Download - PSY100 Testing and Intelligence
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10/19/2002 Testing and Intelligence.ppt 1
Testing and Intelligence
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What We Will Cover in This Section
• Psychological Testing– Reliability– Validity– Types of tests.
• Intelligence– Overview– Models– Summary
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Key Concepts
Reliability
The stability or consistency of a measurement tool.
Validity
Are we measuring what we say we are measuring.
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1. Test-Retest Reliability
Index of the stability of scores over time.
Re-administer Test A
WaitAdminister
Test A
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101112
0 1 2 3 4 5 6 7 8 9 10 11
Time 1
Tim
e 2
Test Retest Reliability Scatterplot
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2. Alternate Forms Reliability
AdministerVersion B
No significantwait
AdministerVersion A
Index of the consistency of scores for several versions
of the same test.
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Alternate Forms Scatterplot
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Test A
Test
B
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3. Internal Consistency
Techniques for determining if the individual test items are
measuring the same thing, in the same way.
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Sweeney’s Test of Verbal Fluency
Use each of the following words correctly in a sentence.
1. Cat2. House3. Automobile4. Phrenologize5. Coat
6. Marble7. Dog-flogger8. Variance9. Beetle10.Crayon
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Internal Consistency Techniques
The extent to which the items in a test all measure the same thing.
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3. Split Half Reliability
1. Divide the test in half into two equal sub-tests.
2. Correlate the scores on the sub-tests.
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4. Interrater (Scorer) Reliability
1. Do different scorers give the same evaluation of the same test?
2. Does the same scorer give the same evaluation to the same test?
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Important!
Reliability estimates let you know how much error you have in a test score but does not let you know if you are measuring the right thing.
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What is It?
Are you measuring what you say you are measuring.
A test may be valid for one application but invalid for an another.A test’s validity is limited by its reliability.
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Types We Will Discuss
1. Face validity2. Content validity3. Criterion related validity4. Construct validity
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Type 1. Face Validity
The extent to which a test looks like it measures what it says it
measures.
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Issues
1. Superficial.
2. Because it looks good doesn’t mean it is good.
3. Because it looks weird doesn’t mean it is weird.
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Type 2. Content Validity
Showing that the behaviors sampled by the test are a
representative sample of the attribute being measured.
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Content Domain to be assessed.
Content Domain of the test.
Basic concepts of reliability as they
apply to test evaluation and
interpretation of test scores.
Individual test items.
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Model
Domain Test
Deficiency
Relevance
Contamination
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What Good Is It?
Does the test cover a representative sample of
the skills, abilities, knowledge, and/or
behaviors relevant to the construct being measured?
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Type 3. Criterion Related Validity
Validity Coefficient
Predictor
Criterion A measure of the accuracy of a decision or prediction.
An assessment tool used to estimate a person’s behavior.
The correlation between test scores (predictor) and the criterion.
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0102030405060708090
100110120
8 10 12 14 16 18 20 22 24 26 28 30
Selection Test (Predictor)
Perf
orm
ance
(Cr
iter
ion)
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Standardization
• How consistently a test is scored and administered.– Administer under
identical conditions.
– Use standard scoring rules.
– Use objective scoring rules.
• Reference group against which scores are compared.
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Issue.
The question as to how good a score is cannot be answered.
Have to know, compared to what?
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Types of Tests
Test Format
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Individual vs. Group
• Individual– Test is administered
one-on-one.
• Examples.– Employment interview.– Medical examination.– Some intelligence
tests.
• Group– Test is
administered to many people at once.
• Example.– SAT test.– College quizzes.
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Speed vs. Power
• Speed– Test has many
simple items– There is a very
short time to complete them.
– 90% of the people cannot complete all of the items in the allocated time.
• Power– Test has few items.– The items become
progressively more difficult.
– 90% of the people cannot complete the most difficult items.
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Paper and Pencil vs. Performance
• Paper and pencil.– Test is
administered on paper.
• Examples.– Most college
testing.– Case studies.
• Performance.– Person is asked to
demonstrate some skill.
• Example– Audition.– Athletic evaluation.
– Driving.
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Objective vs. Subjective Scoring
• Objective scoring.– Anyone with an answer
key can evaluate the answer.
– Clear right or wrong answer.
• Examples.– Multiple choice
questions.– Mathematics tests.
• Subjective scoring.– The evaluation is
done by an expert.– There are no
standard right or wrong answers.
• Examples.– Essays.– Figure skating.
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Projective vs. Objective Items
• Projective– Items are
ambiguous stimuli that the person is asked to interpret.
• Examples.– Rorschach ink blot
test.– Thematic
Apperception Test.
• Objective.– Items are clearly
stated.
• Examples.– True-False items.– Multiple choice
items.
– Performance activities.
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Typical Ink Blot Item
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Types of Tests
Test Content
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Ability Tests
• Tests designed to assess basic intellectual capacity.– Aptitude test.
• A person’s capacity to accomplish intellectual tasks.
– Examples.• Intelligence tests.
• Creativity Tests.
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Knowledge Tests
• Tests designed to assess what information a person has acquired.– Achievement test.
• The information the person has acquired.
– Examples.• What you have endured in school.• Graduate Record Examination.
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Personality Tests
• Tests designed to assess an individual’s typical behavior or cognitive style.
• Examples.ExtroversionDependabilityHonesty
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Interests Tests
• Tests designed to assess a person’s occupational preferences.– Used for vocational guidance and job
placement.
• Examples.– Self-Directed Search.– Strong Vocational Interests Blank.
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Intelligence
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Historical Overview
• Sir Francis Galton– British psychologist.
• Alfred Binet– Developed the concept of Mental Age.
• Louis Terman– Translated Binet’s test into English.
– Developed the concept of INTELLIGENCE QUOTIENT
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Intelligence Quotient (IQ)
Mental AgeIQ = 100Chronological Age
x
Mental Age: 14Chronological Age: 12
14IQ = x 100 = 11712
Mental Age: 14Chronological Age: 16
14IQ = x 100 = 8716
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Distribution of IQ Scores
130 +120-130110-12090 – 11080 – 9070 – 80Below 70
Very Superior SuperiorBrightNormalDull
NormalBorderlineRetarded
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What is it?
Capacity to deal with new and complex situations.
• A construct, not a thing.
• Not defined in terms of one type of behavior.
• Should be related to success in a variety of cognitively demanding activities.
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Early Theories of Intelligence
General Intelligencevs.
Specific Abilities
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Spearman’s Two Factor Theory
General Intelligence (g)
SpecificFactors
(s)SpecificFactors
(s)
SpecificFactors
(s)
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Thurstone’s Primary Mental Abilities
1. Verbal Comprehension
2. Word Fluency3. Numbers
4. Space Visualization
5. Associative Memory
6. Reasoning
7. Perceptual Speed
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Vernon’s Hierarchical Model
General (g)
VerbalEducational
Practical
Verbal Number SpatialMechanical
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ContemporaryTheories
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Sternberg Information Processing
Intelligence is not the things you
process, but how you process the
things.
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Sternberg’s Intelligences
1. COMPONENTIAL INTELLIGENCEThe mental processes that underlie thinking and problem solving.
2. EXPERIENTIAL INTELLIGENCEThe capacity to deal with new and routine problems.
3. CONTEXTUAL INTELLIGENCEPractical problem solving. ‘Street Smarts’ or common sense.
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Gardner’s Multiple Intelligences
Intelligence is the ability to solve problems and/or to create
products which are valued in one or more cultural contexts.
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Gardner’s Multiple Intelligences
1. Linguistic2. Logical-
Mathematical3. Spatial4. Naturalist
5. Musical6. Bodily
Kinesthetic7. Intrapersonal8. Interpersonal
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Types of Intelligence Tests
• Individual vs. Group• Speed vs. Power• Child vs. Adult• Broad vs. Limited
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IntelligenceIssues and Concerns
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Where Does ‘Intelligence’ Come From?
• Heritability– These arguments state that intelligence
comes from genetic factors.
• Environment– These arguments state that intelligence
is influenced by environmental factors.
B = f(P:: E)
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Heritability and Intelligence
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IQ C
orre
latio
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IdenticalTwins
FraternalTwins
Siblings Unrelatedchildren
Raised Together Raised Apart
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IQ C
orre
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4 to 6 7 to 12 13 to 16 17 to 20 adult mid 60s 80 +
Age
IQ Correlations for identical twins by age
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The Environment and IQ
• The best predictor of a child’s IQ is family socioeconomic status and mother’s IQ.
• Prenatal conditions.– Fetal Alcohol syndrome.– Drugs.– Diet.
• Head Start– IQ increased during initial enrollment.– IQ gains reduced after leaving the program.
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Issues
• What are we measuring?
• Race, culture, and IQ.
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