intelligence how is it measured and defined?. define intelligence the ability to learn from...
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INTELLIGENCEHOW IS IT MEASURED AND DEFINED?
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DEFINE INTELLIGENCE
• The ability to learn from experience, solve problems, and use knowledge to adapt to new situations• It typically operationally defined by the tool used to
measure it: Stanford-Binet and Wechsler are the most commonly used tests.
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HOW DO YOU THINK INTELLIGENCE SHOULD BE MEASURED?
•Most intelligence tests consist of reasoning tasks, math and verbal tasks•Most are timed tests as well
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HISTORY OF INTELLIGENCE TESTING
• Galton 1822-1911• Binet 1857-1911• Spearman 1863-1945• Terman 1877-1956• Wechsler 1896-1981• Gardner 1943-• Sternberg 1949
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HISTORY OF INTELLIGENCE TESTING
• GALTON
• First to employ the use of a survey for research purposes
• Darwin’s cousin
• Believe ability was inherited
• Support eugenics and
“selective breeding” of intelligence.
• “father of behavioral genetics”
• Twin studies
• BINET
• Was commissioned by the French government to develop a test for assessing children's’ academic potential (especially those labeled as “retarded” as to need special schooling).
• Recognized many things influenced intelligence and that it is malleable.
• Test developed: Binet-Simon Scale
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HISTORY OF INTELLIGENCE TESTING
• Spearman
• Identified that results from tests evaluating different elements of intelligence were positively correlated using a statistic known as factor analysis
• This statistic resulted in a single scored termed: general intelligence, g
• Terman
• Redeveloped Binet’s test to the Stanford-Binet to be used in America
• Goal was to push eugenics and to promote discriminatory practices against the “feeble-minded”
• More interested in identifying the “gifted”
• Developed IQ formula = mental age x 100
chronological age
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HISTORY OF INTELLIGENCE TESTING
• Wechsler
• Developed today’s most widely used intelligence test
• Wechsler Adult Intelligence Scale (WAIS)
• Scoring is based on “normal distribution” and most test today, follow suit
• Normal distribution of IQ scores.
• Z =standard deviation, X = mean
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DIFFERENT THEORIES OF INTELLIGENCE
• Gardner: Multiple Intelligences: 7 categories: linguistic, logic-math, music, body-kinesthetic, interpersonal, intrapersonal, spatial
http://education-portal.com/academy/lesson/multiple-intelligences.html#lesson
• Sternberg: Triarchic theory of intelligence: 3 distinction measures: analytical, creative, practical
• http://education-portal.com/academy/lesson/sternbergs-triarchic-theory-of-intelligence.html#lesson
• Emotional Intelligence: skilled at perceiving, understanding, managing, and using emotion
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ETHICS IN TESTING
• Test are great tools to obtain a lot of information.
• They have their limits, though. It is a snapshot of one moment in time.
• The tool needs to be valid and reliable.
• The tool needs to be fair.
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RELIABILITY
• RELIABILITY IS FOUND WHEN A TEST YIELDS DEPENDABLE AND CONSISTENT SCORES.
• To determine reliability, a test is used repeatedly.
• Stanford-Binet & Wechsler are highly reliable, meaning you would likely score very similarly every time you too one.
• Motivation to perform, anxiety, illness, etc. will impact reliability.
• RELIABILITY IN SCORING
• Those scoring a test need to have common expectations.
• If one AP grader gave your exam a 5 and another gave it a 2, that’s evidence of a lack of grader reliability.
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VALIDITY
• VALIDITY IS FOUND WHEN A TEST MEASURES WHAT IT SAYS IT IS MEASURING OR PREDICTS WHAT IT CLAIMS TO PREDICT.
• IQ tests can be valid if the information is interpreted and applied correctly.
• Predictive validity: A test predicts what it claims to predict. The SAT is designed to predict college success. It does a good enough job, to warrant its use as a criteria for admissions.
• Content validity: A test is testing what it claims to be testing. If when we take our next quiz/test I give you questions over memory or sensation and claim it is a test over personality, then it does not have content validity.
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STANDARDIZATION
• STANDARDIZATION IS THE UNIFORM PROCEDURES USED IN THE ADMINISTRATION AND SCORING OF A TEST.
• Tests must be administered the same way, every time, for every person.
• Tests must be scored the same way, every time, for every person.
• Norms must be established as a basis of comparison.
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THE BOTTOM LINE…
• The test is simply a tool, not the culprit of inequality, though. It is what we do with the information that leads to the inequitable treatment of people.
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TYPES OF INTELLIGENCE
• FLUID INTELLIGENCE
• Our ability to reason speedily and abstractly; tends to decrease during late adulthood
• “Young person smarts”
• CRYSTALLIZED INTELLIGENCE
• Our accumulated knowledge and verbal skills; tends to increase with age; wisdom
• “Old person smarts”