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Unit 11 – Intelligence and Personality
Assessing Intelligence and Test Construction
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Alfred Binet• To minimize bias in French elementary schools, the government hired
Binet to study how to tell the differences among children related to their varying intelligences
• They found that “bright” children seemed to match intelligence with older children and “dull” children seemed to match intelligence with younger children• Intelligence concept – mental age: level of
performance typically associated with a certain chronological age• The average 9 year old has a mental age of 9
• Legacy – theorized mental aptitude is a general capacity that shows up in various ways
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Lewis Terman – Stanford University
• The innate IQ – saw that Binet’s French test did not show equivalency in California school children• Intelligence Concepts• Stanford-Binet – widely used US version of
Binet’s intelligence test
• Legacy• Culture related to IQ tests in America
• Eugenics ()
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William Stern
• Intelligence concept: IQ – intelligence quotient• IQ = (mental age/chronological age) X 100
• Legacy – although IQ tests are rarely used today, the term has stuck around. “IQ” tests today measure the test-taker’s performance relative to the average performance of others the same age
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Modern Tests of Mental Abilities
• David Weschler created what is now the most widely used intelligence test• WAIS (Weschler Adult Intelligence Scale)• WISC (Weschler Intelligence Scale for Children)
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WAIS
• Consists of 11 subtests broken into verbal and performance tests• Yields overall intelligence (like Stanford-Binet) but gives separate
scores for verbal comprehension, perceptual organization, working memory, and processing speed • Who does that sound like? Spearman or Thurstone?
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WISC
• Same concept as WAIS but for kids• If we see striking differences between a child’s perceptual
organization and working memory compared to their verbal comprehension – there may be a disorder or disability present• WISC is often used to see if a child has a learning disability (like dyslexia)
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Flynn Effect• Over time, intelligence test performance has been improving
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Test Construction
• How do people incorrectly infer information from the following statement?• “I have an IQ 130!”
• We must have a basis for comparison in order for your score to be meaningful.• Standardization – defining meaningful scores relative to a pretested
group• Normal curve – typically, group members’ scores are distributed in a
bell-shaped pattern
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Reliability: the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test or on retesting
• Test-retest – give individuals the same test at different times to check how consistent the scores are• Split-half – split the test in half and see whether odd question scores
and even question scores agree
• The higher the correlation between test-retest or split-half, the more reliable the test• Stanford-Binet, WISC and WAIS all have reliabilities of +.9 (Why would it only
be a positive correlation?)
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Validity: the extent to which a test accurately predicts or measures what it promises• Content – extent to which a test samples the behavior that is of
interest (road test for driver’s ed, course exams, AP test)
• Construct – degree to which a test measures what it claims to measure (empirical research – conclusions to your thesis statement, papers)
• Predictive – predict the criterion of future performance (intelligence tests)