Module 34 - Assessing Intelligence Flashcards
Assessing Intelligence
Numerical method to relate an individual’s mental aptitudes relative to others
Numeric
Single summary score
Relative to others
Test designed to reflect the scores of others (of same age)
Francis Galton
Devised many tests of intellect (reaction time, etc.)
Alfred Binet and Theodore Simon
- Concern over teacher’s abilities to objectively asses intellect of students
- Low intelligence could reflect poor environments not low potential
- They reasoned that intellect is a developmental process in all children (some develop faster than others)
Mental Age
Chronological age that is associated with a typical level of intelligence.
Lewis Terman
- Advocated widespread testing
1. To assess “vocational fitness”
2. To eradicate less intelligent
The Intelligence Quotient (IQ)
IQ= mental age/ chronological age x 100
Achievement Tests
Assess acquired abilities or knowledge (GPA; Medical Board Exam)
Aptitude Tests
Assess capacity to acquire new abilities (MCAT, SAT, GRE)
- Can be affected by achievement
Intelligence Tests
Assess clinical and educational problems
David Wechsler
Created an intelligence test for school (aged children)
Mental Abilities
- Verbal Comprehension
- Perceptual Organization
- Working Memory
- Processing Speed
Principles of Test Construction
For a test to be acceptable it must have 3 criteria
- Standardization
- Reliability
- Validity
Standardization
The process of testing a sample of future test takes in order to establish a basis for making meaningful comparisons for an individual results
Normal Curve
- Score is above 130, top 2.5% (increasing intelligence)
- Score below 70, bottom 2.5% (mentally impaired)
Extermes of Intelligence ( Range)
Mentally retarded from individuals with high intelligences
High Intelligence (test score wise)
- To be healthy
- Well adjusted
- Unusually successful academically
Mental Retardation
- Supervision a few decades ago
- With supportive family environment and special education they can take care of themselves
Reliability
A test is reliable when it receives consistent results
Procedures to establish reliability
- Split - Harf Reliability
2. Test - Retest Reliability
Split-harf Reliability
Dividing the test into two equal halves and assessing how consistent the scores are
Test-Retest Reliability
Using the same test on two occasions to measure consistency
Validity
A test is valid if it accurately measures that which it is supposed to measure and leads to accurate predictions
Two types of validity
- Content Validity
2. Predictive Validity
Content Validity
Refers to the extent a test measures a particular behaviour or trait
Predictive Validity
Refers to the function of a test in predicting a particular behaviour or trait
Flynn Effect
Intelligence scores have risen streakily bu an average of 27 points which is known as the Flynn effect