theories of intelligence and the binet scales mar 13

8/11/2019 Theories of Intelligence and the Binet Scales Mar 13

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1. 4 groups to present findings and data

gathered from interviews (5mins/grp: 20 mins)

College admission test in the Philippines (UP,DLSU, Ateneo, UST)

Uses of tests, strengths, reliability (BEU, NHS, TEU)

2. Vignette : Code of Ethics on Assessment(Psychological Association of the Philippines)(20 mins)

3. Discussion on Theories of Intelligence and

Binet scales (90 mins)

4. Knowledge check


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1. Familiarize and appreciate tests used in

Philippine setting (i.e. college admission

and industrial testing)

2. Develop a deeper understanding abouttests and its uses from selected

informants/sources

3. Identify similarities of responses with

psychological assessment concepts and

principles

4. Apply knowledge in Code of Ethics on

assessment-related situations


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1. Understand and explain how Binet and

other psychologists have defined

intelligence

2. Identify Binets2 guiding principles oftest construction

3. Describe the concept of age

differentiation

4. Describe the concept of mental age (MA)

5. Describe the concept of Intelligence

Quotient (IQ)


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Group

Presentations(5 mins/grp)*Identify similarities of responses with psychological

assessment concepts and principles


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VIGNETTE(20 mins)

PSYCHOLOGICAL ASSOCIATION OF THE PHILIPPINES

CODE OF ETHICS ON ASSESSMENT (SEC.VII)

Instruction: Identify which partof theCode of Ethics was supported and/or

violated (15 points)


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A. Bases for Assessment

B. Informed Consent in Assessment

C. Assessment Tools

D. Obsolete and Outdated Test ResultsE. Interpreting Assessment Results

F. Release of Test Data

G. Explaining Assessment ResultsH. Test Security

I. Assessment by Unqualified Persons

J. Test Construction


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Mr. Pareno has been practicing counseling

and psychological assessment for 15 years.

He has varied clients but his expertise is on

adolescent behaviors. He was interviewedby a local TV channel on his opinion about a

particular 16-year old girl who was recently

in the news claiming that her science teacher

made advances on her. Mr. Pareno

strongly asserted that the child may be

making up stories and may tend to be a

chronic liar since it was also mentioned in

the news that girl came from a dysfunctional

family.


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Ms. Ferrer is a newly licensed school

psychometrician who was assigned to

administer an achievement test among pairs

of grade 2 students during the end of theschool year. The test was administered on an

MWF schedule, 10-11:30 am without break.

When results were interpreted , half of the

grade 2 students obtained a below average

rating. The psychometrician presented the

report to the academic affairs with the

conclusion that only 50% of the students

learned much from formal instruction

(schooling).


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In one company, Mr. Gonzales is the HR

assistant who administers and interprets

appropriate standardized work-related tests

and conducts interviews among applicants.He then prepares a psychological report in

the form of raw scores (e.g. raw over the

total number of items for IQ tests). The

verbatim responses of the applicant were

also indicated in the report presented to the

HR manager (e.g. my previous employer

were exploitative and unfair). These results

served as a strong basis for hiring.


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Ms. Garcia is a resident school psychologist

specializing in child psychopathology. An 8-

year old girl was referred by her teacher for

assessment due to improper and disruptivebehaviors during class hours. Ms. Garcia

readily scheduled the child for psychological

assessment and administered standardized IQ

battery tests and aggression scale. The

parents were invited for a conference during

which the purpose, nature, and results of the

assessment was only just then discussed and

explained to them.


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Mr. Pareno has been practicing counseling

and psychological assessment for 15 years.

He has varied clients but his expertise is on

adolescent behaviors. He was interviewedby a local TV channel on his opinion about a

particular 16-year old girl who was recently

in the news claiming that her science teacher

made advances on her. Mr. Pareno

strongly asserted that the child may be

making up stories and may tend to be a

chronic liar since it was also mentioned in

the news that girl came from a dysfunctional

family.


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Ms. Ferrer is a newly licensed school

psychometrician who was assigned to

administer grade level achievement test

among pairs of grade 2 students during the

end of the school year. The test was

administered on an MWF schedule, 11-12:30

am without break. When results were

interpreted , half of the grade 2 students

obtained a below average rating. The

psychometrician presented the report to the

academic affairs with the conclusion that

only 50% of the students learned much from

formal instruction (schooling).


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In one company, Mr. Gonzales is the HR

assistant who administers and interprets

appropriate standardized work-related tests

and conducts interviews among applicants.

He then prepares a psychological report in

the form of raw scores (e.g. raw over the

total number of items for IQ tests). The

verbatim responses of the applicant were

also indicated in the report presented to the

HR manager (e.g. my previous employer

were exploitative and unfair). These results

served as a strong basis for hiring.


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Ms. Garcia is a resident school psychologist

specializing in child psychopathology. An 8-

year old girl was referred by her teacher for

assessment due to improper and disruptive

behaviors during class hours. Ms. Garcia

readily scheduled the child for psychological

assessment and administered standardized IQ

battery testsand aggression scale. The

parents were invitpurpose, nature, and

results of the assessment was only just then

discusseded for a conference during which

the and explained to them.


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A. Bases for Assessment1. The expert opinions that we provide through our

recommendations, reports, and diagnostic or evaluative

statements are based on substantial information and appropriate

assessment techniques.2. We provide expert opinions regarding the psychological

characteristics of a person only after employing adequate

assessment procedures and examination to support our

conclusions and recommendations.

3. In instances where we are asked to provide opinions about an

individual without conducting an examination on the basis ofreview of existing test results and reports, we discuss the

limitations of our opinions and the basis of our conclusions and

recommendations.


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B. Informed Consent in Assessment

1. We gather informed consent prior to the assessment ofour clients except for the following instances:

b. when it is implied such as in routine educational,institutional and organizational activity

E. Interpreting Assessment Results2. We interpret assessment results while considering the

purpose of the assessment and other factors such as the

clients test taking abilities, characteristics, situational,

personal, and cultural differences.


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F. Release of Test Data

2. We do not release test data in the forms of raw

and scaled scores, clients responses to testquestions or stimuli, and notes regarding the

clients statements and behaviors during the

examination unless regulated by the court.


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B. Informed Consent in Assessment2. We educate our clients about the nature of our services,

financial arrangements, potential risks, and limits of

confidentiality. In instances where our clients are not

competent to provide informed consent on assessment,we discuss these matters with immediate family

members or legal guardians.(See also III-J, InformedConsent in Human Relations)

C. Assessment Tools

1. We judiciously select and administer only those

tests which are pertinent to the reasons for

referral and purpose of the assessment.


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1. Understand and explain how Binet and

other psychologists have defined

intelligence

2. Identify Binets2 guiding principles oftest construction

3. Describe the concept of age

differentiation

4. Describe the concept of mental age (MA)

5. Describe the concept of Intelligence

Quotient (IQ)


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What is intelligence?


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Is intelligence one abilityor many?


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Of all the major concept in the

field of testing, intelligence is

among the most elusive (seeParks, 2007; Horn, 2006)


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The tendency to take and maintain a definite

direction; the capacity to make adaptations

for the purpose of attaining a desired end,

and the power of autocriticism (cited in

Terman, 1916, p.45)

Alfred Binet

Ability to educe either relations or correlatesSpearman (1923)


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Adjustment or adaptation of the individual to

his total environment, the ability to learn,

and the ability to carry on abstract thinking

Freeman (1955, pp. 60-611)

The ability to plan and structure ones

behavior with an end in view

Das (1973, p.27)


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Ability to resolve genuine problems or

difficulties as they are encountered

Gardner (1983, p.60)

Mental abilities involved in purposive

adaptation to, shaping, of, and selection or

real-world environments relevant to ones

lifeSternberg (1986, p. 33)


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Based on individual differences in

information-processing speed and executive

functioning influenced largely by inhibitory

processes

Anderson (2001)

A blend of abilities including personality and

various aspects of memory(Kandel, 2006; Parks, 2007;

Chamorro-Premuzic, Furnham, &

Ackerman, 2006)


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3 Independent Research Traditions (T.R.Taylor, 1994)

1. Psychometric approach Examines the elemental structures of a test

(DiStefano & Dombrowski, 2006; Taylor, 1994)

2. Information-processing approach Examines the processes that underlie how we

solve problems (Nietfeld, Finney, Schraw, &

McCrudden, 2007)3. Cognitive approach Focuses how humans adapt to real-world

demands (Bourmenskaya, 2002; Ruisel, 2001)


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A symposium on Intelligence held in 1986 (24

psychologists offered 24 different views on

intelligence (Neisser, et. al., 1996; Sternberg & Detterman, 1986)

More than half of the experts mentioned

Higher-level thinking processes such as

abstract reasoning, problem-solving, and

decision-making as an important aspect

From Woolfolk (2009)


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Intelligence Ability or abilities to acquire and use knowledge for

solving problems and adapting to the world

General Intelligence (g) A general factor in ability that is related in varying

degrees to performance on all mental tests Fluid Intelligence (gf) Mental efficiencies, non-verbal abilities grounded in

brain development

Crystallized Intelligence (gc) Ability to apply culturally approved problem solving

methods

From Woolfolk (2009)


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There is a correlation between

socioeconomic background and scores on

all standardized tests (Bornstein, Hahn,

Suwalsky, & Haynes, 2003; Hart, Petrill,Deckard, & Thompson, 2007).

Any ideas why it is so?


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Proponents hold that properly used

intelligence tests provide an

objective standard of competence

and potential (Gresinger, 2003)


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1. Age differentiation

Discrimination based on the fact that older

children have greater capabilities than do

younger children

2. General Mental Ability

1. A single general factor underlies all intelligence

(Spearman)


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Intelligence Quotient (IQ)

A unit for expressing the result of intelligence

tests

Based on the ratio of the individuals mental age

(MA) (as determined by the test) to the actual or

chronological age (CA)

= MA/CA x 100


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Mental Age

A unit for expressing the results of intelligence

tests

It is based on comparing the individuals

performance on the test with the average

performance of individuals in a specific

chronological age group


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Review Chapter on Intelligence and

Personality Tests

Prepare for discussion on

Psychological report format

Knowledge Check after discussion

next meeting

theories of intelligence and the binet scales mar 13

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