Module 34 - Assessing Intelligence

Question 1

Assessing Intelligence

Answer 1

Numerical method to relate an individual’s mental aptitudes relative to others

Question 2

Numeric

Answer 2

Single summary score

Question 3

Relative to others

Answer 3

Test designed to reflect the scores of others (of same age)

Question 4

Francis Galton

Answer 4

Devised many tests of intellect (reaction time, etc.)

Question 5

Alfred Binet and Theodore Simon

Answer 5

• Concern over teacher’s abilities to objectively asses intellect of students
• Low intelligence could reflect poor environments not low potential
• They reasoned that intellect is a developmental process in all children (some develop faster than others)

Question 6

Mental Age

Answer 6

Chronological age that is associated with a typical level of intelligence.

Question 7

Lewis Terman

Answer 7

• Advocated widespread testing
  1. To assess “vocational fitness”
  2. To eradicate less intelligent

Question 8

The Intelligence Quotient (IQ)

Answer 8

IQ= mental age/ chronological age x 100

Question 9

Achievement Tests

Answer 9

Assess acquired abilities or knowledge (GPA; Medical Board Exam)

Question 10

Aptitude Tests

Answer 10

Assess capacity to acquire new abilities (MCAT, SAT, GRE)

- Can be affected by achievement

Question 11

Intelligence Tests

Answer 11

Assess clinical and educational problems

Question 12

David Wechsler

Answer 12

Created an intelligence test for school (aged children)

Question 13

Mental Abilities

Answer 13

1. Verbal Comprehension
2. Perceptual Organization
3. Working Memory
4. Processing Speed

Question 14

Principles of Test Construction

Answer 14

For a test to be acceptable it must have 3 criteria

1. Standardization
2. Reliability
3. Validity

Question 15

Standardization

Answer 15

The process of testing a sample of future test takes in order to establish a basis for making meaningful comparisons for an individual results

Question 16

Normal Curve

Answer 16

• Score is above 130, top 2.5% (increasing intelligence)

- Score below 70, bottom 2.5% (mentally impaired)

Question 17

Extermes of Intelligence ( Range)

Answer 17

Mentally retarded from individuals with high intelligences

Question 18

High Intelligence (test score wise)

Answer 18

• To be healthy
• Well adjusted
• Unusually successful academically

Question 19

Mental Retardation

Answer 19

• Supervision a few decades ago

- With supportive family environment and special education they can take care of themselves

Question 20

Reliability

Answer 20

A test is reliable when it receives consistent results

Question 21

Procedures to establish reliability

Answer 21

1. Split - Harf Reliability

2. Test - Retest Reliability

Question 22

Split-harf Reliability

Answer 22

Dividing the test into two equal halves and assessing how consistent the scores are

Question 23

Test-Retest Reliability

Answer 23

Using the same test on two occasions to measure consistency

Question 24

Validity

Answer 24

A test is valid if it accurately measures that which it is supposed to measure and leads to accurate predictions

Question 25

Two types of validity

Answer 25

1. Content Validity

2. Predictive Validity

Question 26

Content Validity

Answer 26

Refers to the extent a test measures a particular behaviour or trait

Question 27

Predictive Validity

Answer 27

Refers to the function of a test in predicting a particular behaviour or trait

Question 28

Flynn Effect

Answer 28

Intelligence scores have risen streakily bu an average of 27 points which is known as the Flynn effect