6.2 Measuring Intelligence and IQ Testing

Intelligence testing is a crucial aspect of educational psychology. IQ tests measure cognitive abilities, while aptitude and achievement tests assess potential and acquired knowledge. These tools help educators understand students' strengths and areas for improvement.

Reliability, validity, and cultural bias are important considerations in IQ testing. The Flynn effect, showing increasing average IQ scores over time, highlights the need for regular test updates. Understanding these concepts helps educators interpret and apply test results effectively.

IQ Tests

Intelligence Quotient and Common IQ Tests

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• Intelligence quotient (IQ) represents an individual's mental age divided by their chronological age, multiplied by 100
• Stanford-Binet Intelligence Scales assess five cognitive abilities: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory
  • Suitable for individuals aged 2 to 85+ years old
  • Provides a Full Scale IQ score and five composite scores
• Wechsler Intelligence Scales include the Wechsler Adult Intelligence Scale (WAIS) for adults and the Wechsler Intelligence Scale for Children (WISC) for children aged 6 to 16
  • Measures verbal comprehension, perceptual reasoning, working memory, and processing speed
  • Yields a Full Scale IQ score and four index scores

Aptitude and Achievement Tests

• Aptitude tests measure an individual's potential to learn or acquire a specific skill (mechanical reasoning)
  • Used to predict future performance in a particular area
  • Can help guide educational and career decisions
• Achievement tests assess an individual's acquired knowledge or skills in specific subjects (mathematics, reading comprehension)
  • Reflect past learning and educational experiences
  • Used to evaluate academic progress and identify areas for improvement

Psychometric Properties

Reliability and Validity in IQ Testing

• Reliability in IQ testing refers to the consistency of scores across different administrations or alternate forms of the test
  • High reliability ensures that an individual's score remains relatively stable over time
  • Reliability is typically assessed through test-retest reliability, alternate-form reliability, and internal consistency
• Validity in IQ testing refers to the extent to which the test measures what it intends to measure (intelligence)
  • Construct validity examines whether the test accurately represents the theoretical construct of intelligence
  • Predictive validity assesses how well IQ scores predict future outcomes (academic achievement, job performance)

Cultural Bias in IQ Tests

• Cultural bias in IQ tests occurs when test items or content favor individuals from certain cultural backgrounds
  • Test questions may include language, experiences, or knowledge more familiar to the dominant culture
  • Can lead to inaccurate assessments of intelligence for individuals from diverse cultural backgrounds
• Efforts to reduce cultural bias include using culturally sensitive test items, providing appropriate accommodations, and interpreting scores within the context of an individual's cultural background
  • Nonverbal or culture-fair tests (Raven's Progressive Matrices) aim to minimize the influence of language and cultural knowledge

IQ Score Trends

The Flynn Effect

• The Flynn effect refers to the observed increase in average IQ scores over time, typically around 3 points per decade
  • Named after psychologist James Flynn, who extensively researched this phenomenon
  • Has been observed in many countries and across different age groups
• Possible explanations for the Flynn effect include improved nutrition, increased access to education, more complex environments, and familiarity with testing
  • The effect may also reflect changes in test content and administration over time
• The Flynn effect highlights the importance of regularly updating IQ test norms to ensure accurate comparisons across generations
  • Norms are typically updated every 10-15 years to account for changes in average performance