measurement and intelligence

• What is required to confirm a tests legitimacy

  -Standardised

  -Reliable

  -Valid

  -Not biased
• What does standardised tests tell us

  -Average: mean

  -Variation: standard deviation
• To ensure test standardisation what is required

  -Large population

  -Representative sample

  -Relevance
• What are the easiest groups/types of people to gather data on and study

  -Uni students

  -Western culture
• What's reliability


  The extend to which a measure gives you consistent measures on repeated measures. Consistent results
• What techniques evaluate the reliability of tests

  -Alternate forms

  -Split half reliability

  -Test retest reliability
• Alternate forms reliability


  -Evaluation of two different versions of the same test.

  -Positive correlation
• Split half reliability


  -Split a test in half

  -Evaluation of two tests

  -Aim positive correlation

  -Money/time constants
• Problem with split half reliability

  -Two halves could be measuring different things
• How to solve the problem with split half reliability

  -Dividing the test in many different ways

  -Give us average correlation of all those halves
• Test retest reliability


  -Getting same people to re do the test twice

  -Positive correlation
• Problem with test retest reliability

  -Carry over effect
• What are the 3 types of validity

  -Predictor validity

  -Criterion validity

  -Construct validity
• Predictive validity


  Whether or not scores on test match later outcomes
• Example of predictive validity


  -Use of intelligence test to predict job performance involves repeated measures

  -Pre employment test/during employment test

  -If intelligence test scores predict their performance

  -That proves predictive validity
• Criterion validity


  Match scores on test with some other measure:

  
  

  -Previous measure or

  -Concurrent measure of same thing
• Example of criterion validity


  -Are your grades in this course a valid measure of academic performance

  -Compare grades from high school
• Construct validity


  -An idea not a test

  -How well a test maps onto the underlying theory with regard to the thing we are measuring
• What's the first systematic measurement of intelligence

  -The binet-simone scale

  -Intelligence measurement

  -Standardised across ages

  -Mental age based on age-normed questions passed
• Who introduced IQ and define it

  -Lewis Terman

  -Translated binet-simone's intellegence scale

  -IQ: Ratio mental age with chronological age

  -Mental age/Chronological age x100

  -Name Stanford-Binet scale
• Problem with Stanford-Binet scale

  -Age normed items goes up to age 16

  -At 16 IQ starts decreasing because chronological age keeps increasing
• What does IQ stand for

  Intelligence quotient
• How do we measure IQ

  -Compare IQ to standardized data
• Weschler created several different intelligence scales name them

  -Weschler Adult Intelligence Scale (WAIS)

  -Weschler Intelligence Scale for Children (WISC) (very young)

  -Weschler Preschool and Primary Scale of Intelligence (WPPSI)
• Describe the Weschler Intelligence Scales

  -Different questions for different ages

  -Different tests standardized

  -Performance compared to standardized information
• What is the current level of the Weschler Adult Intelligence Scale (WAIS)

  WAIS-IV (4)
• The WAIS is broken down into separate components

  -Verbal IQ: Verbal comprehension index, Working memory index

  
  

  -Performance IQ: Perceptual organisation index, Processing speed index
• WAIS Verbal comprehension index components

  -Vocabulary

  -Similarity

  -Information

  -Comprehension
• WAIS Working memory index components

  -Arithmetic

  -Digit span

  -Letter number sequencing
• WAIS Perceptual organisation index components

  -Picture completion

  -Block design

  -Matrix reasoning
• WAIS Processing speed index components

  -Digit symbol coding

  -Symbol search
• What intelligence measure model is WAIS and why is this so

  -General intelligence model

  -Measures a lot of things

  -It assumes IQ is a function of all of the properties
• What do psychologists generally agree they are measuring with intelligence

  -Ability to learn and remember information

  -Ability to recognize concepts and their relations

  -Ability to apply the information to their own behaviour in an adaptive way,
• Regarding the nature of intelligence and how it works what are two methods

  -General intelligence

  -Multiple intelligences
• General intelligence perspective


  General intelligence underlies all of our abilities

  
  

  Example: Good at math's equates to good at music as both driven by one thing
• Howard Gardner proposed we have numerous subskills which make up our intelligence these were

  -Linguistic

  -Musical

  -Logical/mathematical

  -Spatial

  -Bodily/Kinaesthetic

  -Intra-Personal

  -Inter-Personal
• Howard Gardner's theory about intelligence

  -No general intelligence underlying everything

  
  

  -Can be good at some of these not others

  
  

  -Independent abilities

  -Unrelated abilities
• Spearman's Two factor theory

  -Systematic testing of performance on tests which is a function of:

  -General intelligence factor

  -Specific intellectual abilities

  -We all have G but S varies from person to person on a particular task
• Two factor theory: Specific intellectual abilities


  Unique individual abilities on a particular task
• Two factor theory: General intelligence factor


  General intelligence influences our general performance on ALL mental tasks