Week 2 Flashcards
Key considerations in measurement
► Reliability
► Validity
► Standardisation
► Bias
Reliability
Extent to which a measure yields consistent results for individuals
Types of reliability
► Test-retest
► Alternate forms
► Split-half
► Inter-rater
Validity
Extent to which a measure measures what it’s meant to measure
Types of validity
► Construct validity
► Content validity
► Criterion validity
Test-retest
Similar performance on repeated administration of test?
Alternate forms
Similar performance on alternate versions of test?
Split half
Similar performance on two halves of test?
Inter-rater
Observations from two researchers
Construct Validity
Does test measure X?
Scores on test comparable to scores on past measures of X?
Content Validity
Does test capture all aspects of X?
Criterion Validity
Whether the test can make predictions based on performance
If an applicant takes a job test to determine their ability to perform the job, the test has criterion validity
Standardisation
Giving test to large random sample to find out:
► Average performance
► Variation in performance around average
Tells us how well someone has performed
Important to know what population the test is standardised on
Bias
- The extent to which a test is geared towards a specific population
- Differences between groups on other factors may explain differences in test performance, not lack of ability
- Fairness = lack of bias
General Intelligence “G”
“G” underlies all mental capacities
e.g., music, math, language, etc.
Multiple Intelligences (Gardner 1983)
- No general intelligence
- Intelligence made up of sub-skills
- E.g., linguistic, logical/math, spatial, bodily/kinesthetic, intra-personal, inter-personal intelligence
Thurstone’s 7 Factor Model 1983
- Verbal comprehension
- Verbal fluency
- Reasoning
- Number
- Memory
- Spatial visualisation
- Perception speed
Spearman’s 2 Factor Theory
g factor:
An intelligence underlying all mental capacities
s factor:
Ability specific to a certain test/task
Horn and Cattell’s Theory
GF-GC
GF:
fluid intelligence
capacity to learn, reason; solve new problems across all domains no specific content; performance on culture-free tasks (ability to adapt in the moment, expected to decline with age)
GC:
crystallised intelligence
store of knowledge,“acquired” Intelligence; assessed through tasks requiring prior information (e.g. vocabulary)
(thought to increase throughout life with newly acquired knowledge)
Sternberg’s Triarchic Theory
Analytical intelligence academic, computational problem solving
Creative intelligence imagination, innovation in novel contexts
Practical intelligence “street smarts”, adapting to context
Gardner’s Theory
- Naturalistic
- Interpersonal
- Intrapersonal
- Logical/ Mathematical
- Visual/ Spatial
- Existential
- Bodily/ Kinesthetic
- Musical
- Linguistic
Horn, Cattell and Carroll Theory
► Gsm: short-term memory ► Gc: crystallised intelligence ► Gq: quantitative knowledge ► Gf: fluid intelligence ► Gy: general memory; learning ► Gs: processing speed ► Grw: reading; writing ability ► Glr: long-term storage; retrieval ► Gv: visual processing ► Gu: auditory processing
Gardner’s Theory for Multiple Intelligences
Isolated areas in the brain responsible for each type of intelligence
- different area responsible for music than math
Developmental: some intelligences develop earlier than others
Savants/prodigies: lack some intelligence areas, but good in others
- an autistic man has low interpersonal intelligence however high intelligence for pattern memory
Goleman’s 5 Domains for Emotional Intelligence 1996
- Self-awareness (knowing your emotions)
- Self-regulation (managing your emotions)
- Self-motivation (motivating yourself/ intrinsic v extrinsic)
- Empathy (understanding others’ emotions)
- Handling relationships (managing others’ emotions)
The Binet-Simon Scale 1905
Measured children’s “intellectual powers” in order to establish whether they had intellectual / learning difficulties
Wrote test items for different age groups then standardised across age groups
Children assigned a “mental age” based on age-normed items they could pass
The Stanford-Binet Scale (Terman 1916)
Introduced measure of IQ in terms of chronological age and measured mental age
IQ = mental age / chronological age X 100
Problem: Highest items for measuring mental age were age 16 items, but chronological age keeps rising
The Stanford-Binet Fifth Edition
Fluid reasoning (fluid intelligence) - novel problem solving, e.g. matrices Knowledge (crystallised intelligence) - e.g. vocabulary Quantitative reasoning - numerical ability Visual-spatial reasoning - ability to see patterns in visual stimuli Working memory - short-term memory
Wechsler Intelligence Scales
► Current version: WAIS-IV (2008)
► Overall IQ broken down into four indices:
verbal comprehension index, working memory index, perceptual reasoning index, processing speed index
Wechsler Intelligence Scale for Children (age 7 - 16)
► Current version: WISC-V (2014)
Wechsler Preschooler; Primary Scale of Intelligence (ages < 7)
Full Scale IQ (FSIQ)
- Verbal Comprehension Index (VCI)
- Working Memory Index (WMI)
- Perceptual Reasoning Index (PRI)
- Processing Speed Index (PSI)
Verbal Comprehension Index (VCI)
Similarities - In what ways are apples and pears alike? Vocabulary - What is a guitar? Information - What is the capital of France? Comprehension - Why are we tried by a jury of our peers?
Working Memory Index (WMI)
Digit span
- Repeat these numbers back to me: 4-6-2-3-9
Arithmetic
- Imagine that you bought six postcards for 45¢ each. How much change would you receive back from $5? (paper; pencil cannot be used)
Letter-numbering sequencing
- Repeat the sequence Q-1-B-3-J-2, but place the numbers in numerical order and then the letters in alphabetical order
Perceptual Reasoning Index (PRI)
Block design
- How many patterns can you replicate given a probe item
Matrix reasoning
- What pattern fits in the blank space (similar to patterns shown)
Visual puzzles
- Choosing a like image to replicate the given image
Picture completion
- What is missing from the given picture
Figure weights
- Choosing an item to give a scale equal weight
Processing Speed Index (PSI)
Symbol search
- Whether certain symbols are present in a list
Coding
- Developing a code using symbols and numbers
Cancellation
- Cancelling the given symbols out of a list
Raven’s Progressive Matrices
- Matrices in order of increasing difficulty
- Identify the missing element to complete the pattern
- Reasoning ability
- Non-verbal test, independent of language, reading, writing skills
- Used for selection
Arguments against Raven’s Progressive Matrices
Tests not reliable?
► Performance affected by range of situational, emotional, motivational factors (e.g. health, test anxiety, test setting)
Tests not valid?
► Don’t measure intelligence
► Measure what has been learned, rather than ability to learn
► Biased towards dominant group members, people with rich, academic backgrounds
► What about the other forms of intelligence?
Labelling; ‘self-fulfilling prophesies’
Arguments for Raven’s Progressive Matrices
Decisions have to be made about people
► Does this person have a learning disability?
Tests are more objective and less biased than other methods
Good reliability
► High correlation between scores people receive on two different occasions (r ≈ 0.85)
Good validity
► Tests predict performance quite well – school grades, number of years of education, occupational attainment, job performance (r ≈ 0.3 0.8)
Genetic and Environmental Influences
- Genetic make-up
- Genetic; chromosomal abnormalities (e.g. Down’s Syndrome)
- Prenatal events (e.g. teratogens - drugs, nutrition, trauma)
- Postnatal events (e.g. environmental deprivation/enrichment)
- Planned interventions (e.g. Head Start program)
Environment for intelligence
► stimulation, enrichment
► parental involvement: scaffolding, assistance, warmth
► modelling
► reward contingencies
Twin studies
- Identical twins reared together are most similar in intelligence
- Identical twins reared apart are similar in intelligence
- Fraternal twins are least similar in intelligence
Adoption studies
- Children have a higher intelligence correlation with their biological parents (living apart) rather than their adoptive parents (living together)
Types of Creativity
► Artistic ► Scientific ► Everyday ► Interpersonal ► Professional
Important for Creativity
► Years of preparation to develop expertise
► High levels of intrinsic motivation
► A “risk-taking” attitude
► An intellectually and emotionally supportive environment
Creativity tests are measured in terms of
► Fluency: How many responses?
► Flexibility: How different are the responses from each other?
► Originality: How different are responses from other people’s?
► Elaboration: How detailed are responses?
Intelligence V Creativity Tests
Intelligence tests: one best or correct answer, convergent thinking
Creativity tests: many acceptable answers, divergent thinking
