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PSYC1000 - Module 30

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University of Guelph
PSYC 1000
Harvey Marmurek

Course: PSYC*1000 (DE) Professor: Harvey Marmurek Schedule: Summer, 2012 Textbook: Psychology Tenth Edition in Modules authored by David G. Myers Textbook ISBN: 9781464102615 Module 30: Assessing Intelligence The Origins of Intelligence Testing When and why were intelligence tests created? Plato no two persons are born exactly alike; but each differs from the other in natural endowments, one being suited for one occupation and the other for another. Francis Galton had a fascination with measuring human traits. Charles Darwin proposed that nature selects successful traits through the survival of the fittest. Galton wondered if it might be possible to measure natural ability and to encourage those of high ability to mate with another. Although Galtons quest for a simple intelligence measure failed, he gave us some statistical techniques that we still use. Hereditary Genius illustrates an important lesson from both the history of intelligence research and the history of science: Although science itself strives for objectivity, individual scientists are affected by their own assumptions and attitudes. Alfred Binet: Predicting School Achievement [Binet: Some recent philosophers have given their moral approval to the deplorable verdict that an individuals intelligence is a fixed quantity one which cannot be augmented. We must propose and act against this brutal pessimism.] France passed a law requiring that all children attend school. The French government hesitated to trust teachers subjective judgments of childrens learning potential. To minimize bias, Frances minister of public education in 1904 commissioned Alfred Binet and others to study the problem. Binet and Theodore Simon began by assuming that all children follow the same course of intellectual development but that some develop more rapidly. Their goal became measuring each childs mental age, the level of performance typically associated with a certain chronological age. Theorized that mental aptitude is a general capacity that shows up in various ways. Binet and Simon made no assumptions concerning why a particular child was slow, average, or precocious. Binet leaned toward an environmental explanation, believing his intelligence test did not measure inborn intelligence as a meter stick measures height. What did Binet hope to achieve by establishing a childs mental age? Binet hoped that by determining a childs mental age, or the age that typically corresponds to his or her level of performance, he could help that child to be placed appropriately in school classrooms with others of similar abilities. Lewis Terman: The Innate IQ Lewis Terman found that the Paris-developed questions and age norms worked poorly with California schoolchildren. Adapting some of Binets original items, adding others, and establishing new age norms, Terman extended the upper end of the tests range from teenagers to superior adults. William Stern derived the famous intelligence quotient, or IQ. IQ = mental age / chronological age x 100. IQ works fairly well for children but not adults. Terman promoted the widespread use of intelligence testing. His motive was to take account of the inequalities of children in original endowment by assessing their vocational fitness. In sympathy with eugenics a much-criticized 19 century movement that proposed measuring human traits and using the results to encourage only smart and fit people to reproduce Terman envisioned that the use of intelligence tests would ultimately result in curtailing the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency. Terman came to appreciate that test scores reflected not ony peoples innate mental abilities but also their education, native language, and familiarity with the culture assumed by the test. What is the IQ of a 4-year-old with a mental age of 5? 125 (5 / 4 x 100 = 125) Modern Tests of Mental Abilities Whats the difference between achievement and aptitude tests? Basic reading and math skills, course exams, intelligence tests, drivers exams such tests as either achievement tests, intended to reflect what you have learned, or aptitude tests, intended to predict your ability to learn a new skill. Meredith Frey and Douglas Detterman total scores on the US SAT correlated +.82 with generalintelligence scores in a national sample of 14- to 21-year-olds. Course exam achievement test; college entrance exam predict ability to do the work aptitude test. David Wechsler created Wechsler Adult Intelligence Scale (WAIS) with a version for school-aged children (WISC) and include: Similarities reasoning the commonality of two objects or concepts, such as In what ways are wool and cotton alike Vocabulary naming pictured objects, or defining words - what is a guitar Block design visual abstract processing, such as using the four blocks, make one just like this Letter-number sequencing on hearing a series of numbers and letters, repeat the numbers in ascending order, and then the letters in alphabetical order: R-2-C-1-M-3 It yields not only an overall intelligence score, as does the Stanford-Binet, but also separate scores for verbal comprehension, perceptual organization, working memory, and processing speed. Striking differences among these scores can provide clues to cognitive strengths or weaknesses that teachers or therapists can build upon An employer with a pool of applicants for a single available position is interested in testing each applicants potential as part of her selection process. She should use an aptitude test. That same employer wishing to test the effectiveness of a new, on-the-job training program would be wise to use an achievement test. Principles of Test Construction What are standardization and the normal curve? To be widely accepted, psychological tests must meet three criteria: They must be standardized, reliable, and valid. The Stanford-Binet and Wechsler tests meet these requirements. Standardization Comparing your score with the samples scores to determine your position relative to others. Group members scores typically are distributed in a bell-shaped pattern that forms the normal curve. No matter what we measure, peoples scores tend to form this roughly symmetrical shape. On an intelligence test, we call the midpoint, the average score. To keep the average score near 100, the Stanford-Bi
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