PSYCHOMETRICIANS: develop tests -try to make constructs measurable and quantifiable -purpose is to differentiate between test- takers 3 Qualities of Tests:

INTELLIGENCE & TESTING

PSYCHOMETRICIANS: develop tests-try to make constructs measurable and

quantifiable-purpose is to differentiate between test-

takers

3 Qualities of Tests:1. Standardized2. Reliable3. Valid

TEST CONSTRUCTION:

-administered the same every time, to every person

-so can compare scores among test-takers

-NORMS: established scores-usually graded on normal curve-compares

you to others performance-STANDARDIZATION SAMPLE: representative

sample of test takers who establish norms

STANDARDIZATION:

RELIABILITY:

-consistent scoresWays to measure: -Test-retest reliability: take the same test,

high positive correlation between scores-Split-half reliability: score on half is

correlated with score on other half-Equivalent-form reliability: score on 2

different versions of a test have high correlation

-accuracy, measures what it is supposed toWays to measure: -Content validity: measures all of the

skills/knowledge it’s supposed to-Criterion-related validity: test correlates

with other ways to measure what’s being tested

-Predictive validity: how well it measures a future result

-Construct validity: how well it measures the construct for which it is designed

VALIDITY:

-is a construct, so hard to define-can only be defined by the behaviors that

indicate intelligence, usually what enables success in that culture

-is intelligence one underlying capacity or is it different abilities?

THEORIES OF INTELLIGENCE:

http://upload.wikimedia.org/wikipedia/commons/thumb/e/ec/Men_in_Paris_park_playing_chess.jpg/640px-Men_in_Paris_park_playing_chess.jpg

-one important factor underlies all intelligence

g : general intelligence

-used factor analysis: statistical technique that finds correlations between different items to narrow down items

-high degree of correlation between all mental tasks= one factor

CHARLES SPEARMAN:

-disagreed-used factor analysis with college students-7 primary mental abilities:

1. Inductive reasoning2. Word fluency3. Perceptual ability4. Verbal comprehension5. Spatial visualization6. Numerical ability7. Associative memory

LOUIS THURSTONE:

2 factors of intelligence:

1. Crystallized intelligence: learned knowledge over time (vocabulary, facts) that increases with age

2. Fluid intelligence: ability to solve problems and pick up skills (puzzles) that tends to decrease with age

RAYMOND CATTELL:

HOWARD GARDNER-Multiple Intelligences:

http://commons.wikimedia.org/wiki/File:Multipleints.jpg

8 specific intelligences -represent differentindependent abilities-broadens traditional definition of intelligence

-savants: with exceptionalskills show intelligence is not single factor

-highest IQ not always=success

-interpersonal skills: ability to get along and be thoughtful of others

-intrapersonal skills: understand self and have self-control, and delay of gratification

EMOTIONAL INTELLIGENCE (EQ):

3 types of intelligences

ROBERT STERNBERG-Triarchic Theory:

Analytical intelligence: traditional abilities

Practical intelligence: “street smarts”

Creative intelligence: think in new ways

-must try to make intelligence concrete-way to assess mental aptitudes and compare

them with others numerically

MEASURING INTELLIGENCE:

http://upload.wikimedia.org/wikipedia/commons/2/21/Bundesarchiv_Bild_102-11344%2C_Intelligenzpr%C3%BCfung_schulentlassener_M%C3%A4dchen.jpg

ALFRED BINET:

-created 1st intelligence test-compulsory public education in France at

turn of the 20th century-needed to identify students who would need special attention-created test to measure Mental age: abilities should have for chronological age

http://commons.wikimedia.org/wiki/File:Alfred_Binet.jpg

Louis Terman: professor at Stanford revised Binet’s test

IQ=intelligence quotient

IQ= mental age x100chronological age

STANFORD-BINET IQ TEST:

-most commonly used IQ tests today-measured on deviation IQ-compared to others taking the test-100=average IQ-68%=85-115-95%=70-130-99%=55-145FLYNN EFFECT: Increasing IQ, means must restandardize

WECHSLER INTELLIGENCE SCALES:

http://commons.wikimedia.org/wiki/File:Standard_deviation_diagram.svg

-both are important in intelligenceNature:-MZ twins, even separated at birth, have very

similar IQs-heritability: extent to which trait is inherited

is 50-75% Nurture: Flynn Effect: increasing IQs over 3

generations-school, better nutrition, technology, other

environmental factors

NATURE v. NURTURE:

-racial groups score differently on tests-bias because of differing environmental

factors

Stereotype threat: anxiety that is created when one is worried that they will confirm a negative stereotype about one’s group

BIAS IN TESTING: