Unit 13 - Intelligence and Testing
1. Intelligence:
A. Learn, Use, and Solve: The ability to learn and use information to problem solve
B. General Intelligence: (g) something you have in a very little quantity,
intelligence is one small thing
1. Underlying Factor
2. Factor Analysis
- Crossover: results in one area tend to be found in the others
C. Multiple Intelligence: the idea that you can be smart in multiple different ways
1. Savant Syndrome: someone who has genius level intellect or aptitude in
one area and average or below average every else
- “Island of Brilliance”
2. Gardner’s Eight (single largest most agreed to)-diffrentiated instructions-math/word
problems, manipulatives:
- Linguistic - word smart, good at reading + writing
- Logical - Mathematical - logic smart/math smart, good at problem solving
- Musical - can play by ear, good at music
- Spatial - picture smart, can read a map can navigate very easily, organization
chart
- Bodily - Kinesthetic - body smart, good athletes, good with their hands, good at
making things
- Intrapersonal - self smart
- Interpersonal - do you understand other people/people smart
- Naturalist - nature smart, good at bio, good with animals
3. Sternbergs Triarchic
- Analytical - problem solving
- Creative - can you create
- Practical (performance point) - can you use those intelligences to come up with
something
D. Talents or Intelligences:
1. Emotional intelligence:
- Perceive
- Understand
- Manage
2. Creativity: the ability to make new and original and needed things
i. Novel and valuable
ii. Components:
- Expertise: must know what you are doing, must have a
background in something
- Imagination: how can you create something novel without
the imagination to create something new
Unit 13 - Intelligence and Testing
- Adventure: being willing to do something new, take risks,
be setup for failure
- Intrinsic Motivation: motivation comes from WITHIN,
sometimes extrinsic BUT INTRINSIC IS THE STAR OF
THE SHOW
- Creative environment: having other people around you to
influence you, and spur new ideas
E. Influences
1. Genetics: gives you a predisposition of brain cell, 7+ = genetics are your mind
- Increase with age - as a child, the earlier you learn numbers and letters,
the smarter u get, years 7+
- Twin studies - identical twins - identical dna, they want to do research on
them, the higher the scores the more identical they are
2. Environmental:
- Early intervention: you can tell if they are naturally bright, or if they
work really hard, effort can make up for lots
F. Groups Differences:
1. Gender: men cluster at the extreme, women in the middle
2. Racial: based on what you grow up/what your culture is, it could change the way
you write (Asians score high - work ethic)
II. Testing Intelligence:
A. Origins:
1. Alfred Binet: The father of genetic testing
- Mental Age (ma): refers to the knowledge and ability of the skills people
of a certain age should have. What the average 10 year-old should know,
etc.
- Reasoning and Problem Solving: thinking logically and can you actually
solve a problem
- Intervention: identify and give below average people extra education and
training
2. Lewis Termon:
- Stanford-Binet: the standard AMERICAN intelligence test (for a while)
- IQ = ma/ca * 100: mental age/chronilogical age * 100
- Relative Scale: now after the IQ you are compared to EVERYBODY else
(specifically your age group) = relative scale
- Eugenics: removing certain people front the gene pool to improve the
overall population - what is that improvement? - identify the below
average - remove them, then = steralization, get rid of them to have a more
intelligent population - goes back to ancient greek ANDD NATURAL
SELECTION
Unit 13 - Intelligence and Testing
3. Scale
i. Intellectual disability (mental retardation)
- profound < 20 - ma of 0-3 - need care for their entire lives
- severe = 20-35 - ma of 3-6 - they can speak full, some care
- moderate = 35-50 - ma of 6-9 - they need purpose, care needed
- mild = 50-70 - ma of 9-12 - can live on their own, need help
ii. Normal range
- low normal = 70-90
- average = 90-110 - around 70% of the population
- high normal = 110-120
iii. High range
- superior = 120-140
- genius >= 140 - above 140 = estimate
4. Flynn Effect: the increase of the average IQ over most of the 1900s
B. Modern Testing:
1. Categories:
i. Achievement: a measurment of what you know and what you can do (what you
have learned)
ii. Aptitude:
2. Concerns:
i. Standardization: standardized test given to a large number of people; provides
a basis of comparisons.
- Normal distribution: must follow the bell curve.
- Correcting for the Flynn Effect: change it to fit the curve
ii. Reliability:
- Consistent: its consistency to provide reliable results
- Test-Retest: similar scores when you take a test to when you retake it
(mainly if you didn’t study in between)
- Split-Half: the score of the first half of the test, should be roughly equal to
the score of the second half
iii. Validity:
- Content: are you actually testing the correct material?
- Predictive: how well do they assess the childs ability?
iv. Bias:
- Cultural Variation: the assumption that something is common
knowledge although it isn’t
- Stereotype Threat: the assumption that if someone in the group doesn’t
know it, everyone in the group doesn’t know it.
C. Types
1. Wechsler Adult Intelligence Scale (WAIS)
Unit 13 - Intelligence and Testing
- Verbal
- Performance
- Composite Score
2. SAT
- Math, Verbal, Written English, Equating
3. State/Grade-Level Exams
- CAT
4. Woodcock-Johnson
- Comprehensive knowledge
- Fluid Reasoning
- Processing Speed
- General Intellectual Ability: Composite Score
III. Psychological Assessments:
A. Goal
1. Personality
2. Disorders
B. Inventories:
1. Purpose:
- Personality: tests that are large enough to do both of the goals
- General Screening: they find areas of concern, gives therapists something
to look for/research
2. Types of Questions:
- Likert Scales: asks you to agree or disagree with a statement
- GRIT: variation for likert scale, you are asked to state weather or not a
statement applies to you, does this describe me
3. Size
- Very large: 100s of questions, easily a couple of hours
- The size of the test makes it HARDER to lie
4. Types
- i. Self-reporting
- ii. MMPI (Minnesota Multiphasic Personality Inventory)
a. Scales
- Hypochondriasis - someone who is super convinced that they are
sick (not physically) - you always think something is wrong with
you
- Depression
- Hysteria - emotional actions
- Psychopathic Deviance - are u a psychopath
- Masculine/Femininity
- Paranoia - although as the old joke goes if they are out to get you
Unit 13 - Intelligence and Testing
- Psychasthenia - fears phobias anxiety
- Schizophrenia
- Mania -
- Social Introversion - are you a shy person
- iii. California Psychological Inventory
a. Similarities: lots of questions + assess personality and screens
b. Categories:
- Poise, self-assurance, Ego
- Socialization, responsibility intrapersonal values, character
- Achievement potential and intellectual efficiency
- Intellectual and interest modes
5. Problems
- Validity
- Meaning
- Ability to cope
- Barnum effect - there is something here for everyone, if u look hard enough u will find
something wrong with everybody; Circus dude; look hard enough the results can apply to
everyone even when they dont
D. Vocational Interest Tests
1. Purpose: to identify a job you might be interested in
2. Validity: they match your answers with answers made in specific job fields
3. Strong-Campbell Interest Inventory: helping people coming back from ww2 find a job
- Question types: what you would prefer to do (would u rather ___ or would u
rather ____)
- Comparison:
- Problems: not really the truth
4. Alternatives
i. Interviews:
- Halo Effect: the interviewer really likes them regardless of what they do
- they are on the best behavior giving you what they want
- Reverse Halo Effect: the interviewer doesn’t like the person regardless of what
answer they give them
- Standout: when an applicant does something to stand out
ii. Myers-Briggs: the letter thing, you are good at these different kind of jobs
iii. Situational Asssesments: to see how they do in an actual situation