Cognitive abilities

Chapter 10

History of intelligence testing

Alfred Binet early 1900s

Chronological age how old the child is Mental age how well a child could think for his/her age
Developed by Lewis Terman IQ = Mental age / Chronological age x 100

Stanford-Binet Test 1910s

David Wechsler

Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC)

Intelligence testing today

Wechsler Adult Intelligence Scale WAIS-III

Verbal scale 7 subtests Performance scale 7 subtests

Wechsler Intelligence Scale for Children WISC-IV

Fluid reasoning Knowledge Quantitative reasoning Visual-spatial processing Working memory

Intelligence quotient How intelligent are you compared to the general population. Average 100 ** WAIS-IV came out in 2008

Aptitude vs. Achievement

Aptitude what is your potential to learn, your readiness to learn Achievement what you have accomplished/learned in that area, SPM, STPM

Why use IQ tests? Why not just ask someone How intelligent are you?
Standardized everyone has the same questions and conditions Objectivity of evaluator no favoritism Norms get to know how the person scores compared to others above or below average?

What is reliability?

A measure to see if the test is stable

It is not affected by
Temperature The testers feelings Time of the day Etc

A measure to see if the test is repeatable

Your test score shouldnt change much if you take it today, and repeat it tomorrow.

How to calculate reliability?

Get 2 sets of score from same person Calculate correlation coefficient. If above +.80, test is reliable Methods: Test-retest method do the same test
twice. CONs: practice effect

Alternate form different set of

questions but similar to each other

Split half split the test into half, then

calculate correlation coefficient of the results.

How reliable are IQ tests?

+.30 - +.60 for children below 7 Stable from teenage years to adulthood: +.85 - +.95 Deary et al., 2000 11 to 77: +.73

How valid are IQ tests?

IQ scores most valid with academic achievement at school IQ scores correlate with job performance

Are IQ tests fair for every culture and race?

Stereotype threat effect when negative

stereotypes of one group is increased, that group scores lower in intelligence tests. Spencer, Steele, & Quinn (1997) Two groups of women were to take a test. One group is not told anything (control group) Another group is told Women will do worse than males (experiment group) The group that is told women will do worse performs worse than control group

Conclusion

IQ tests are fair for everyone, but How you give the test is very important. Environment can influence IQ score significantly, up to 1 SD Peoples performance on IQ tests is sensitive to, and will be affected by stereotypes

Nature vs. Nurture

Identical twins separated at birth at least +.60 Unrelated children reared together +.30 Conclusion heredity seems to have a bigger impact than environment, though environment plays an important role too.

Question

If you are intelligent in one area, does that mean you have the potential to succeed in other areas as well? If you are not intelligent in one area, does that mean you will fail in whatever you do?? It is very important to know if intelligence is one general trait (satu sifat), OR there are many types of intelligence

Intelligence g as one general trait

Study

Relation ships

Succeed @ Work

If play football, can be good player

Musical Talent

If married, Can be good parent

Or, different people are differently intelligent?

Memory reasoning Perceptual ability

Numerical ability

Verbal fluency
Spatial visualization

Verbal comprehension

Conclusion
there is a general g intelligence which helps individual in all kinds of situations,

but the brain comprises of many specific intelligences which gives rise to g

Is it because some people have more Attention?

Attention = a pool of resources or mental energy: the more resources you have when processing an information, the more intelligent you can be

Is it Processing Speed?

speed of access to LTM, capacity of STM and WM

Creativity
Characteristics necessary for creativity:

Expertise Creative skills

ability to break out of old problem-solving habits willingness to take risks willingness to work hard persistence in problem solving internal satisfaction rather than external rewards rewards can cause people to be less creative

Motivation

Mental retardation
Mild 50 70: no physical symptoms of abnormality, marry, work at unskilled jobs, and raise a family. Poor abstract reasoning Moderate 35 49: Often lack physical coordination, 4 7 years old of mental age, can be trained to live outside institution with family Severe 20 34: Few benefit from schooling, can be trained to communicate vocally, require constant supervision Profound Below 20: Mental age less than 3, limited communication, constant supervision, can walk, feed, and say a few words.