AP PSYCH Unit 11.2 Assessing Intelligence

Size: px

Start display at page:

Download "AP PSYCH Unit 11.2 Assessing Intelligence"

Michael Ferguson
5 years ago
Views:

1 AP PSYCH Unit 11.2 Assessing Intelligence

2 Review - What is Intelligence? Mental quality involving skill at information processing, learning from experience, problem solving, and adapting to new or changing environments

3 The Origins of Intelligence Testing When & why were intelligence tests created? 1 st : Francis Galton But found no correlations Wanted test to be objective but it was subjective

Alfred Binet: Predicting School Achievement 1904 French gov t: identify, study and provide special ed for struggling school children Test for reasoning, thinking, & problem solving Abilities increase

4 Alfred Binet: Predicting School Achievement 1904 French gov t: identify, study and provide special ed for struggling school children Test for reasoning, thinking, & problem solving Abilities increase with age categorized items by age that typical child could respond correctly Mental Age vs. Chronological Age When equal, considered regular intelligence Feared it would lead to labeling children & limiting opportunities for them

Lewis Terman: The Innate IQ Stanford-Binet test Stanford psychologist Terman adapted and revised Binet s test Added items for adults and revised scoring procedure (Mental Age) (Chronological Age) X

5 Lewis Terman: The Innate IQ Stanford-Binet test Stanford psychologist Terman adapted and revised Binet s test Added items for adults and revised scoring procedure (Mental Age) (Chronological Age) X 100 = IQ (Intelligence Quotient) Score of 100 would be considered average Viewed intelligence as fixed, inherited entity This and tests used for military recruits (Army Alpha) were used to reinforce prejudice against certain people (i.e. immigrants from south & eastern Europe) we will cover this later in the unit.

Modern Tests of Mental Abilities David Wechsler Late 1930s Developed new tests to improve on old tests in 3 key ways: Included both verbal and nonverbal subtests Success depended less on

6 Modern Tests of Mental Abilities David Wechsler Late 1930s Developed new tests to improve on old tests in 3 key ways: Included both verbal and nonverbal subtests Success depended less on having formal schooling Each subtest scored separately Special versions developed for adults (Wechsler Adult Intelligence Scale WAIS) and children (Wechsler Intelligence Scale for Children WISC)

7 Modern Tests of Mental Abilities Updated versions of Stanford-Binet and Wechsler tests are most commonly used intelligence tests today IQ score no longer determined by dividing mental age by chronological age Now compare total score to others at age level Average score = 100 Other scores based on amount of deviation from average normal curve Score reflects relative standing within population of your age

Capacity to learn certain things or perform certain tasks Pretests, SAT, ACT, and GRE But achieved vocabulary

8 Modern Tests of Mental Abilities Achievement Tests What you have learned already Accomplished in a particular area Standardized Tests, AP Psychology Exam Aptitude Tests Predict your ability to learn a potential new skill Capacity to learn certain things or perform certain tasks Pretests, SAT, ACT, and GRE But achieved vocabulary can influence an aptitude test, and your aptitude for learning & test-taking skills influence achievement tests

9 Think of a Bad Test You Took / Imagine You Just Took a Bad Test What do you hate about bad tests? What are qualities of bad tests? Bad multiple choice? Bad essay? How can bad tests be made better?

performance of other pretested group Everyone takes the same test

10 3 Principals of Test Construction 1. Standardization: Defining meaningful scores by comparison with performance of other pretested group Everyone takes the same test under same conditions. Helps eliminate possible bias of those giving or scoring the test, making it objective?...

11 3 Principals of Test Construction Normal Curve symmetrical, bell-shaped curve that describes the distribution of physical and psychological attributes Most scores near average, fewer and fewer lie near extremes Allows scores to be compared statistically

12 3 Principals of Test Construction Standardization group: Representative sample of people pretested to determine meaningful scores Percentile score: Percent of individuals in normative group whom the individual has scored above

14 2. Reliability Consistent The degree to which a test can be repeated with the same results

calculated b/w person s scores on 2 comparable halves of test

15 2. Reliability Test-Retest Reliability A group of people take the same test twice Split-half Reliability Correlation is calculated b/w person s scores on 2 comparable halves of test Alternate Form Reliability Different, but similar test on 2 nd trial

16 3. Validity Accurate The degree to which test scores are interpreted correctly and used appropriately Test measures or predicts what it is supposed to If you used an inaccurate tape measure to measure height, your report would have high reliability but low validity

17 3. Validity Content validity Content of a test is a fair, information on test is what was supposed to be tested. You get AP PSYCH tests in AP PSYCH class, not AP BIO tests in here Predictive validity The success with which a test predicts the outcome or behavior it is designed to predict

18 Reliability (consistent) vs Validity (accurate)

19 Losing Predictive Validity The narrower the range of weights, the lower the predictive power of body weight becomes

20 The Dynamics of Intelligence

intelligence? At what age can we start predicting?

scores By age 7, they stabilize (but aren t always

21 Stability or Change? Review: What happens to our mental abilities later in life (Unit 9 Developmental Psych)? Can we observe infants and determine future intelligence? At what age can we start predicting? By age 4 we can reliably test and predict future scores By age 7, they stabilize (but aren t always fixed) +.86 correlation with SAT & GRE verbal scores Scotland longitudinal study 11 years old & again at 80 = +.66 correlation

22 Scotland Longitudinal Study

23 Women Life Span & Intelligence Correlation of Scotland Study

24 Low Extreme of Intelligence Intellectual disability (formerly mental retardation) Limited mental ability IQ of 70 or below Difficulty in adapting to demands of life Varies from mild to profound 1% of population 50% more males than females

25 Low Extreme of Intelligence Down Syndrome physical cause Caused by extra chromosome 21 Intellectual disability and associated physical disorders Newest trend mainstreamed into society & classrooms Should society be able to apply the death penalty to intellectually disabled murderers?

27 High Extreme of Intelligence Lewis Terman California study IQ over 135 children were not maladjusted later in life Healthy. Successful academically Might be more introverted, but thriving Should there be segregated gifted education?

28 High Extreme of Intelligence Self-Fulfilling Prophecy labeled ungifted may be influenced to stay lower level Can gifted education widen the achievement gap? Appropriate Developmental Placement suited to each child s talents promotes equity & excellence

Myers Psychology for AP, 2e

Myers Psychology for AP, 2e David G. Myers PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, 2014 AP is a trademark registered and/or owned by the College Board, which