Intelligence Testing. Types of Tests Stanford-Binet- Stanford-Binet- 2-23 years 2-23 years Really want to use after 3, 2 doesn’t tell us too much Really.

Intelligence Intelligence TestingTesting

Types of TestsTypes of Tests

Stanford-Binet-Stanford-Binet- 2-23 years2-23 years Really want to use after 3, 2 doesn’t tell Really want to use after 3, 2 doesn’t tell

us too muchus too much Developmental delays may not be seen Developmental delays may not be seen

until 5until 5 Verbal Reasoning, Quantitative Verbal Reasoning, Quantitative

Reasoning, Abstract/Visual ReasoningReasoning, Abstract/Visual Reasoning Short-Term MemoryShort-Term Memory

Wechsler Preschool and Primary Wechsler Preschool and Primary Scale of Intelligence (WPPSI)-Scale of Intelligence (WPPSI)- 3-7 years of age3-7 years of age Assess intellectual functioningAssess intellectual functioning Subtests like object assembly, Subtests like object assembly,

geometric design, block design, mazes, geometric design, block design, mazes, picture completion, animal pegs, picture completion, animal pegs, comprehension, arithmetic, vocabulary, comprehension, arithmetic, vocabulary, similarities, sentencessimilarities, sentences

Wechsler Intelligence Scale for Wechsler Intelligence Scale for Children (WISC)-Children (WISC)- Ages 6-16Ages 6-16 Verbal subtests are oral Verbal subtests are oral Performance tests are times and allows Performance tests are times and allows

bonus points for quicknessbonus points for quickness

WISCWISC Within the Verbal Scale are the following subtests Within the Verbal Scale are the following subtests

and what they measure: and what they measure: Information (measures a child's range of factual Information (measures a child's range of factual

information) information) Similarities (measures a child's ability to Similarities (measures a child's ability to

categorize) categorize) Arithmetic (measures the ability to solve Arithmetic (measures the ability to solve

computational math problems) computational math problems) Vocabulary (measures the ability to define words) Vocabulary (measures the ability to define words) Comprehension (measures the ability to answer Comprehension (measures the ability to answer

common sense questions) common sense questions) Digit Span (short-term auditory memory) Digit Span (short-term auditory memory)

Within the Performance Scale are the following Within the Performance Scale are the following subtests and what they measure: subtests and what they measure:

Picture Completion (telling what's missing in various Picture Completion (telling what's missing in various pictures) pictures)

Coding (copying marks from a code; visual rote Coding (copying marks from a code; visual rote learning) learning)

Picture Arrangement (arranging pictures to tell a Picture Arrangement (arranging pictures to tell a story) story)

Block Design (arranging multi-colored blocks to match Block Design (arranging multi-colored blocks to match printed design) printed design)

Object Assembly (putting puzzles together - measures Object Assembly (putting puzzles together - measures nonverbal fluid reasoning) nonverbal fluid reasoning)

Description of the possible Description of the possible scores and their meaning scores and their meaning

Test Standard Score Percentile Test Standard Score Percentile Meaning Meaning

130+ 98% very superior 130+ 98% very superior

(gifted) (gifted)

120 -129 91 - 97% superior 120 -129 91 - 97% superior

110 – 119 75 - 90% high 110 – 119 75 - 90% high average 90 – 109 25 - 74% average 90 – 109 25 - 74% average 80 – 89 9 - 24% average 80 – 89 9 - 24% low average 70 – 79 2 - 8% low average 70 – 79 2 - 8% borderline 69 and below 1% borderline 69 and below 1% mentally impaired mentally impaired

Wechsler Adult Intelligence Scale-Wechsler Adult Intelligence Scale- 16-7416-74 Determines vocational ability Determines vocational ability Assesses adult intellectual abilityAssesses adult intellectual ability Determines organic deficitsDetermines organic deficits Used for neurological defectsUsed for neurological defects

Woodcock-Johnson IIIWoodcock-Johnson III Can be used from ages 2 – 90+Can be used from ages 2 – 90+ Measures general intellectual ability, Measures general intellectual ability,

specific cognitive abilities, scholastic specific cognitive abilities, scholastic aptitude, oral language and achievementaptitude, oral language and achievement

Uses of the WJ III:Uses of the WJ III: Diagnosing learning disabilities, plan Diagnosing learning disabilities, plan

educational and individual programs, assess educational and individual programs, assess growth, provide guidance in educational and growth, provide guidance in educational and clinical settingsclinical settings

Differential Ability ScalesDifferential Ability Scales Purpose: Purpose: Assess Assess

multidimensional multidimensional abilitiesabilities

For: For: Ages 2.6-17.11 Ages 2.6-17.11 yearsyears

Administration: Administration: IndividualIndividual

Time: Time: Full cognitive Full cognitive battery: 45-65 minutesbattery: 45-65 minutesAchievement tests: 15-Achievement tests: 15-25 minutes25 minutes

What do they measure?What do they measure?

Mental ability testsMental ability tests Intelligence testing-measure general mental Intelligence testing-measure general mental

ability-tends to measure future potentialability-tends to measure future potential

Aptitude tests-assess specific mental abilities Aptitude tests-assess specific mental abilities – but more importantly it measures future – but more importantly it measures future potentialpotential

Achievement tests-measures what a person Achievement tests-measures what a person had learned (used a lot in vocational had learned (used a lot in vocational planning) planning)

Personality testingPersonality testing Evaluates aspects such Evaluates aspects such

as:as: MotivesMotives InterestsInterests ValuesValues AttitudesAttitudes

These tests tend to These tests tend to be questioned be questioned because they often because they often “back you into a “back you into a corner” with specific corner” with specific answers when answers when personality is not personality is not quite like thatquite like that

One of the most One of the most widely utilized widely utilized personality tests is the personality tests is the MMPIMMPI

Concepts in Concepts in psychological testingpsychological testing

Why are tests Why are tests standardized?standardized?

So that everyone takes So that everyone takes the test under the same the test under the same conditions. When there conditions. When there are special conditions are special conditions (e.g., if a bee flies in the (e.g., if a bee flies in the room during SAT testing room during SAT testing or there is a fire drill) or there is a fire drill) they may have to be they may have to be reported as they may reported as they may affect results.affect results.

NormingNorming This is the group that This is the group that

we base scores on. we base scores on. This is referred to as This is referred to as the the samplesample..

When creating a When creating a psychological test, psychological test, the group that was the group that was utilized to create the utilized to create the standard scores must standard scores must be reported (e.g., be reported (e.g., age, gender, age, gender, ethnicity)ethnicity)

Types of reliabilityTypes of reliability Test reliabilityTest reliability

Refers to the ability of a test to yield the same Refers to the ability of a test to yield the same scores consistently – however, refers to scores consistently – however, refers to different administrations of the same testdifferent administrations of the same test

Test-retest reliability refers to the ability of Test-retest reliability refers to the ability of the same exact test yielding similar scoresthe same exact test yielding similar scores

Split-half reliability – when there are two sets Split-half reliability – when there are two sets of questions asked within the same test – they of questions asked within the same test – they should yield similar scores (usually they are should yield similar scores (usually they are normed prior to distributing)normed prior to distributing)

ValidityValidity

Validity – does the test measure what it Validity – does the test measure what it is supposed to measure?is supposed to measure?

Construct validity-does the test Construct validity-does the test comprehend the domain it is supposed comprehend the domain it is supposed to?to?

Content validity – does content actually Content validity – does content actually measure what the test is supposed to measure what the test is supposed to measure? Are there enough questions measure? Are there enough questions to actually reflect a diagnosis?to actually reflect a diagnosis?

ValidityValidity Criterion-related Criterion-related

validity-when the scores validity-when the scores from one test correlate from one test correlate with another measure – with another measure – can be in the form of can be in the form of another written test or a another written test or a performance testperformance test

Face validity – if people Face validity – if people don’t take your test don’t take your test seriously, there answers seriously, there answers may not accurately may not accurately reflect how they feelreflect how they feel

Concurrent validity-Concurrent validity-the the aability to distinguish bility to distinguish between groups that it should theoretically be able to between groups that it should theoretically be able to distinguish betweendistinguish between. For example, if we come up with . For example, if we come up with a way of assessing manic-depression, our measure a way of assessing manic-depression, our measure should be able to distinguish between people who are should be able to distinguish between people who are diagnosed manic-depression and those diagnosed diagnosed manic-depression and those diagnosed paranoid schizophrenic or those who are “normal”paranoid schizophrenic or those who are “normal”

PPredictive validity-redictive validity-we assess the we assess the ability to predict ability to predict something it should theoretically be able to predictsomething it should theoretically be able to predict. . Businesses often give tests to future employees that Businesses often give tests to future employees that are supposed to predict how well they will do on the are supposed to predict how well they will do on the job.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 Intelligence testing scoresscores

Remember, intelligence tests are really not Remember, intelligence tests are really not reliable predictors of future potential reliable predictors of future potential before the age of 7!!before the age of 7!!

Two-factor theory of Two-factor theory of intelligenceintelligence Spearman and the Spearman and the

concept of concept of g g and and ss

g g refers to general refers to general intelligenceintelligence

s s refers to specific refers to specific intelligenceintelligence

L.L. Thurstone-Multiple L.L. Thurstone-Multiple intelligencesintelligences

Verbal Verbal Comprehension  Comprehension 

Word Fluency  Word Fluency  Number Facility  Number Facility  Spatial Spatial

Visualization  Visualization  Associative Associative

Memory  Memory  Perceptual Speed  Perceptual Speed  Reasoning  Reasoning 

Howard Gardner’s Multiple Howard Gardner’s Multiple Intelligence TheoryIntelligence Theory

Visual / Spatial Visual / Spatial Intelligence Intelligence

Musical Intelligence Musical Intelligence Verbal Intelligence Verbal Intelligence Logical/Mathematical Logical/Mathematical

Intelligence Intelligence Interpersonal Interpersonal

Intelligence Intelligence Intrapersonal Intrapersonal

Intelligence Intelligence Bodily / Kinesthetic Bodily / Kinesthetic

Intelligence Intelligence

SternbergSternberg

Fluid intelligence – refers to speed Fluid intelligence – refers to speed at which one is able to process at which one is able to process information. Tends to decrease with information. Tends to decrease with age.age.

Crystallized intelligence – Stored Crystallized intelligence – Stored knowledge and experience. How knowledge and experience. How much wisdom or vocabulary we have much wisdom or vocabulary we have does not decrease with age.does not decrease with age.

Intelligence and raceIntelligence and race The book The book The Bell The Bell

CurveCurve sparked heated sparked heated debate about the issue debate about the issue of race and of race and intelligence testsintelligence tests

Research tends to Research tends to demonstrate that it is demonstrate that it is not a matter of race, not a matter of race, rather socioeconomicsrather socioeconomics

Stereotype threat Stereotype threat (vulnerability)-people (vulnerability)-people of different races tend of different races tend to exhibit lower test to exhibit lower test scores when they feel scores when they feel that they may be that they may be judged based on their judged based on their race/ethnicityrace/ethnicity

Mental Retardation and Mental Retardation and GiftednessGiftedness

Approximately 2 in 100 have an IQ Approximately 2 in 100 have an IQ below 70below 70

Approximately 2 in 100 have an IQ Approximately 2 in 100 have an IQ above 130above 130

95% of the people fall between 70 95% of the people fall between 70 and 130and 130

IQ scores help us identify people IQ scores help us identify people with mental retardationwith mental retardation

IQ tests should be measured against IQ tests should be measured against observations of adaptive skills observations of adaptive skills (social, home living, communication (social, home living, communication skills)skills)

How to diagnoseHow to diagnose The first step in diagnosis is to have a The first step in diagnosis is to have a

qualified person give one or more qualified person give one or more standardized intelligence tests and a standardized intelligence tests and a standardized adaptive skills test, on an standardized adaptive skills test, on an individual basis. individual basis.

The second step is to describe the person's The second step is to describe the person's strengths and weaknesses across four strengths and weaknesses across four dimensions. The four dimensions are: dimensions. The four dimensions are:

1.  Intellectual and adaptive behavior skills 1.  Intellectual and adaptive behavior skills 2.  Psychological/emotional considerations 2.  Psychological/emotional considerations 3.  Physical/health/etiological considerations 3.  Physical/health/etiological considerations 4.  Environmental considerations 4.  Environmental considerations

Levels of Mental Levels of Mental RetardationRetardation

1) Borderline (mild)-51-70-with 1) Borderline (mild)-51-70-with special training, they can read and special training, they can read and write, become socially competent, write, become socially competent, master simple occupational skills and master simple occupational skills and become self-supporting. become self-supporting.

Can achieve a 6Can achieve a 6thth grade education grade education levellevel

85% fall in this category85% fall in this category

2) Moderate – 36-50-with special 2) Moderate – 36-50-with special training and education, they can learn training and education, they can learn to become partially independent in to become partially independent in their everyday lives – need help from their everyday lives – need help from familyfamily

Can achieve a 4Can achieve a 4thth grade level grade level educationeducation

10% fall in this category10% fall in this category

3) Severely – 20-35-With help can 3) Severely – 20-35-With help can acquire skills in regards to taking acquire skills in regards to taking care of themselves. Requires full care of themselves. Requires full supervision. supervision.

Can achieve that of a 3-4 year oldCan achieve that of a 3-4 year old

Approximately 4% fit in hereApproximately 4% fit in here

Profoundly – 20 and below-very little Profoundly – 20 and below-very little they can do on their own. Lowest they can do on their own. Lowest level of functioning. May need help level of functioning. May need help feeding and going to the bathroom.feeding and going to the bathroom.

Cannot achieve that much, very Cannot achieve that much, very similar to a babysimilar to a baby

Approximately 1% fit in hereApproximately 1% fit in here

Causes of Mental Causes of Mental RetardationRetardation

Genetic causes – Genetic causes – Down’s syndrome-Down’s syndrome-

Results from having Results from having an extra an extra chromosome on the chromosome on the 2121stst pair pair

Slanted eyesSlanted eyes Shortened limbsShortened limbs Widened noseWidened nose

Other Genetic ConditionsOther Genetic Conditions

These result from abnormality of genes These result from abnormality of genes inherited from parents, errors when genes inherited from parents, errors when genes combine, or from other disorders of the genes combine, or from other disorders of the genes caused during pregnancy by infections, caused during pregnancy by infections, overexposure to x-rays and other factors. overexposure to x-rays and other factors.

More than 500 genetic diseases are More than 500 genetic diseases are associated with mental retardation. PKU associated with mental retardation. PKU (phenylketonuria), an inborn error of (phenylketonuria), an inborn error of metabolism because caused by a defective metabolism because caused by a defective enzyme, is one. enzyme, is one.

Problems during Problems during pregnancypregnancy

Use of alcohol or drugs by the pregnant Use of alcohol or drugs by the pregnant mother can cause mental retardation. Recent mother can cause mental retardation. Recent research has implicated smoking in research has implicated smoking in increasing the risk of mental retardation. increasing the risk of mental retardation.

Other risks include malnutrition, certain Other risks include malnutrition, certain environmental contaminants (teratogens), environmental contaminants (teratogens), and illnesses of the mother during pregnancy, and illnesses of the mother during pregnancy, such as rubella and syphillis. Pregnant such as rubella and syphillis. Pregnant women who are infected with HIV may pass women who are infected with HIV may pass the virus to their child, leading to future the virus to their child, leading to future neurological damage. neurological damage.

Problems at birth -Problems at birth - Although any birth Although any birth condition of unusual stress may injure the condition of unusual stress may injure the infant's brain, prematurity and low birth infant's brain, prematurity and low birth weight predict serious problems more often weight predict serious problems more often than any other conditions. than any other conditions.

Problems after birthProblems after birth - Childhood diseases - Childhood diseases such as whooping cough, chicken pox, such as whooping cough, chicken pox, measles, and Hib disease which may lead to measles, and Hib disease which may lead to meningitis and encephalitis can damage the meningitis and encephalitis can damage the brain, as can accidents such as a blow to the brain, as can accidents such as a blow to the head or near drowning. Lead, mercury and head or near drowning. Lead, mercury and other environmental toxins can cause other environmental toxins can cause irreparable damage to the brain and nervous irreparable damage to the brain and nervous system. system.

Poverty and cultural deprivationPoverty and cultural deprivation - - Children in poor families may become Children in poor families may become mentally retarded because of mentally retarded because of malnutrition, disease-producing malnutrition, disease-producing conditions, inadequate medical care and conditions, inadequate medical care and environmental health hazards. environmental health hazards.

Children in disadvantaged areas may be Children in disadvantaged areas may be deprived of many common cultural and deprived of many common cultural and day-to-day experiences provided to other day-to-day experiences provided to other youngsters. Research suggests that such youngsters. Research suggests that such under-stimulation can result in under-stimulation can result in irreversible damage and can serve as a irreversible damage and can serve as a cause of mental retardation. cause of mental retardation.

Other interventions have reduced the Other interventions have reduced the chance of mental retardationchance of mental retardation

Removing lead from the environment Removing lead from the environment reduces brain damage in children. reduces brain damage in children.

Child safety seats and bicycle helmets Child safety seats and bicycle helmets reduce head trauma. reduce head trauma.

Early intervention programs with high-Early intervention programs with high-risk infants and children have shown risk infants and children have shown remarkable results in reducing the remarkable results in reducing the predicted incidence of subnormal predicted incidence of subnormal intellectual functioning. intellectual functioning.

Early comprehensive prenatal care and Early comprehensive prenatal care and preventive measures prior to and during preventive measures prior to and during pregnancy increase a woman's chances pregnancy increase a woman's chances of preventing mental retardation. of preventing mental retardation.

Pediatric AIDS is being reduced by AZT Pediatric AIDS is being reduced by AZT treatment of the mother during treatment of the mother during pregnancy, and dietary supplementation pregnancy, and dietary supplementation with folic acid reduces the risk of neural with folic acid reduces the risk of neural tube defects. tube defects.

Correlations of IQ and Correlations of IQ and RelationshipRelationship

Genetic Genetic OverlapOverlap

RelationshipRelationship Correlation Correlation CoefficientCoefficient

100%100% Identical Twins raised togetherIdentical Twins raised together .85.85

100%100% Identical Twins raised apartIdentical Twins raised apart .71.71

50%50% Fraternal Twins raised togetherFraternal Twins raised together .60.60

50%50% Siblings raised togetherSiblings raised together .47.47

50%50% Siblings raised apartSiblings raised apart .25.25

50%50% Biological parent and child Biological parent and child living togetherliving together

.42.42

50%50% Biological parent and child Biological parent and child living apartliving apart

.23.23

0%0% Adoptive parent and child living Adoptive parent and child living togethertogether

.23.23

0%0% Adoptive siblings living apartAdoptive siblings living apart .31.31

12.5%12.5% Cousins raised apartCousins raised apart .15.15

Goleman’s theory of Goleman’s theory of Emotional IntelligenceEmotional Intelligence

Goleman argues that conventional Goleman argues that conventional IQ tests are too narrow and that a IQ tests are too narrow and that a person’s EQ may be a better person’s EQ may be a better determinant of success than IQdeterminant of success than IQ

This is because some people with a This is because some people with a high IQ are sometimes socially and high IQ are sometimes socially and interpersonally ineptinterpersonally inept

To have a high EQ one must have:To have a high EQ one must have: An understanding of themselves, their An understanding of themselves, their

goals, intentions, responses and behaviorgoals, intentions, responses and behavior

An understanding of others and their An understanding of others and their feelingsfeelings

Five domains of EQ:Five domains of EQ: Knowing your emotionsKnowing your emotions Managing your own emotionsManaging your own emotions Motivating yourselfMotivating yourself Recognizing and understanding other’s Recognizing and understanding other’s

emotionsemotions Managing relationships – managing emotions of Managing relationships – managing emotions of

othersothers

Stereotype Threat and Stereotype Threat and IntelligenceIntelligence

Girls and low-income minorities tend Girls and low-income minorities tend to have lower test scoresto have lower test scores

Girls tend to have lower math scoresGirls tend to have lower math scores Minorities tend to have lower reading Minorities tend to have lower reading

and vocabulary scoresand vocabulary scores Can be improved by teaching them to Can be improved by teaching them to

get around the pressure associated get around the pressure associated with negative stereotypes of these with negative stereotypes of these groupsgroups

Some observations:Some observations:

62% of African-Americans do not finish 62% of African-Americans do not finish collegecollege

Only 41% of whites do not finish collegeOnly 41% of whites do not finish college Girls appear to do well in math/science Girls appear to do well in math/science

in elementary school, but we see a in elementary school, but we see a decline in middle and high schooldecline in middle and high school

In college, women are 43% of the In college, women are 43% of the population, but only 22% are in the field population, but only 22% are in the field of scienceof science

Why do these differences Why do these differences occur?occur?

Some suggest that we have innate “math” Some suggest that we have innate “math” genes – but then why do girls do okay early genes – but then why do girls do okay early on?on?

Perhaps limited access to a good education Perhaps limited access to a good education is the reasonis the reason

Cultural constraints – cultural expectations Cultural constraints – cultural expectations about women and mathabout women and math

Poor performance grades for minorities Poor performance grades for minorities exist across social classesexist across social classes

Stereotype ThreatStereotype Threat

Seems to arise in situation in which Seems to arise in situation in which a stereotype might be relevanta stereotype might be relevant

Test is perceived to have stereotype-Test is perceived to have stereotype-relevant qualitiesrelevant qualities

Seems to affect those who identify Seems to affect those who identify themselves according to culture (and themselves according to culture (and stereotype)stereotype)

The threat is to their self identityThe threat is to their self identity

The threat occurs when group members The threat occurs when group members become concerned about confirming become concerned about confirming the stereotypethe stereotype

This concern may cause the person to This concern may cause the person to perform poorly on testperform poorly on test

Seem to perform better when they are Seem to perform better when they are performing under neutral conditionsperforming under neutral conditions

Inherited vs. HeritabilityInherited vs. Heritability

Heritability is the proportion that a trait is Heritability is the proportion that a trait is due to genetic factors with the remaining due to genetic factors with the remaining factors attributed to the environmentfactors attributed to the environment

For IQ, some estimate that the heritability For IQ, some estimate that the heritability rate is about 80%, that is, 80% of one’s rate is about 80%, that is, 80% of one’s intelligence is due to genetic factors and intelligence is due to genetic factors and 20% is due to environmental factors. This is 20% is due to environmental factors. This is not for ONE individual but a generalization not for ONE individual but a generalization we can make about humans in general.we can make about humans in general.

Inherited is what Inherited is what we individually we individually receive from our receive from our parentsparents