Measurement of Intelligence

Types of Intelligence Test

Limitations of Intelligence Testing
Affective Correlates of Intelligence
Reporter: Arvin June Rojo
Outline:

 What is intelligence?
 Measurement of Intelligence
 Intelligence Quotient
 Emotional Intelligence Quotient
 Social Intelligence Quotient
 Types of Intelligence Test
 Limitations of Intelligence Testing
 Affective Correlates of Intelligence
 Aptitude
 Interest
 Attitude
 Values
What is intelligence?

Psychologist Robert Sternberg defined intelligence

as "the mental abilities necessary for adaptation to,
as well as shaping and selection of, any
environmental context” (1997, p. 1)
Intelligence Quotient

It is a measure of a person’s reasoning ability. In

short, it is supposed to gauge how well someone
can use information and logic to answer questions
or make predictions. IQ tests begin to assess this by
measuring short- and long-term memory. They also
measure how well people can solve puzzles and
recall information they’ve heard — and how quickly.
Emotional Intelligence Quotient

Emotional Intelligence is the “ability to monitor one’s

own and other people’s emotions, to discriminate
between different emotions and label them
appropriately, and to use emotional information to
guide thinking and behavior” (Salovey and Mayer,
1990).
Four key components of Emotional Intelligence
Social Intelligence Quotient

It is the ability of a person to tune into other people’s

emotions and read the subtle behavioral cues to
choose the most effective response in a given
situation
TYPES OF INTELLIGENCE TEST
Based on number of individuals to be tested:

Individual test –may include several types of tasks and

may involve easel test books for pointing responses,
puzzle and game-like tasks, and question and answer
sessions. Some tasks are timed.
Group test - usually consist of a paper test booklet and
scanned scoring sheets. Group achievement tests, which
assess academic areas, sometimes include a cognitive
measure
Based on the forms of test:

Verbal test – uses language or paper and pencil

Non-verbal test – they are meant for students who
have speech, language, or hearing impairments
or who are not verbally communicative
 Performance Intelligence Test
 Picture arrangement test
 The subject is given the task to arrange the pictures as quickly as possible so that a reasonable and
meaningful story is formed
 Picture completion test
 A type of test consisting of drawings of familiar objects with features missing. The task is to recognize and
specify the missing parts
 Object assembly test
 A type of intelligence test item or subtest in which the respondent tries to fit a number of shapes together to
form a recognizable object. It measures visual-motor, problem-solving, visual anticipation skills
 Digit symbol test
 The digit symbol substitution test is an evaluation tool used to assess cognitive functioning.
 Block design test
 It is a subtest on many IQ test batteries used as part of assessment of human intelligence. It is thought to tap
spatial visualization ability and motor skill.
Intelligence tests based on Scientists

Stanford-Binet Intelligence Scale

Ravens Progressive Matrices
Wechsler test
Stanford-Binet Intelligence Test

The Stanford-Binet is a measure of general intelligence

made up of a wide variety of tasks including vocabulary,
memory for pictures, naming of familiar objects, repeating
sentences, and following commands.
It is the first official intelligence assessment.
It was prepared by Alfred Binet and Theodore Simon
Raven’s Progressive Matrices

It is a nonverbal test typically used to measure

general human intelligence and abstract
reasoning and is regarded as a non-verbal
estimate of fluid intelligence.
Wechsler Adult Intelligence Scale (WAIS)

The Wechsler Adult Intelligence Scale (WAIS) is an

intelligence test first published in 1955 and
designed to measure intelligence in adults and
older adolescents. The test was designed by
psychologist David Wechsler, who believed that
intelligence was made up of a number of different
mental abilities rather than a single general
intelligence factor.
LIMITATIONS OF INTELLIGENCE TESTING

Intelligence tests are designed to measure mental

capacity, function and intellectual skills such as
reasoning and understanding. For years, intelligence
test results have been used in diagnoses, to make
decisions about educational placement and to quantify
how "smart" someone is. However, even when valid and
reliable cognitive tests are administered by clinically
trained professionals, there are drawbacks to testing
intelligence in this way.
1. Limited Measurement

 Intelligence tests measure specific thinking skills, such as reasoning

and comprehension. However, intelligence consists of multiple skills
and ways of thinking that are affected by genetics, environment,
opportunities and experiences. Misconceptions that intelligence
tests determine whether or not someone is "smart" lead to too much
emphasis on one score that does not include every aspect of
intelligence. Different elements of intelligence depend on the test
taker’s situation and one test cannot cover every possible situation.
Even tests with verified reliability and validity only measure a limited
number of thinking skills.
2. Measure of Experience, Not Biology

 Intelligence tests feature questions about concepts and objects based on

context. Just because someone might not give the "correct" answer because the
question is about something unfamiliar does not mean she isn't intelligent. For
example, if an inner city student and a rural student both take the same test, and
it has a question about a farm animal, missing the question because it is about
something unfamiliar does not make the inner city student any less intelligent.
 Intelligence tests measure how students respond to their environments; it doesn't
measure their genetic predispositions. While genes will play some part in how
students respond to what goes on around them, intelligence tests cannot
measure their biological makeup or their true potential for being "smart."
Therefore, they are inaccurate measures of true ability
3. Biased Norms

 Intelligence tests are normed on students with relatively privileged backgrounds

and experiences, and this creates a bias in scoring. These norms put students
from higher income families at an advantage over students from lower income
families, because the advantaged students have more access to resource and
enriching experiences.
 Scores on IQ tests are affected by date of birth and how early students begin
attending school. Students who begin school when they're older -- because they
were born later in the year and are held back by age restrictions -- will be at a
disadvantage. These variables are not accounted for in test norms.
4. Inaccurate Placement

 While students are no longer diagnosed with learning disorders based on

discrepancies between achievement and IQ scores, students are still often
labeled and placed in classes based on intelligence assessments. Because a
student's score does not truly reflect his abilities, however, placing him in a less
challenging educational environment can prevent him from getting the
knowledge or skills that would raise that score. For example, a low-income
student with limited experiences may have a low IQ score because he is not
familiar with some of the concepts presented in the questions. This can become
a vicious cycle: Students who have more resources have more access to
opportunities, while students who lack resources miss out on these opportunities.
Students with better opportunities score higher and thus have access to more
resources.
AFFECTIVE CORRELATES OF INTELLIGENCE
Aptitude

 An aptitude is a combination of characteristics

 Indicative of an individual‘s capacity to acquire (with training)
some specific knowledge, Skill or a set of organized responses,
such as the ability to speak a language,
To become a musician, to do mechanical work.
Measurement of Aptitude

Aptitude tests have been devised to measure the aptitudes of

individuals in various fields of activities.

 Specialized Aptitude tests

 Mechanical aptitude tests
 Musical aptitude tests
 Art judgment tests
 Professional aptitude tests
 Scholastic aptitude tests
Professional aptitude tests

Teaching aptitude
Clerical aptitude
Medicine
Engineering
Law
Salesmanship
Research
Interest

 Interest may refer to the motivating force that impels us to attend a

person, a thing or an activity or it may be the affective experience
that has been stimulated by the activity itself. In other words it can
be the cause of an activity and the result of participation in the
activity‖ Crow and Crow (1973)
 Interest is that enduring mental system which sustains contains and
continues the activity called attention. (1946 B.N. Jha)
 It is the central force that drives the whole machinery of the
teaching learning process.
Interests’ characteristics
1. Our interests are very much linked with our wants, motives, drives and
basic needs.
2. Interests are not permanent and fixed.
3. Interest changes as a result of maturation, learning and other internal
as well as external factors and conditions.
4. It is a great motivating force.
 Teachers’ role
Teachers should realize that there exists great variation among
individuals in relation to specific tastes and interests and should motivate
them properly.
Attitude

 Attitudes are learned dispositions to respond in a favorable or unfavorable

manner to a particular person, behavior belief or thing.
Eagly and Chaiken

 An attitude is a readiness to respond in such a way that behaviour is given a

certain direction
Travers (1973)

 An attitude is a predisposition or readiness to respond in a pre-determined

manner to relevant stimuli.
Whilttaker (1970)
Characteristics of Attitude

1. Attitudes have a subject-object relationship

2. Attitudes are learned
3. Attitudes are relatively enduring states of readiness
4. Attitudes have motivational – affective characteristics
5. It ranges from strongly positive to strongly negative.
Role of teacher
1. Teacher should realize the importance of attitude formation in students to make
them respond properly.
2. Teacher should develop in them the attitude which he meant to develop in
learners.
3. Provide indirect experiences to learners so that proper attitudes will be
developed in them.
4. Organize Group activities in such a way that desirable attitudes can be
developed in the learners by means of association.
5. Bring essential changes in the methods of instruction so as to make learners have
positive attitude towards the subject.
Values

Values are affectively-laden thoughts about objects, ideas, behavior,

etc. that guide behavior, but do not necessarily require it (Rokeach,
1973). The act of valuing is considered an act of making value
judgments, an expression of feeling, or the acquisition of and
adherence to a set of principles. We are covering values as part of
the affective system. However, once they are developed they
provide an important filter for selecting input and connecting
thoughts and feelings to action and thus could also be included in a
discussion of the regulatory system.
Difference between Interest, Aptitude and Attitude

 Interest may refer to the motivating force that impels us to attend a person, a thing or an activity
 Aptitude is an individual‘s capacity to acquire (with training) some specific knowledge, Skill or a set of
organized responses.
 Attitude is a readiness to respond in such a way that behaviour is given a certain direction.
 Interest may refer to the motivating force that impels us to attend a person, a thing or an activity
 • Aptitude is an individual‘s capacity to acquire (with training) some specific knowledge, Skill or a set of
organized responses.
 Attitude is a readiness to respond in such a way that behaviour is given a certain direction.
 Interest can be the cause of an activity and the result of participation in the activity.
 A person interested in a particular activity may or may not have aptitude for that.
 Attitudes are learned.