Intelligence Testing Chapter 9 Testing Intelligence Aptitude Achievement

Intelligence & Testing Chapter 9

Testing Intelligence Aptitude Achievement Flynn effect Test norms Percentile score Standardization

Reliability & Validity Split-half reliability Reliability using different tests Test-retest reliability Content validity Criterion- related validity Construct validity

Influential People Francis Galton Alfred Binet Lewis Terman David Wechsler Robert Sternberg Emily Winners

IQ exams WAIS bell curve Standard deviation Purpose of IQ tests in other cultures Levels of mental retardation Giftedness

Miscellaneous Eminent giftedness Nature vs. nuture? Cultural differences Spearman’s g theory

Q 1. Aptitude tests are designed to measure a. b. c. d. e. Previously learned facts Future performance Previously learned skills Current competence Your IQ score

Q 2. A standardization sample for developing a test a. b. c. d. e. Should be representative of all the types of people for whom the test is designed Is an early version of the test to determine questions that differentiate individuals Is a set of norms that will determine what score should be considered passing Should include people from all different age groups, ethnic groups, and genders Must include a standard set of directions for administering the test that all students will receive

Q 3. If Mr. Delvecchio compared the scores of students on the odd-numbered questions on the test with their scores for the even-numbered questions, she would be attempting to determine if the test had a. b. c. d. e. Content validity Split-half reliability Predictive validity Test-retest reliability Concurrent validity

Q 4. Which of the following best describes Charles Spearman’s g of intelligence? a. b. c. d. e. There are many factors that determine intelligence, but genetics is the most important one The internal validity of an intelligence test is g A general intelligence that underlies success on a wide variety of tasks is g Giftedness is determined by both innate ability to perform and experiences one has in life The g is measured by the speed with which one can process information

Q 5. When a list of words is learned in order, the words most likely to be forgotten are those that are a. b. c. d. e. At the beginning of the list At the end of the list In the middle of the list Hardest to pronounce Easiest to spell

Q 6. According to the Stanford-Binet formula for an intelligence quotient (IQ), the IQ of a ten-year-old child with a mental age of eight and a half years is a. b. c. d. e. 85 95 100 105 115

Q 7. A student who obtained a percentile rank of 75 on an achievement test is best characterized as having a. b. c. d. e. Ranked 75 th from the top in a group of 100 test takers Answers 75% of the test questions correctly Scored higher than 75% of the test takers Scored 75% higher than the average test taker Scored 75% of the highest score

Q 8. A test that is labeled an achievement test is most likely to be given to a. b. c. d. e. Predict an individual’s ability to succeed in a particular job Allow a student to be exempted from a college course Assess the mental age of a gifted eight year old Determine whether a person is an extrovert or an introvert Investigate an individuals cognitive style

Q 9. Which of the following methods is used in studies designed to determine the primary components of intelligence? a. b. c. d. e. test-retest Alternate forms Random sampling Factor analysis standardization

Q 10. Which of the following is the most appropriate criterion for evaluating the predictive validity of an intelligence test? a. b. c. d. e. Intelligence quotient Mental age Chronological age Scholastic aptitude School grades