inteligence 1

inteligence 1

1. definitions

   • Able to learn from experience
   • Able to adapt to the environment - 1921 definition
   • Borings Dictum
     • intelligence is whatever is measured by intelligence tests
   • metacognition and culture are very important

2. culture

   • Sternberg (2002) test of fluid ability – Tanzanian children tested on two occasions. Some had brief interventions between the two tests to teach them skills assessed in the test

3. Galton

   • studied family trees in the later part of the 19th century
   • believed success running in families was due to inheritance
   • used sensory processes to measure intelligence
     • ed very bright people would have exceptional sensory acuity (RT/colour perception, sensitivity to sound etc)

4. Binet

   • france 1904- he was asked to create a test to identify mentally subnormal children
   • together with Simon they developed a test using items to test skills for abstract reasoning and not sensory skills
     • successful-inexpensive,easytouse, objective, could predict school performance
     • test showed mental age - performing at average level of child of particular age on test

5. terman and stanford Binet

   • At Stanford, Terman & colleagues expanded/revised Binet’s test
   • 1916 Stanford-Binet Intelligence Scale • new scoring system based on intelligence quotient (IQ)
     • ie IQ=mental age chronological agex100
     • could compare children of different ages

6. WAIS

   • doesn't use IQ
   • based on the normal distribution
   • Mean for most tests equals 100 (SD=15)
   • advantages
     • tleadstoaprofile of performance on each subtest

7. reliability of intelligence tests

   • based on measurement consistency
   • can check using test-retest reliability
   • to check have to use correlation coefficients (degree of relationship between two variables)
   • to check have to use correlation coefficients (degree of relationship between two variables)

8. validity

   • ability of test to measure what it was designed to
   • content validity
     • how much the content of test is representative of the area it is to cover
   • criterion related validity
     • tests used to predict behaviour therefore have to estimate by correlating scores on test with scores on independent criterion (other measure) of trait being assessed
   • construct validity
     • how much evidence is there that a test measures a hypothetical construct?

9. tandardisation in intelligence testing

   • procedures used in administering tests
     • all subjects get same conditions to allow meaningful comparison of scores
   • norms
     • shows where a score on a test ranks in relation to other scores i.e. where the score is relative to other people’s scores
   • percentile scores
     • percentage of people who score at or below the score obtained
   • •norms based on scores of large number of people chosen to represent population being tested.

10. types of tests

    • mental ability tests are most commonly used
    • aptitude tests
      • measure particular mental abilities (e.g. verbal reasoning, numerical reasoning, abstract reasoning, spelling and language use
    • intelligenc tests
      • measure general mental ability, assess potential rather than previous learning
      • have diverse range of questions measuring abstract reasoning skills
      • modern IQ scores show where people fall in the normal distribution of intelligence for their age
      • most test - mean score 100 / standard deviation 15
      • have high reliability
      • evidence that tests measure academic/verbal intelligence but not social or practical intelligence
      • IQ correlated with occupational attainment
      • not widely used in non western cultures
    • achievement tests
      • measure previous learning and knowledge rather than potential
    • WAIS
      • measures verbal scale/performance scale
    • group administered tests
      • eg SAT
      • erman (1916) IQ test for US army – Army Alpha Test/Army Beta Test for non-literate adults
      • Rainbow Project (Sternberg 2003) theory of successful intelligence to augment the SAT. the test measures analytical skills plus creative and practical skills