Introductory Psychology: Intelligence
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The document discusses the assessment of intelligence, including the historical development of intelligence testing by Alfred Binet and Lewis Terman, along with modern tests such as the Wechsler scales. It outlines key principles of test construction, namely standardization, reliability, and validity, and highlights the importance of understanding extremes of intelligence, including mental retardation and high intelligence. The document also introduces the Flynn Effect, noting a significant increase in intelligence test scores over the past 60 years.
![Intelligence
• the global capacity to act purposefully, to
think rationally, and to deal effectively with
[one's] environment](https://image.slidesharecdn.com/11mod34intelligenceandbehavintelligencef111b-120703223229-phpapp01/85/Introductory-Psychology-Intelligence-10-320.jpg)
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Introductory Psychology: Intelligence
- 1. Intelligence Brian J. Piper, Ph.D.
- 2. Assessing Intelligence The Origins of Intelligence Testing Modern Tests of Mental Abilities Principles of Test Construction The Dynamics of Intelligence Extremes of Intelligence
- 3. Assessing Intelligence Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.
- 4. Alfred Binet Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system. 1857-1911
- 5. Definition of Intelligence • "It seems to us that in intelligence there is a fundamental faculty, the alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one's self to circumstances. A person may be a moron or an imbecile if he is lacking in judgment; but with good judgment he can never be either. Indeed the rest of the intellectual faculties seem of little importance in comparison with judgment" (Binet & Simon, 1916, 1973, pp.42-43)
- 6. Alfred Binet Normal versus Abnormal Environmentalist 1857-1911
- 7. Lewis Terman In the US, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-Binet Test. The following is the formula of Intelligence Quotient (IQ), introduced by William Stern: 1857-1936
- 8. Lewis Terman • Eugenics • Quantitative 1857-1936 Eugenics (9.5 min, 1st 2 best): http://www.youtube.com/watch?v=ufqOe0_pres
- 9. David Wechsler Wechsler developed the: Wechsler Adult Intelligence Scale (WAIS): 1939, 16+ Wechsler Intelligence Scale for Children (WISC) 1949, 6-16 Wechsler Preschool & Primary School Scale of Intelligence, 1967, Ages: 2.5 - 7 1896 – 1981
- 10. Intelligence • the global capacity to act purposefully, to think rationally, and to deal effectively with [one's] environment
- 11. WAIS WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.
- 12. WASI Exercise
- 13. Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: 1. Standardization 2. Reliability 3. Validity
- 14. Standardization Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison. Representative: Age, Ethnicity, Sex
- 15. Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.
- 16. Flynn Effect In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.
- 17. Reliability A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are. Test-Retest Reliability: Using the same test on two occasions to measure consistency.
- 18. Validity Validity of a test refers to what the test is supposed to measure or predict. Content Validity: Refers to the extent a test measures a particular behavior or trait. Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait. GRE & GPA
- 19. Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different.
- 20. High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.
- 21. Mental Retardation Mentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves.
- 22. Mental Retardation: High dose Fetal Alcohol
- 23. Autism • Neurodevelopmental disorder • Prevalence: 0.2% • Symptoms – Social – Communication – Self-stimulation
- 24. Savant • Steven Wiltshire • http://www.youtube.com/watch?v=ckqDX2XpdyY 1974 -
- 25. Summary • Intelligence tests have a long history (Binet versus Terman) • Test Characteristics – Reliability – Validity
Editor's Notes
- #4: Preview Question 1: When and why were intelligence tests created?
- #14: Preview Question 2: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?
- #18: Preview Question 3: How stable are intelligence scores over the life span?
- #20: Preview Question 4: What are the traits of those at the low and high intelligence extremes?