4315821
Descrição
Mapa Mental por heavenstaar, atualizado more than 1 year ago
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Criado por heavenstaar
quase 9 anos atrás
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INTELLIGENCE &
PSYCHOLOGICAL
TESTING
- TESTING
- PSYCHOLOGICAL
- Mental ability tests 1. Intelligence –
measures general mental ability like
one’s ability to solve problems,
understand language, abstract ideas 2.
Aptitude – specific mental abilities, also
assess potential in certain areas.
3. Achievement – assess one’s
knowledge of subjects like English and
reading ability.
- Mental ability tests 1. Intelligence –
measures general mental ability like
one’s ability to solve problems,
understand language, abstract ideas 2.
Aptitude – specific mental abilities, also
assess potential in certain areas.
3. Achievement – assess one’s
knowledge of subjects like English and
reading ability.
- EVOLUTION
- Sir Francis Galton (1869)
– Studied upper class British
families and concluded that
intelligence was genetic
because it ran in families. He
did not consider the
environment of the
individuals.
- Alfred Binet and Theodore Simon (1905)
– Commissioned by the French
Government to devise a way to identify
children that needed remedial assistance
in school – Result was the Binet-Simon
Intelligence Scale – first intelligence test as
we know it
- Lewis Terman (1916) –
U.S. – Revised Binet’s
original test and
published the
Stanford-Binet
Intelligence Scale
– This test used the
Intelligence Quotient
(IQ) – IQ = MA/CA x
100
- David Wechsler – Weschler worked
in a New York hospital and needed
to assess adults – Wechsler Adult
Intelligence Scale (WAIS) – First
done in 1939 – Later made a
children’s version - Wechsler
Intelligence Scale for Children
(WISC)
- David Wechsler – Weschler worked
in a New York hospital and needed
to assess adults – Wechsler Adult
Intelligence Scale (WAIS) – First
done in 1939 – Later made a
children’s version - Wechsler
Intelligence Scale for Children
(WISC)
- Lewis Terman (1916) –
U.S. – Revised Binet’s
original test and
published the
Stanford-Binet
Intelligence Scale
– This test used the
Intelligence Quotient
(IQ) – IQ = MA/CA x
100
- Alfred Binet and Theodore Simon (1905)
– Commissioned by the French
Government to devise a way to identify
children that needed remedial assistance
in school – Result was the Binet-Simon
Intelligence Scale – first intelligence test as
we know it
- Sir Francis Galton (1869)
– Studied upper class British
families and concluded that
intelligence was genetic
because it ran in families. He
did not consider the
environment of the
individuals.
- PSYCHOLOGICAL
- KEY CONCEPTS
- Standardization - refers to having uniform standards for
administering and scoring a test. Test norms – based on
large studies that show how one’s score compares to the
average score other’s received. Raw Score – score on a test.
Percentile score – indicates the percentage of people who
score at or below the test taker’s score. Standardization
group – group of people the norms are based on
- Standardization - refers to having uniform standards for
administering and scoring a test. Test norms – based on
large studies that show how one’s score compares to the
average score other’s received. Raw Score – score on a test.
Percentile score – indicates the percentage of people who
score at or below the test taker’s score. Standardization
group – group of people the norms are based on
- R&V
- Reliability – Whether or not
a psychological test gives
consistent measurements.
- Validity – ability of a
test to measure what
it was designed to
measure More
recently the term
validity is used when
discussing what the
test is used for
- Reliability – Whether or not
a psychological test gives
consistent measurements.
- CCC
- Content validity – degree to which
the content of a test covers the
topic area
- Criterion-related validity – if
it correlates well with
another measure of the test
- Construct validity – degree to which the test
measures a particular trait.
- Content validity – degree to which
the content of a test covers the
topic area
- DISABILITY
- 4 LEVELS
- 1. Mild - (51-70 IQ) Can attain grade 6 education
and benefit from special education. 2. Moderate
(36-50 IQ) Attain grade 2-6 - Can be
semi-independent if in a sheltered environment
but need help even with mild stress. 3. Severe:
(20-35) Limited speech, need training on
toileting. 4. Profound: (below 20) Little or no
speech, not toilet trained.
- 1. Mild - (51-70 IQ) Can attain grade 6 education
and benefit from special education. 2. Moderate
(36-50 IQ) Attain grade 2-6 - Can be
semi-independent if in a sheltered environment
but need help even with mild stress. 3. Severe:
(20-35) Limited speech, need training on
toileting. 4. Profound: (below 20) Little or no
speech, not toilet trained.
- INTELLECTUAL
- Down Syndrome - physical characteristics, extra
chromosome 21
- PKU - Inability to metabolize phenlalanine.
- Fragile X syndrome - Fragile area of the X Chromosome has area that is repeated.
- Hydrocephaly - too much cerebrospinal fluid around brain destroys tissue and become ID.
- Hydrocephaly - too much cerebrospinal fluid around brain destroys tissue and become ID.
- Fragile X syndrome - Fragile area of the X Chromosome has area that is repeated.
- PKU - Inability to metabolize phenlalanine.
- GIFTED
- To be considered gifted, on
must have an IQ 2 standard
deviations above the mean
(IQ score of 130 - 170)
- To be considered gifted, on
must have an IQ 2 standard
deviations above the mean
(IQ score of 130 - 170)
- Down Syndrome - physical characteristics, extra
chromosome 21
- 4 LEVELS
- HEREDITY &
ENVIRONMENT
STUDIES
- Family - Level of intelligence runs in families.
- Twins – Identical twins are compared to fraternal twins in order to
study the role of genetics considering that identical twins have 100% of the
same genes.
- Adoption - If adoptive children are more like their biological parents,
there is more genetic influence.
- Environmental Deprivation - Children raised in orphanages and other deprived
situations have lower IQ scores than average.
- Environmental Deprivation - Children raised in orphanages and other deprived
situations have lower IQ scores than average.
- Adoption - If adoptive children are more like their biological parents,
there is more genetic influence.
- Twins – Identical twins are compared to fraternal twins in order to
study the role of genetics considering that identical twins have 100% of the
same genes.
- Family - Level of intelligence runs in families.
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