The Origins of Intelligence Testing Alfred Binet Predicting

The Origins of Intelligence Testing Alfred Binet: Predicting School Achievement • Alfred Binet – Indentifying French school children in need of assistance – Mental age – Chronological age

The Origins of Intelligence Testing Lewis Terman: The Innate IQ • Stanford-Binet Test – Lewis Terman – Intelligence quotient (IQ) • IQ = (mental age/chronological age) X 100 • IQ of 100 is considered average • World War I testing

Principles of Test Construction Fill In the Chart Below! • Standardization – Normal curve (bell curve)

Normal Curve

Modern Tests of Mental Abilities • Achievement tests • Aptitude tests

Principles of Test Construction Standardization • Flynn effect

Principles of Test Construction Validity • Validity – Content validity • Criterion – Predictive validity

Principles of Test Construction Reliability • Reliability – Scores correlate – Test-retest reliability – Split-half reliability

• Which of the following psychometric properties is used to assess the extent to which the items on an intelligence test measure a person’s intelligence? A. Internal Consistency, B. Split-Half Reliability C. Standardization D. Construct Validity E. Predictive Validity

• The Psychology Aptitude Test (PAT) was administered to incoming college psychology majors. Their scores were later compared to their performance in the introductory psychology course, and high scores on the PAT were related to high grades in the course. Therefore, the PAT has A. B. C. D. E. Adequate Standardization Internal Consistency Face Validity Predictive Validity Content Validity

Student Name A. Destiny B. Adrian H. Itzayana O. Erika P. Israel R. Ariel F. Elizabet G. Israel L. Rebecca V. Amanda L. Olivia L. Idalia L. Brandon A. America A. Ayareli C. Nate G. Armando R. Indira 1 st Topic Bio Bio Bio Cognition Development Learning Learning B. Carlos D. Jasmine G. Gladys G. Tiffany P. Jaime R. Fernando R. Ronald S. Leslie S. Karin T. Tuan V. Stevie V. Alejandro B. Juli L. Leslie L. Maggie Social Social Social Testing

Student Name G. Jiten N. Elizabeth N. Kelly R. Derian S. Rene V. Diana G. Ricky Q. Ricardo S. Nathen L. Anthony N. Thu V. Noelia Y. Adrian V. Karina A. Sonia A. Emanuel D. Oswaldo G. Isela L. Manamea N. Jonathan 1 st Topic Bio Bio Bio Development History Learning Learning B. Sammy E. Lupe F. Juan H. Oscar L. Cinthia L. Tiffany L. Gemma P. Brian W. Cienna F. Alyssa K. David M. Perla M. Tierra N. Scott N. Desiree T. Stacy Social Social Social Testing Testing

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Definition Slides

Intelligence Test = a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.

Intelligence = mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

General Intelligence (g) = a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.

Factor Analysis = a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.

Savant Syndrome = a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

Emotional Intelligence = the ability to perceive, understand, manage, and use emotions.

Mental Age = a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8 -year-old is said to have a mental age of 8.

Stanford-Binet = the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

Intelligence Quotient (IQ) = defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca X 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

Achievement Tests = tests designed to assess what a person has learned.

Aptitude Tests = tests designed to predict a person’s future performance; aptitude is the capacity to learn.

Wechsler Adult Intelligence Scale (WAIS) = the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

Standardization = defining meaningful scores by comparison with the performance of a pretested group.

Normal Curve = a symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer scores lie near the extremes.

Reliability = the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting.

Validity = the extent to which a test measures or predicts what it is supposed to.

Content Validity = the extent to which a test samples the behavior that is of interest.

Predictive Validity = the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity).

Intellectual Disability = (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

Down Syndrome = a condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

Stereotype Threat = a self-confirming concern that one will be evaluated based on a negative stereotype.