COG - Assessing Intelligence Lesson

Learning Targets:

  • Describe the methods and tools used to assess intelligence.
  • Identify the features of intelligence tests and compare and contrast achievement tests and aptitude tests.
  • Explain the origins and purposes of intelligence tests and describe how contemporary tests differ from the early versions.
  • Explain the concept of the normal curve, and define standardization, reliability, and validity.

Courtesy of the AP psychology course and exam description, effective fall 2024. (n.d.). Links to an external site.

 

How Do We Assess Intelligence?

Intelligence assessment involves using various methods and tools to measure individuals' cognitive abilities. One common way to measure intelligence is through intelligence tests, which provide numerical scores to compare an individual's mental aptitudes. Psychologists design these tests by including a range of tasks that assess different cognitive functions such as problem-solving, memory, and reasoning. By incorporating standardized procedures and statistical analysis, psychologists ensure that these tests are scientifically valid and reliable in measuring general mental abilities and overall aptitude. As intelligence tests continue to evolve, additional qualities are integrated to enhance their credibility and accuracy in assessing intelligence.

Achievement vs. Aptitude

Achievement tests measure what you have learned - your knowledge or accomplishments in a particular area. The AP exam is an example of an achievement test. Aptitude tests, on the other hand, aim to measure or assess a person's potential or capacity to benefit from education or training.

Early and Modern Tests of Mental Abilities

Intelligence tests have a rich history, starting with Francis Galton, who believed that abilities were inherited and aimed to promote eugenics by advocating for individuals with a high natural ability to reproduce. Although Galton's studies on the connection between reaction time, muscular ability, and intelligence have since been discredited, his work laid the foundation for future developments in intelligence testing. Alfred Binet, known as the father of modern intelligence testing, focused on predicting school achievement and emphasized the role of the environment in shaping intelligence. Binet's innovation of assessing mental age, a measure of performance related to a specific age group, revolutionized how intelligence was perceived in children.

Following Binet, Lewis Terman further advanced intelligence testing by creating the Stanford-Binet test, which introduced the intelligence quotient (IQ) concept. Terman's work aimed to measure innate intelligence but, unfortunately, also fueled discriminatory practices such as identifying individuals as "simple-minded" to prevent them from reproducing. In contrast, David Wechsler's contributions to intelligence testing introduced a more comprehensive approach with the Wechsler Adult Intelligence Scale (WAIS), assessing various cognitive strengths and weaknesses. Wechsler's tests, including versions for children, remain widely used today and provide insights into overall intelligence and specific cognitive abilities like verbal comprehension, perceptual reasoning, working memory, and processing speed.

Three Tests of a "Good" Test

Standardization

A good test needs to be standardized. This means that if the test is given to many subjects, it must first be piloted with a smaller but representative subgroup under the same conditions. A test is considered standardized when it is administered under uniform procedures and conditions. Once scores have been received, norms or standards are established and create a normal distribution.

What Makes a Good Intelligence Test?

IQ Bell Curve for the Population

The normal bell curve for intelligence includes two extremes. The two groups that fall into these extremes differ noticeably.

The Low Extreme

  • The low extreme describes individuals whose test scores fall to 70 or below. A child with a low-test score and one that has difficulty adapting to the normal demands of life is labeled as having an intellectual disability. According to the DSM-5, which replaced the DSM-IV, the term mental retardation is no longer used to indicate that individuals are learning at a slower pace than the average person. The term intellectual disability or intellectual developmental disorder is used instead. Psychologists assess IQ and adaptive functioning to make a diagnosis and treatment recommendations. With the passage of Rosa's Law, the term intellectual disability is more commonly used in the United States.
  • In the DSM-5, communication disorders include language and speech disorders and social communication disorders. Learning deficits in the areas of reading, written expression, and mathematics are included in the category of specific learning disorders.

The High Extreme

  • The high extreme describes individuals with IQ scores of 135 or above. Children with this extraordinary academic gift are sometimes isolated and introverted. However, studies conducted by Lewis Terman found that most high-scoring children are healthy, well-adjusted, and academically successful.

Reliability

Reliability refers to the ability of a good test to consistently produce similar scores on separate occasions. A test is deemed reliable if it produces consistent results across multiple administrations. Types of reliability include test-retest and split-half reliability.

Validity

Validity in a test means that the test has achieved measuring what it is supposed to measure. A test is considered valid if it accurately measures what it is intended to measure. Types of validity include construct validity and predictive validity.

 

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