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The document discusses the origins and development of intelligence testing. It notes that Alfred Binet developed early intelligence tests in France, and Lewis Terman adapted Binet's tests for American students, renaming it the Stanford-Binet Test. Modern IQ tests include the Stanford-Binet and Wechsler scales. Tests should be standardized, reliable in producing consistent results, and valid in measuring what they are intended to measure. IQ scores tend to remain consistent for an individual over time, though they can fluctuate.

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Eric E Castro
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67 views13 pages

m32 Slides

The document discusses the origins and development of intelligence testing. It notes that Alfred Binet developed early intelligence tests in France, and Lewis Terman adapted Binet's tests for American students, renaming it the Stanford-Binet Test. Modern IQ tests include the Stanford-Binet and Wechsler scales. Tests should be standardized, reliable in producing consistent results, and valid in measuring what they are intended to measure. IQ scores tend to remain consistent for an individual over time, though they can fluctuate.

Uploaded by

Eric E Castro
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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m32

Assessing Intelligence
1. Origins of Testing
• Alfred Binet (1857-1911) was hired by the
Paris school district to develop a way to
sort students.

– They developed the idea of mental age.

• A 10-year-old who reads like an 8-year-old has a


mental age of 8.
• Lewis Terman (1877-1956) brought the
Binet’s test to the US, updated the
questions, and renormed it to California’s
students.
– Renamed as the Stanford-Binet Test.
1. Origins of Testing
• The Stanford-Binet Test results in an IQ:
2. Modern IQ Tests
• Stanford-Binet Test

• Wechsler Adult Intelligence Scale (WAIS)

• Wechsler Intelligence Scale for Children


(WISC)
3. Test Construction
• Tests should be standardized.
– The results should be defined relative to a
pretested group.

– For example, the AP Psychology test is


standardized every 5 years against 5,000
college students who completed the
introductory psychology course.
• Tests should be reliable.

– the results are dependably consistent.

– The two most common tests of reliability are:

• test-retest

• split-half test.
• A test should be valid.

– Validity is the extent to which the test actually


measures what it is supposed to measure.

– Content validity checks the reasonableness of


the test.
• An IQ test that measures your height has low content validity.

– Predictive validity checks the score against


some future condition.
• The SAT has high predictive validity regarding success in
college.
4. Dynamics of Intelligence
• IQ scores are not fixed for an individual;
they do fluxuate, but they are consistent.

– An individual who scores in the 70th percentile


as a teen statistically will remain in the lower
three-fourths of the population.
Classification IQ Limits Percent of pop.
Very Superior > 128 2.2
Superior 120 – 127 6.7
Bright Normal 111 – 119 16.1
Average 91 – 110 50
Dull Normal 80 – 90 16.1
Borderline 66 – 79 6.7
Defective 65 and below 2.2
Classification IQ Range Percent Abilities
of pop.

Mild Retardation 50 – 69 85 Can live on their own with


community support

Moderate 35 – 49 10 Supervised living, often in a


Retardation group home.

Severe 20 – 34 3-4 About half can master basic


Retardation living skills such as cleaning
and dressing self
Profound < 20 1-2 About half can develop basic
Retardation communication and self-care
skills.
Why do Intelligent people fail? 1. Lack of motivation 13. Excessive dependency
2. Lack of impulse control 14. Wallowing in personal
difficulties
3. Lack of perseverance
15. Distractibility and lack of
4. Using the wrong abilities concentration
5. Inability to translate thought 16. Spreading oneself too thin
into action
17. Inability to delay gratification
6. Lack of product orientation
18. Inability to see the big
7. Inability to complete tasks picture
8. Failure to initiate 19. Lack of balance between
9. Fear of failure critical, analytical, and
creative thinking
10. Procrastination
20. Too little or too much self-
11. Misattribution of blame confidence
12. Excessive self-pity
13

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