challenges in constructing a culturally neutral intelligence test
difficulties of determining what it is that intelligence tests actually measure
Role of IQ measurement in the diagnosis of learning disability
criticisms of current diagnostic criteria
outline concept of emotional intelligence, how it differs from traditional notions of intelligence.
Challenges in constructing a culturally neutral intelligence test

Raven's Progressive Matrices test pp 85 - 87
- not affected by schooling/knowledge/experience
no words = no reading ability
no pictures = no issue with different cultures
used in test of fluid intelligence - logical thinking + problem solving, no knowledge needed
by John C Raven, 1930's - culture neutral test, simple and quick to administer
3 versions

standard - general population
Advanced - more complex for those do very well in standard
coloured matrices - children/learning disabilities

Standard - 60 'matrix problems' see pp 86 for example - ascending order difficulty - 40 minutes - need to find missing piece in a pattern

Problems: pg 88-89
still an intelligence test
schooling helps feel more familiar with testing - so would perform better
pen and paper - 'cultural tools' experience needed - how much are they used to using them - linked to education
reading direction - culturally dependent - seperate test in arabic countries due to different reading direction
class - lower classes, less confident, perform less well
need to understand verbal instructions
some analytical/puzzling skill = better performance

testing should recoginse that culture, experience and intellectual ability can't be seperated. so culture/class/experience will always have an impact
skills tested are not relevant everywhere or important to all.

Taiwan - 'intelligent' have characteristics Western tests ignore. - emotional intelligence
Kenya - 'intelligent' = doing chores without reminder
Africa - thinking slowely about a problem

pg 90 - 91

What is intelligence - need to abandon current analogies (strength)
belief intellectual strength measurable and independent of culture like physical strength and is universal, Ken Richardson beliefs this misleading
more appropriate analogy = 'distance' belief more intelligent if match cultural values tested

Learning disability pg 94

learning disability - a condition that affects how a person learns, understands and cope with life.
disability = general impairment of abilities
learning difficulties = specific problem ( reading, maths,etc) causing barrier to higher achievment

learning disability - mild, moderate, severe or profound - different levels, some can cope and work, others need 24hr care
many causes - genetic (down's), autism, epilepsy birth issues cause brain damage, illness or injury.

diagnosis - for educational/support needs can affect life outcome, what help/support given

diagnosis pg 96 - 98

diagnosis - 3 criteria:

signicicant intellectual functioning difficulties - IQ tests, WAIS, <70, believed can be measured
significant difficulty in adapting to environment and interaction with others - BPS introduced in 2000, assessment of how well function, seen as important alongside IQ
these occur in childhood

Less <70 significant due to normal distribution, which shows it only affects 2.3% of population, 2 standard deviations from average

Problems pg 99 - 101

practitionars see overall score less important that that of subtests and other info
overall iq score seen as only accurate withing 4 pts. (margin of error)
but in diagnosis overall score used and most important

Simon whitaker (08)
? iq tests for diagnosis,
believs least accurate in lower iq range,
believes margin of error = 13 pts as most affected by testing situation

now believed IQ not good measure, and should be judged on a case by case basis. everyone individual
definitions of learning disability need to be revised : whitaker suggests:

need of community/educational services
failure to cope with intellectual demands of environment
can't take core of themselves/dependents
unable to protect against harm

ie not 'intellectual functioning' but 'intelectual demands instead this would not be included in iq test
does it prevent them doing certain things?
so more qualitive assessment of needs

Emotional Intelligence pp 104 - 111

Weschler: 'intelligent behaviour' not just IQ
believed people need to use social skills in order to deal effectively with the environment

Emotional intelligence-1990, Peter Salovey and John de Mayer
belief can be measured

used in applied settings such as job recruitment

monitor feelings and emotions of self and others, to discriminate among them and use that information to guide actions

social and emotional skills needed for success

2002 space-space the Mayer-Salovey-Caruso emotional intelligence test space (MSC EIT)

141 items, 40 minutes, paper or computer
8 subtests (tasks) 2 per branch

4 components or branches of emotional intelligence, seperate but interrelated see fig 3.4 pg 106, importance in this order: must be competent in perceiving to be competent in using, and so on.

perceiving emotion - recognising emotions in self and others.
Using emotion - using them in thinking, solving problems etc.
understanding emotion - label them and recognise similarities/differences
managing emotion - modify them and responses and recognise how appropriate they are

no right or wrong answers
consensus scoring - answers compared with 000's others stored in database - works due to 'common understanding'

2007, British government, social and emotional aspects of learning (seal)

teach social and emotional skills, behaviour, attendance, learning, etc.

2010-90% primary and 70% secondary
belief that emotional intelligence can be learned

Still debate as to whether it is:

an ability
personality characteristic
learnable skill

	Created by Anneliese Shaw about 10 years ago

BSc DE100 Investigating Psychology (Investigating Intelligence) Note on Week 3 - DE100 Investigating Psychology, created by Anneliese Shaw on 03/10/2016.

Week 3 - DE100 Investigating Psychology