Transcript Intelligence Testing - NHV Regional HS District | North

Intelligence Testing
Types of Tests
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Stanford-Binet2-23 years
 Really want to use after 3, 2 doesn’t tell us too much
 Developmental delays may not be seen until 5
 Verbal Reasoning, Quantitative Reasoning,
Abstract/Visual Reasoning
 Short-Term Memory
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Wechsler Preschool and Primary Scale of
Intelligence (WPPSI)3-7 years of age
 Assess intellectual functioning
 Subtests like object assembly, geometric design,
block design, mazes, picture completion, animal
pegs, comprehension, arithmetic, vocabulary,
similarities, sentences
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Wechsler Intelligence Scale for Children
(WISC)Ages 6-16
 Verbal subtests are oral
 Performance tests are times and allows bonus points
for quickness
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WISC
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Within the Verbal Scale are the following subtests and what they
measure:
Information (measures a child's range of factual information)
Similarities (measures a child's ability to categorize)
Arithmetic (measures the ability to solve computational math
problems)
Vocabulary (measures the ability to define words)
Comprehension (measures the ability to answer common sense
questions)
Digit Span (short-term auditory memory)
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Within the Performance Scale are the following subtests and
what they measure:
Picture Completion (telling what's missing in various pictures)
Coding (copying marks from a code; visual rote learning)
Picture Arrangement (arranging pictures to tell a story)
Block Design (arranging multi-colored blocks to match printed
design)
Object Assembly (putting puzzles together - measures nonverbal
fluid reasoning)
Description of the possible scores
and their meaning
Test Standard Score
130+
120 -129
110 – 119
90 – 109
80 – 89
70 – 79
69 and below
Percentile
98%
91 - 97%
75 - 90%
25 - 74%
9 - 24%
2 - 8%
1%
Meaning
very superior (gifted)
superior
high average
average
low average
borderline
mentally impaired
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Wechsler Adult Intelligence Scale16-74
 Determines vocational ability
 Assesses adult intellectual ability
 Determines organic deficits
 Used for neurological defects
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Woodcock-Johnson III
Can be used from ages 2 – 90+
 Measures general intellectual ability, specific
cognitive abilities, scholastic aptitude, oral language
and achievement
 Uses of the WJ III:
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Diagnosing learning disabilities, plan educational and
individual programs, assess growth, provide guidance in
educational and clinical settings
Differential Ability Scales
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Purpose: Assess
multidimensional abilities
For: Ages 2.6-17.11 years
Administration: Individual
Time: Full cognitive battery:
45-65 minutes
Achievement tests: 15-25
minutes
What do they measure?
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Mental ability tests
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Intelligence testing-measure general mental abilitytends to measure future potential
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Aptitude tests-assess specific mental abilities – but
more importantly it measures future potential
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Achievement tests-measures what a person had
learned (used a lot in vocational planning)
Personality testing
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Evaluates aspects such as:
 Motives
 Interests
 Values
 Attitudes
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These tests tend to be
questioned because they
often “back you into a
corner” with specific
answers when personality
is not quite like that
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One of the most widely
utilized personality tests is
the MMPI
Concepts in psychological testing
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Why are tests standardized?
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So that everyone takes the
test under the same
conditions. When there are
special conditions (e.g., if a
bee flies in the room during
SAT testing or there is a fire
drill) they may have to be
reported as they may affect
results.
Norming
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This is the group that we
base scores on. This is
referred to as the sample.
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When creating a
psychological test, the
group that was utilized to
create the standard
scores must be reported
(e.g., age, gender,
ethnicity)
Types of reliability
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Test reliability
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Refers to the ability of a test to yield the same scores
consistently – however, refers to different administrations of
the same test
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Test-retest reliability refers to the ability of the same exact
test yielding similar scores
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Split-half reliability – when there are two sets of questions
asked within the same test – they should yield similar scores
(usually they are normed prior to distributing)
Validity
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Validity – does the test measure what it is
supposed to measure?
Construct validity-does the test comprehend the
domain it is supposed to?
Content validity – does content actually measure
what the test is supposed to measure? Are there
enough questions to actually reflect a diagnosis?
Validity
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Criterion-related validitywhen the scores from one
test correlate with another
measure – can be in the form
of another written test or a
performance test
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Face validity – if people don’t
take your test seriously, there
answers may not accurately
reflect how they feel
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Concurrent validity-the ability to distinguish between groups that it
should theoretically be able to distinguish between. For example, if we
come up with a way of assessing manic-depression, our measure
should be able to distinguish between people who are diagnosed
manic-depression and those diagnosed paranoid schizophrenic
or those who are “normal”
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Predictive validity-we assess the ability to predict something it should
theoretically be able to predict. Businesses often give tests to future
employees that are supposed to predict how well they will do on
the job.
• Convergent validity-the degree to which the
test/program is similar to (converges on) others
that it theoretically should be similar to.
• Divergent validity-the degree to which the
test/program is not similar to (diverges from)
others that it theoretically should be not be
similar to.
Intelligence testing scores
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Remember, intelligence tests are really not reliable
predictors of future potential before the age of 7!!
Two-factor theory of intelligence
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Spearman and the
concept of g and s
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g refers to general
intelligence
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s refers to specific
intelligence
L.L. Thurstone-Multiple
intelligences
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Verbal Comprehension
Word Fluency
Number Facility
Spatial Visualization
Associative Memory
Perceptual Speed
Reasoning
Howard Gardner’s Multiple
Intelligence Theory
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Visual / Spatial Intelligence
Musical Intelligence
Verbal Intelligence
Logical/Mathematical
Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Bodily / Kinesthetic
Intelligence
Sternberg
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Fluid intelligence – refers to speed at which one
is able to process information. Tends to
decrease with age.
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Crystallized intelligence – Stored knowledge and
experience. How much wisdom or vocabulary
we have does not decrease with age.
Intelligence and race
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The book The Bell Curve
sparked heated debate about
the issue of race and
intelligence tests
Research tends to
demonstrate that it is not a
matter of race, rather
socioeconomics
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Stereotype threat
(vulnerability)-people of
different races tend to exhibit
lower test scores when they
feel that they may be judged
based on their race/ethnicity
Mental Retardation and Giftedness
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Approximately 2 in 100 have an IQ below 70
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Approximately 2 in 100 have an IQ above 130
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95% of the people fall between 70 and 130
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IQ scores help us identify people with mental
retardation
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IQ tests should be measured against
observations of adaptive skills (social, home
living, communication skills)
How to diagnose
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The first step in diagnosis is to have a qualified person
give one or more standardized intelligence tests and a
standardized adaptive skills test, on an individual basis.
The second step is to describe the person's strengths
and weaknesses across four dimensions. The four
dimensions are:
1. Intellectual and adaptive behavior skills
2. Psychological/emotional considerations
3. Physical/health/etiological considerations
4. Environmental considerations
Levels of Mental Retardation
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1) Borderline (mild)-51-70-with special training,
they can read and write, become socially
competent, master simple occupational skills
and become self-supporting.
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Can achieve a 6th grade education level
85% fall in this category
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2) Moderate – 36-50-with special training and
education, they can learn to become partially
independent in their everyday lives – need help
from family
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Can achieve a 4th grade level education
10% fall in this category
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3) Severely – 20-35-With help can acquire skills in
regards to taking care of themselves. Requires
full supervision.
Can achieve that of a 3-4 year old
Approximately 4% fit in here
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Profoundly – 20 and below-very little they can
do on their own. Lowest level of functioning.
May need help feeding and going to the
bathroom.
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Cannot achieve that much, very similar to a baby
Approximately 1% fit in here
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Causes of Mental Retardation
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Genetic causes –
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Down’s syndrome-Results
from having an extra
chromosome on the 21st
pair
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Slanted eyes
Shortened limbs
Widened nose
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Other Genetic Conditions
These result from abnormality of genes inherited from
parents, errors when genes combine, or from other
disorders of the genes caused during pregnancy by
infections, overexposure to x-rays and other factors.
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More than 500 genetic diseases are associated with
mental retardation. PKU (phenylketonuria), an inborn
error of metabolism because caused by a defective
enzyme, is one.
Problems during pregnancy
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Use of alcohol or drugs by the pregnant mother can
cause mental retardation. Recent research has
implicated smoking in increasing the risk of mental
retardation.
Other risks include malnutrition, certain environmental
contaminants (teratogens), and illnesses of the mother
during pregnancy, such as rubella and syphillis.
Pregnant women who are infected with HIV may pass
the virus to their child, leading to future neurological
damage.
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Problems at birth - Although any birth condition of
unusual stress may injure the infant's brain, prematurity
and low birth weight predict serious problems more
often than any other conditions.
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Problems after birth - Childhood diseases such as
whooping cough, chicken pox, measles, and Hib
disease which may lead to meningitis and encephalitis
can damage the brain, as can accidents such as a blow
to the head or near drowning. Lead, mercury and other
environmental toxins can cause irreparable damage to
the brain and nervous system.
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Poverty and cultural deprivation - Children in
poor families may become mentally retarded
because of malnutrition, disease-producing
conditions, inadequate medical care and
environmental health hazards.
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Children in disadvantaged areas may be deprived
of many common cultural and day-to-day
experiences provided to other youngsters.
Research suggests that such under-stimulation
can result in irreversible damage and can serve
as a cause of mental retardation.
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Other interventions have reduced the chance of
mental retardation
Removing lead from the environment reduces brain
damage in children.
 Child safety seats and bicycle helmets reduce head
trauma.
 Early intervention programs with high-risk infants
and children have shown remarkable results in
reducing the predicted incidence of subnormal
intellectual functioning.
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Early comprehensive prenatal care and
preventive measures prior to and during
pregnancy increase a woman's chances of
preventing mental retardation.
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Pediatric AIDS is being reduced by AZT
treatment of the mother during pregnancy, and
dietary supplementation with folic acid reduces
the risk of neural tube defects.
Correlations of IQ and Relationship
Genetic Overlap
Relationship
Correlation
Coefficient
100%
Identical Twins raised together
.85
100%
Identical Twins raised apart
.71
50%
Fraternal Twins raised together
.60
50%
Siblings raised together
.47
50%
Siblings raised apart
.25
50%
Biological parent and child living together
.42
50%
Biological parent and child living apart
.23
0%
Adoptive parent and child living together
.23
0%
Adoptive siblings living apart
.31
12.5%
Cousins raised apart
.15
Goleman’s theory of Emotional
Intelligence
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Goleman argues that conventional IQ tests are
too narrow and that a person’s EQ may be a
better determinant of success than IQ
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This is because some people with a high IQ are
sometimes socially and interpersonally inept
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To have a high EQ one must have:
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An understanding of themselves, their goals,
intentions, responses and behavior
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An understanding of others and their feelings
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Five domains of EQ:
Knowing your emotions
 Managing your own emotions
 Motivating yourself
 Recognizing and understanding other’s emotions
 Managing relationships – managing emotions of others
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Stereotype Threat and Intelligence
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Girls and low-income minorities tend to have
lower test scores
Girls tend to have lower math scores
Minorities tend to have lower reading and
vocabulary scores
Can be improved by teaching them to get
around the pressure associated with negative
stereotypes of these groups
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Some observations:
62% of African-Americans do not finish college
 Only 41% of whites do not finish college
 Girls appear to do well in math/science in
elementary school, but we see a decline in middle
and high school
 In college, women are 43% of the population, but
only 22% are in the field of science
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Why do these differences occur?
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Some suggest that we have innate “math” genes – but
then why do girls do okay early on?
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Perhaps limited access to a good education is the
reason
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Cultural constraints – cultural expectations about
women and math
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Poor performance grades for minorities exist across
social classes
Stereotype Threat
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Seems to arise in situation in which a stereotype
might be relevant
Test is perceived to have stereotype-relevant
qualities
Seems to affect those who identify themselves
according to culture (and stereotype)
The threat is to their self identity
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The threat occurs when group members become
concerned about confirming the stereotype
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This concern may cause the person to perform
poorly on test
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Seem to perform better when they are
performing under neutral conditions
Inherited vs. Heritability
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Heritability is the proportion that a trait is due to
genetic factors with the remaining factors attributed to
the environment
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For IQ, some estimate that the heritability rate is about
80%, that is, 80% of one’s intelligence is due to genetic
factors and 20% is due to environmental factors. This
is not for ONE individual but a generalization we can
make about humans in general.
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Inherited is what we
individually receive from
our parents