppl in college and other places
• so tests must be fair to all groups, give everyone a fair chance
• discrimination or disparate effects-are changes betw cultural groups and people due to discrimination of disparate effects?

Question 33

test bias-discrimination

Answer 33

intentionally treating one group of ppl diff based on some category they belong to-doesn’t really happen anymore

Question 34

test bias-disparate effects

Answer 34

not intentionally hurting 1 grp over another but does, 1 grp is being treated diff than the other and being harmed, so does worse-happens a lot

Question 35

explanations for why diff groups score diff on standardized tests

Answer 35

question familiarity, motivation, and social psych ideas (self-fulfilling prophecy, peer pressure + social norms, stereotype threat, and within-group or betw-group differences)

Question 36

an explanation for why diff groups score diff on standardized tests: question familiarity

Answer 36

the ppl designing the tests may not be considering everyone who takes it, only their kids or ppl they know-“what would you do on a snow day” in FL vs MA-is this going to be something that’s equally familiar to kids of all social classes, locations, immigrants and natives, boys and girls?-consider when making test

Question 37

an explanation for why diff groups score diff on standardized tests: motivation

Answer 37

• think Maslow’s hierarchy
• some kids care about doing well on standardized tests, know parents can’t afford college-motivated
• or distracted cuz poor, thinking about if food will be on table that night, getting evicted-so don’t try as hard, don’t do as well, not as motivated
• think about not really in creation of tests but think about/look at in item analyis

Question 38

an explanation for why diff groups score diff on standardized tests: social psych ideas (self-fulfilling prophecy)

Answer 38

• effort piece: if you know you’re good as math and come across hard problem, keep trying and get it-if think bad at it, try less hard so are bad at it
• anxiety piece: so anxious about being bad at math and failing, sucks up energy you could use to focus on task, distraction, so don’t do well-if know good and will do well, don’t worry, so have more energy to use to focus, do well

Question 39

an explanation for why diff groups score diff on standardized tests: social psych ideas (peer pressure and social norms)

Answer 39

• the norm here at SHS: must do well so do-in other places the norm is not to care about school, so probably won’t try, won’t do well
• see this across diff countries-we do foreign tests, don’t care so don’t do well, in other countries told MUST do well to make country proud, so do-we look dumber but might not be the case

Question 40

an explanation for why diff groups score diff on standardized tests: social psych ideas (stereotype threat)

Answer 40

if you belong to a group w a negative stereotype, tends to hurt you-told girls can’t be good at football, do badly-overcome it by reminding girl that worries she’s bad at math cuz she’s a girl that she’s asian- them pos stereotype too

Question 41

an explanation for why diff groups score diff on standardized tests: social psych ideas (within-group and between-group differences)

Answer 41

just cuz there are diffs betw 2 groups doesn’t mean can predict diff betw 2 individual ppl, one in each group
-even in groups where avg is low, there are kids who do well, in groups where avg is high, there are kids who struggle

Question 42

types of tests-achievement tests

Answer 42

what you can already do-knowledge and skill-school tests

Question 43

types of tests-aptitude tests

Answer 43

what might you be able to do-potential-good to help know what a student might be good at, what type of class should take

Question 44

types of tests-projective tests

Answer 44

• given ambiguous pic-the idea is you’re projecting your own emotions onto characters
• Thematic Aperception Test (TAT-originally used to test personality, didn’t work so well-tests need for power and achievement and more) and Rorschach Ink Blot (tell me what you see based on paper w ink blots-Lydia scene w Ms. Morrell in guidance in Teen Wolf)

Question 45

types of tests-objective tests

Answer 45

• easy to score so validity high-T/F or ABCD type of test
• Likert Scale-rate on scale of 1 to 5 (or 1-3 or 1-7)-used to rate things, easy, cheap
• don’t always rate yourself honestly though-smart ppl can figure out what test wants from them, how to make themselves look better-so don’t rate accurately
• Minn Multiphasic Personality Inventory (MMPI), Myers-Briggs Type Indicator, 16PF, and NEO-PI

Question 46

types of tests-objective tests: Minn Multiphasic Personality Inventory (MMPI)

Answer 46

• often used for ppl suspected of having a mental disorder-often ppl newly arrested and saying crazy stuff-scale w many Qs, judge for things like…
• hypochandriassis (Hs): abnormal concern w bodily functions
• psychopathology: know diff betw right and wrong but don’t care
• introversion-extroversion scale: how much do you like social interaction?
• lie scales: do outrageous that if answer yes either completely insane or trying to fail test-or things that must be false, like “I never lie”, if say true must be lying cuz no one has never lied

Question 47

types of tests-objective tests: Myers-Briggs Type Indicator

Answer 47

• designed in 1940s by a mother-daughter team
• doesn’t really tell you anything but employers love it
• INFP: naviance thing

Question 48

types of tests-objective tests: other personality tests for “normal” ppl

Answer 48

• 16PF: 16 personality factors-measures personality based on these 16 diff traits
• NEO-PI: “Big 5” traits-5 important personality traits