Module 30 Review

REVIEW Assessing Intelligence

LEARNING OBJECTIVES

RETRIEVAL PRACTICE Take a moment to answer each of these Learning Objective Questions (repeated here from within this section). Then click the 'show answer' button to check your answers. Research suggests that trying to answer these questions on your own will improve your long-term retention (McDaniel et al., 2009).

30-1 What is an intelligence test, and what is the difference between achievement and aptitude tests?

An intelligence test is a method for assessing an individual’s mental aptitudes and comparing them with others, using numerical scores. Aptitude tests measure the ability to learn, while achievement tests measure what we have already learned.

30-2 When and why were intelligence tests created, and how do today’s tests differ from early intelligence tests?

In the late 1800s, Francis Galton, who believed that genius was inherited, attempted but failed to construct a simple intelligence test. Alfred Binet, who tended toward an environmental explanation of intelligence differences, started the modern intelligence-testing movement in France in 1904 when he developed questions to help predict children’s future progress in the Paris school system. During the early twentieth century, Lewis Terman of Stanford University revised Binet’s work for use in the United States. Terman believed intelligence was inherited, and he thought his Stanford-Binet could help guide people toward appropriate opportunities. From such tests, William Stern contributed the concept of the IQ (intelligence quotient). During this period, intelligence tests were sometimes used to “document” scientists’ assumptions about the innate inferiority of certain ethnic and immigrant groups.
     The most widely used intelligence tests today are the Wechsler Adult Intelligence Scale (WAIS) and Wechsler’s tests for children. These tests differ from their predecessors in the way they offer an overall intelligence score as well as scores for various verbal and performance areas.

30-3 What is a normal curve, and what does it mean to say that a test has been standardized and is reliable and valid?

The distribution of test scores often forms a normal (bell-shaped) curve around the central average score, with fewer and fewer scores at the extremes.
     Standardization establishes a basis for meaningful score comparisons by giving a test to a representative sample of future test-takers. Reliability is the extent to which a test yields consistent results (on two halves of the test, on alternative forms of the test, or when people are retested). Validity is the extent to which a test measures or predicts what it is supposed to. A test has content validity if it samples the pertinent behavior (as a driving test measures driving ability). It has predictive validity if it predicts a behavior it was designed to predict. (Aptitude tests have predictive ability if they can predict future achievements; their predictive power is best for the early school years.)

TERMS AND CONCEPTS TO REMEMBER

RETRIEVAL PRACTICE Match each of the terms on the left with its definition on the right. Click on the term first and then click on the matching definition. As you match them correctly they will move to the bottom of the activity.

Question

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