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Intelligence tests- tests for assessing a person’s mental abilities and comparing
them with the abilities of other people by the means of numerical scores
I. Origins of
a. Sir Francis Galton
i. Did the 1st quantative tests of mental abilities
ii. Male upper-class were superior in intelligence
b. Alfred Binet/ Simon
i. hired by Paris to develop a test to determine which students
might need help in school
c. Lewis Terman
i. Revised Binet test to fit US (Cali)
ii. Stanford-Binet test
1. Stern- IQ factor mental age=chronological age*100
II. What is intelligence?
a. IQ is a concept- to regard it as real, concrete is reification
b. Intelligence is a person’s capacity for a goal directed adapted
behaviorincludes several abilities
i. Factor analysis approach=statistical procedure that “clusters”
different types of intelligence questions together that test the
same kind of intelligence
ii. G factor-spearman’s theory that there is a general capacity
that underlies specific mental abilities
c. Gardner and multiple intelligences
i. Devised a curriculum for schools to tap all 7 intelligences (8
now)
d. Sternberg and Wagner- stated that there are 3 types of intelligence
i. academic problem solving- one answer
ii. practical intelligence- required for everyday tasks, multiple
solutions-required for everyday tasks, multiple solutions
iii. creative intelligence- reaction to novel situations, solving
riddles, problem solving
III. Neurological measurements of intelligence
a. Head size and intelligence no
b. brain size and intelligence maybe so
c. seems to be a link between how quickly we perceive what is
stimulating thinking and intelligence=perception of things
i. speedy seems to be a predictor of some levels of
intelligence
IV. assessing information (test on mental ability)
a. aptitude- your ability to learn
b. achievement- what you have learned
c. when one is way out indicated learning problems
i. WAIS/WISC- mostly used intelligence test because it is
designed to test both aptitude and achievement
d. Test construction- ideal bell shaped pattern
i. Standardization- all needs revision from time to time due to
changes in society (number of students entering college
today vs. 50’s_= Flynn effect
ii. Reliability- test/retest the same group
iii. Validity- does it test what you want to test
1. aptitude tests have predictive value and predict future
possibilities for academic achievement but not in life
(EQ vs. IQ)
2. SAT is not predictive, why?
a. Same scores for all admits
b. Some people are on a party passes
c. Have learned laziness etc.
V. Dynamics of Intelligence
a. High scoring adolescents tend to have been early readers
b. Scores stabilize with age- little change after high school age
c. Extremes in IQ
i. Challenged <70 and difficulty adapting to everyday demands
ii. Giftedness >130 (seem to be able to process sensory stimuli
for processing more quickly)
d. Creativity- the ability to produce novel ideas
VI. Genetics and environment in relation to intelligence
a. Significance between intelligence and heredity
i. With age, genetic influences become apparent
ii. Adopted children’s scores more closely resemble those of
biological parents
b. Environmental
i. Other than neglectful/dwarfed=no significance except high
quality preschools improve performance because better
attitudes are formed
c. Ethnic similarities/differences
i. Cultures rise and fall over centuries; genes do not. This fact
makes it difficult to attribute a natural superiority to any race
d. Genetic similarities/differences
i. Girls are better spellers, talk earlier, stutter less, and need
less remediation for reading
ii. Boys seem to score higher on math problems