Intelligence & Testing

Question 1

Alfred Binet(1870s)

Answer 1

Predicting Achievement and invented the first practical IQ test: the Binet-Simon test

Question 2

Lewis Terman(early 1900s)

Answer 2

Invented Stanford/Binet IQ Test(mental age/chronological age x 100)

Question 3

Eugenics/Social Darwinism

Answer 3

Buck vs. Bell

Question 4

Robert Yerkes

Answer 4

Army Alpha/Beta tests in WW1. Nonverbal group tests concluded that(especially those from Southern and Eastern Europe) scored considerably lower than older waves of immigration (from Northern Europe)

Question 5

Crystallized Intelligence

Answer 5

involves knowledge that comes from prior learning and past experiences. Continues to grow throughout adulthood.

Question 6

Fluid Intelligence

Answer 6

Able to think and reason abstractly(speed). Peaks in adolescence, declines beginning around 30-40

Question 7

Spearman’s “G-Factor”

Answer 7

General cognitive ability CAN be measured

Question 8

Emotional Intelligence

Answer 8

EQ, Empathy

Question 9

Gardner’s Multiple Intelligences

Answer 9

1983; Harvard University. I.Q. Testing is far too limited. Proposed 8 different intelligences to account for a broader range of human potential in children and adults.

Question 10

Visual-Spatial

Answer 10

think in terms of physical space, as do architects and sailors. Very aware of environment, jigsaw puzzles, daydream. Tools include models, graphics, charts, 3-D modeling

Question 11

Naturalist

Answer 11

Understanding living things and reading nature. Making connections to elements in nature, interested in human behaviors or that of other species(Ex: Jane Goodall)

Question 12

Linguistic

Answer 12

using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories.

Question 13

Intrapersonal

Answer 13

Understanding yourself, what you feel, and what you want. Taught through independent study and are in tune with their inner feelings.

Question 14

Musical

Answer 14

show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Question 15

Bodily-Kinesthetic

Answer 15

Coordinating your mind with your body, keen sense of body awareness, like movement, communciate well with body language, taught through physical activity. Tools: equipment/real objects(Ex: Surgeons, Dancers)

Question 16

Logical -Mathematical

Answer 16

reasoning, calculating. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries.

Question 17

Intelligence(Cognitive Tests)

Answer 17

Stanford Binet, WAIS & WISC(Weschler) IQ & Flyn Effect-the substanial and long-sustained increase in both fluid and crystallized intelligence test scores

Question 18

Achievement

Answer 18

AP Exams/Test skills/knowledge

Question 19

Aptitude

Answer 19

SAT/ASVAB/ACT Tests your ability to perform a certain kind of task

Question 20

Self Report Inventories

Answer 20

MMPI2–>true or false scored on a scale describe a person’s mental processes Myers Briggs–>Self report questionare indicate differing personality types

Question 21

Projective Tests

Answer 21

Rorschach—>Subject’s perception of inkblots
TAT: Interpret stories based on their own experience and feelings

Question 22

Standardization

Answer 22

A test with uniform procedures for administration and scoring. Allows your performance to be compared with the performance of others

Question 23

Test-Retest/Is it Reliability or Vadility

Answer 23

Reliability: Give the same test at two different times. Consistency of a test over time(Ex: IQ, Stanford Binet +. 90

Question 24

Alternate Forms/Is it Reliability or Vadility

Answer 24

Reliability: Two different tests, same content, Form A & B

Question 25

Inter-judge/Inter-rater/is it Reliability or Vadility

Answer 25

Reliability: Degree of agreement among raters(Freundel/Frank/Feldman) Rubric

Question 26

Split-Half/Is it Reliability or Vadility

Answer 26

Reliability: Split test in half & compare scores for 1/2 the test with the other-consistent. “internal consistency”

Question 27

Vadility

Answer 27

Extent a test measures what it intends to measure

Question 28

Face/Is it Reliability or Vadility

Answer 28

Validity: Glance at test

Question 29

Construct/Is it Reliability or Vadility

Answer 29

Validity: Somewhat immeasurable idea(theoretical idea or concept) How well does the test align with the construct it is trying to measure(Intelligence, Artistic Ability)

Question 30

Content/Is it Reliability or Validity

Answer 30

Validity: items on the test represent the entire range of possible items the test should cover(Achievement: Unit Test covers key terms.)

Question 31

Criterion/Is it Reliability or Validity

Answer 31

Validity: Test is demonstrated to be effective in predicting criterion or indicators of a construct(knowledge against a predetermined standard) IQ tests validated against GPA(criterion) Measure what it should be in the real world. Career or aptitude tests(ie. SAT < +.50)

Question 32

IQ tests are often criticized, what measure of Validity is the MOST criticized and WHY?

Answer 32

Construct Validity because “intelligence” is a construct and is difficult to define and thus measure

Question 33

Central Tendency

Answer 33

(A single score that represents a set of scores) Mean, Median, and Mode

Question 34

Standard Deviation

Answer 34

Avg. difference between each individual score and the mean of all scores. How far on average each of the individual scores in a data set varies from the mean. The measure of how much scores vary around the mean.

Question 35

Smaller Standard Deviation vs Larger Standard Deviation

Answer 35

SMALL standard deviation means little variance in scores. LARGE standard deviation means a lot of variation in scores(Students with very high and very low scores)

Question 36

Variance

Answer 36

Average distribution, on average how much the scores vary. Extra: Standard deviation squared is Variance and vice versa= Square root of Variance is Standard Deviation

Question 37

Measures of Variability

Like mean, median, mode, or range

Answer 37

Range-the difference between HIGHEST and the LOWEST numbers

Question 38

Normal Distribution Categories(numbers)

Answer 38

68%-95%-99%

Question 39

Positive Skew

Answer 39

Most scores are low, and skew points to the right or towards positive on a number line) test was very hard, too hard maybe

Question 40

Negative Skew

Answer 40

Scores on a test are very high, the tail points to the left(or negative on a number line)

Question 41

Statistical Significance

Answer 41

When data is statically significant, it means that information is not likely to happenstance(or chance)

Question 42

Null Hypothesis

Answer 42

assumes that any kind of difference between the chosen characteristics that you see in a set of data is due to chance

Question 43

“P Value”

Answer 43

The P stands for probability and measures how likely it is that any observed difference between groups is due to chance.