Testing and Individual Differences Flashcards
Sir Francis Galton
- Founded the modern day eugenics movement
- Wanted to apply his cousin Charles Darwin’s idea of natural selection to encourage only intelligent and fit
Alfred Binet
-Devised a concept called mental age which describes a student’s equivalent corresponding intellectual age
William Stern
-Derived the term “intelligence quotient”, abbreviated as IQ
-Used Binet’s mental age term into his formula
IQ=(mental age/chronological age)(100)
-No longer used
Average IQ
100
Lewis Terman
- Created the first widespread intelligence test know as the “Standford-Binet” intelligence test
- Extended testing range from children to adults
Intelligence Quotient
IQ
Mental Age
Describes a student’s equivalent corresponding intellectual age
Chronological Age
Your actual age
Factor Analysis
A statistical procedure that identifies clusters of related items
ie: different scores on different sections of a test
Savant Syndrome
Individuals with mental disabilities but who excel in one specific area
ie: Rain man
General Intelligence (g)
people can either be labeled as “smart” or “not smart” and there’s no specific areas of strength or weakness
Gardner’s Multiple Intelligences
- Visual/Spatial
- Verbal/Linguistic
- Logical Mathematical
- Bodily/Kinesthetic
- Musical/Rythmic
- Interpersonal
- Intrapersonal
- Naturalistic
- Existential
Sternberg’s Three Aspects
Analytical, practical, creative
Analytical Intelligence
academic problem solving
Practical Intelligence
“common sense” / “street smarts intelligence related to everyday tasks
Creative Intelligence
ability to generate novel ideas
Convergent thinking
one solution to a problem
Divergent thinking
multiple solutions to a problem
standardization
defining meaningful scores by comparison with the performance of a pretested group
reliability
the extent to which a test yields consistent results over time
bell curve
normal distribution
test-retest
if an individual takes the exam on one day and takes the same exam again later, the scores should be similar
split halves
scores on the first half of the exam should be similar to the second half, odd number question scores should be similar to even numbered question scores
alternate forms
if a teacher gives out multiple forms of an exam with different questions, the overall scores should be similar for each form
validity
the extent to which a test measures or predicts what is supposed to measure or predict
achievement test
designed to assess what a person has learned
content validity
the extent to which a test samples the appropriate criterion
aptitude test
designed to predict a person’s future performance
predictive validity
the extent to which a test predicts the appropriate behavior
ie: SAT, career tests
Wechsler Adult Intelligence Scale (WAIS)
the most widely used test today
verbal (WAIS)
part of the WAIS that contains general info, similarities, arithmetic reasoning, vocab, comprehension, and digit span
performance (WAIS)
part of the WAIS that contains picture comprehension, picture arrangement, block design, object assembly, and digit-symbol substitution
Intellectually disabled
intelligence score below 70
down syndrome
intellectually gifted
IQs above 140; considered geniuses
Mensa: top 2% IQ scores in the world
schooling effect
IQ scores increase throughout the school year and drop over the summer months when students are not in school
tracking
placing student in intelligence dependent classes such us remedial or advanced courses that tend to continue across different school years
stereotype threat
a self confirming concern that one will be evaluated based on negative stereotypes
Racial and gender differences in intelligence
cultural bias: biased IQ tests
socioeconomic differences: exposure to school and amount of schooling
Flynn effect
scores on the WAIS have been increasing about 3 points per decade
