Module 30-31 (Intelligence Tests) Flashcards
Alfred Binet
-Wrote “Modern Ideas about Children”
-believed practice and training can increase attention and intelligence
-Developed intelligence test to identify children who needed remedial help
Binet-Simon test
-used to calculate a child’s mental age (MA) and compare it to their chronological age (CA)
-test of intelligence
-used to identify students that needed remedial help
Stanford Binet test
Lewis Terman of Stanford adopted Binet’s test and facilitated its use for assessment of army recruits, immigrants, etc.
Wechsler Intelligence Scale for Children (WISC)
-intelligence test used for school-aged children
-provides overall IQ score
-subtests allow for assessment of working memory, verbal comprehension, perceptual reasoning, and processing speed
Wechsler Adult Intelligence Scale (WAIS)
-intelligence test similar to WISC but used for adults, measured with population data rather than MA/CA
Distribution of IQ scores
-The original IQ calculation was abandoned in favor of standardized scores based on normal distribution
-IQ<70: intellectual disability
-95% of people fall within 30 points of 100 (70<IQ<130)
-IQ>130: gifted
-Standardized norms revised every 10-12 years
Flynn effect
population scores have increased over time
GRE test
-admissions test for graduate students
GRE test scores men vs. women
-Among women, GRE Verbal (GRE V) and GRE Quantitative (GRE Q) scores were similar for those who completed STEM PhDs and those who didn’t
-Among men, GRE scores were significantly higher for men who left their programs compared to those who completed their STEM PhDs
Problems with applying IQ and standardized testing scores to populations of interest
-When population of interest (ex. Students applying to college) reflects a restricted range (ie. compared to the general population), a variable’s score may no longer be as predictive (ex. IQ and SAT scores may not predict college grades as well)
-the GRE test did not prove useful at predicting who will graduate with a PhD, pass the qualifying exam, have a shorter time to defense, deliver more conference presentations, publish more papers, or obtain an individual grant/fellowship
Psychologists approaches to explaining different IQs
Hereditarian and Environmental
Hereditarian approach
intelligence is substantially affected by genetics
Environmental approach
intelligence can be shaped dramatically by life experiences/circumstances, such as health, economics, education (ex. Experience, opportunity, education of parents, etc)
Epigenetics
studies part of the dynamic biology of this nature-nurture meeting place. With all our abilities-whether mental or physical-over genes shape the experiences that affect us. In these gene-environment interactions, small genetic advantages can trigger social experiences that multiply our original skills
Heritability
-amount of trait variation within a group that can be statistically accounts for by genetic differences between people
-Heritability estimates are specific to the group of people being studied and vary from sample to sample. Heritability is NOT “how much” of your intelligence is “due to your genes”
Racial and ethnic differences in IQ
-The average IQ scores of children of different racial/ethnic groups differ
-Far more variation within-groups than between-groups
-Between-group differences are reduced/erased when environmental differences are accounted for
-Research has also shown that racial and class differences in IQ scores can be reduced through environmental changes
-Adoption, head start
-SES, stress, sleep, exercise, nutrition
Identical twins IQ
-Research with twins and adopted children shows genetic influences on a range of attributes including intelligence
-Identical twins had higher similarity of IQ even when raised separately
Influence of school on IQ
-Attending school makes children “smarter”
-In one study, children who were only slightly older who had a year more schooling did much better on parts of an IQ test than did slightly younger children in grade below
-In addition, average IQ and achievement test scores rise during the academic year and drop during the summer
-The jumps in standardized testing scores between grade levels indicate that schooling exerts an effect on test performance beyond that of child’s age
Fixed mindset
-“entity theory,” intelligence is a fixed trait
-Looking smart and “proving yourself” is most important
-“The main thing I want when I do my school work is to show how good I am at it”
-Effort is negative (“to tell the truth, when I work hard at my school work, it makes me feel like I’m not very smart”)
-Effort → deficient
Growth mindset
-“incremental theory,” intelligence is grown, it is a malleable that can be developed
-Learning is most important
-“It’s more important for me to learn things in my classes than it is to get the best grades”
-Effort is positive (“ the harder you work at something, the better you’ll be at it”)
-Effort → growth
Neuroplasticity and growth mindset
-Human qualities (ex. Intellectual skills) can be cultivated through effort and strategy
-Encounters with difficulty are moments of learning, not failure
-The major factor in whether someone achieves expertise is purposeful engagement
