CHAPTER
REVIEW
111
11.
: What Is Intel(igence?
a
Retief and Ron are university friends and are discussing their future pLans.
.
Ron says, “I have an IQ of 120.” Retief points out that Ron is
~1—
instead say, “My score on an intelligence test was
120.”
Retief, who’s been studying intelligence in his
psychology textbook, continues by noting that
Knowing that Ron is a World Checkers
Champion, Retief isn’t sure that Ron’s verbal
intelligence wouLd show up in a cluster with
his truly amazing spatial abilities
he agrees with historical researcher Charles
2
,
who suggested that there is
a3
,org,
factor that underlies various clusters of abiLities.
if
Retief, on the other hand, who is a
wonderful piano keyboarder,
were used on the resuLts of his
intelLigence test.
agrees with psychologist Robert
and that
5
suggested that there are three
intelligences
Retief’s abiLity to produce unique
sound combinations reflects his
6
inteLligence,
while
Their friend Sho, who also achieves a high ~
his friend Ron’s spatiaL abiLities would be con
score, has decided to become a
psychotherapist.
sidered ______________ inteLLigence.
Sho has very high
8
intelligence,
which
enables him to perceive, 9
10
and use emotions.
Answers may be found in the Appendix at the end of this booklet.
REVIEW
11.2
:
History of Intelligence Testing
In 1904, the French minister of public education wanted to find an
objective way of identifying children with special needs.
• He asked Alfred
:
to study
the problem Assuming that all c’i~ldrenJoLLow
..
~
TI~e°y n~ea~sured thel chiLd~s
:‘r~.
age,;defined as the
‘‘
-
~ ~.
2
‘~
--
-
~
‘:
;-
__________________
~
~ ,,.,~,
(the same/a different)1 course’
-~of intelLectual development, he and The~dore
3
~
age typical of a given LeveL of performance
:~.~eY!Sed the first intelligence test
~ assess learning potentiaL.
~
‘~
~
~•
~
~ ~
.
.
V
~•. ~
~
•
‘. ..‘.
•~
Years later,
formed the basis for WiLliam
Lewis 6
— .
found that
V
-
I
1.this~te’stdid not Work well~with California
~st~dentsandso~reviséd-itto~create the
1~4~:~-~ ~uz~ dl c~o 13~*:z
V
• .~:
~i r;l~Jr~
-
.
.
-
~.
~—
V
which
i:~ 8
V
•~•V
inteLLigence quotient (IQ) formuLa:
•fV~
•
.~,
--
-
V•
10
agedividedby
age, and multiply the
test,
~ .~esUlt by ioo.
Using this formula,
the average score is
11
Because the original IQ formula
.0
•
9d-bIL •~: ~i i)~d6 ~..:
worked. fairly well for12
‘~9!9III~VV~
~i.
Z
~•
V
-
t,~.-19• P
(aduit~/chiLdren)but not for 13
(aduLts/chiLdren), .V•...MY
39, ~
:...
today’s intelligence tests instead
produce a mental ability score based on
test-taker’s performance relative to the ave~àge~.
performance of others the same 14
(gender/age/socioeconomic status).
~ ?X~,
V
.
62
(what number?).
3!~
Answers may be found in the Appendix at the end of this booklet.
,~
1~,
-
~
lc’ ~42-’l~c~
O~ ~&NQL...
“*
,.
~-
4
REVIEW
11.3: Assessing Intelligence
Eighteeen-year-old Sooji is designing an intelligence test
I
Similarities
In what way are u’ool arid cotton alike?
that will
Arithmetic Reasoning
If eggs cost 60 cents a dozen, what does I egg cost?
predict how welL her peers will fare as they go on
to higher education by assessing their
Vocabulary
Tell me the meaning of corrupt.
After creating the questions, Sooji must make sure the test
meets the criteria of a good psychological test.
First, she administers the test to a
Next, she must be sure that
the test yields consistent
resuLts, perhaps by comparing
answers to odd and even
questions—that it is
sample of students, creating a
pretested group against which testtakers’ scores can be compared in
FinalLy, she must be sure the test
measures and predicts what it is
supposed to—that it is
5
order to 3
the test.
If the test ~
academic potentiaL, then it
And
_______________________________
-—
has 6
vaLidity,
be~a~ifi~ifldameä~suring the
behavior of interest.
.
.
7
then the test
validity.
95%
If Sooji’s test meets all the criteria
of a good psychological test,
‘~
,
has 8
~..-...-.
as David 9
inteLligence scaLe does,
if the test scores later correlate with
the behavior
they
were as
attempting
to predict,
known
the
0.1%
2% 135%
~s
34%
~%
05
100
135% 2%
105
130
145
Wechsler intelligence score
—
an average score of 11
with
To Sooji
keep must
that average
score,
periodicaLly
the scores of any group of peopLe who take
it shouldrformatell:shaped pattern
calLedalO
And, if Sooji had first developed
and administered her test 30
years ago, then
—
-‘
re 12
cu~e,
the test.
con~áred th~~ es~viIh~th~e scór~s c~todây’s
students, she’d find that they had increased,
V.-.
~
~.
which is caLLed the 13
-.
..
.~
.
effect.
Answers may be found in the Appendix at the end of this booklet.
63