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Intelligence Testing in America, 2007.
This paper examines the beginning of intelligence testing in America and looks at the respective works of E.L.Thorndike, A. Binet, Henry Herbert Goddard and L.M.Terman.
2,225 words (approx. 8.9 pages), 8 sources, MLA, $ 69.95
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Abstract
This study traces the beginning of intelligence testing through the work of Thorndike, Binet, Goddard and Terman. The writer notes that Thorndike saw intelligence testing as a complex and barely quantifiable process, while Binet wanted to find out why so many children were failing in French schools. The writer discusses that Goddard had his own school population of "feeble-minded" adults, and Terman collaborated with Binet on one of his later revisions. The writer concludes that schools will undoubtedly continue to test children's intelligence, but there remains more to do if it is to effectively promote better learning.
From the Paper
"In the late 19th century, schools in the United States evolved from educating students who were interested in education (or children from the elite and business families) to educating children whose parents were uneducated and did not speak English. This increase in school attendance was a result of compulsory education laws. Thomas Jefferson was instrumental in pushing for reform to require compulsory education on the premise that people must be educated in order to participate in decisions regarding how their government should be run. As a result, school enrollment swelled as people responded to Thomas Jefferson's reform. The increase brought on many challenges as educators raced to meet the demand. Within the school population, there were students with a wide range of intellectual abilities. In order to optimize teaching, educators tried to find a way of sorting students according to ability levels."
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Intelligence and Psychological Testing, 2002.
This paper discusses the theories and process of intelligence and psychological testing.
4,140 words (approx. 16.6 pages), 12 sources, APA, $ 111.95
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Abstract
This paper explains that in psychological research, a theory is the most significant factor: It determines the manner in which the research will be performed, the purpose of conducting the investigation and defines the subject that is being researched. The author defines the psychometric approach as psychology that deals with the design, administration and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude and personality traits. This paper presents the history and application of the Myers-Briggs Type Indicator, which is one of the most enduring and most used system of typological classifications.
Table of Contents
Introduction
Definition: Intelligence Testing
Uses of Intelligence Testing
Theories of Process
Information Processing
Interpreting, Grouping and Clinical Assessment
Grouping and Validity
Psychological Type and the Myers-Briggs Type Indicator
From the Paper
"Informational theorists believe that human cognition is best understood as the management of information through a system with limited space or resources.Two theorists that promote informational processing models are Sternberg and Gardner. Sternberg's triarchic theory consists of three parts: cognitive components of intelligence, experience and intelligence, and context of intelligence. They are divided in three major sub-theories: Componential is encoding, combining and comparing stimuli and evaluating one own performance. Contextual is the adaptation to one?s environment. The two-facet sub-theory is the ability to process novelty and the ability to atomize cognitive processes. One of Sternberg's most important contributions to intelligence theory has been the redefinition of intelligence to incorporate practical knowledge. As Sternberg insists, "'real life is where intelligence operates' and not in the classroom . . . . The true measure of success is not how well one does in school, but how well one does in life.""
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Intelligence Testing, 2002.
Discusses the premise of intelligence testing and reveals the many sided hydra to the debate in the world.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
Four authors will be used to identify the problems and debates that arise from the correct way some deem to test intelligence. The aim of this essay will be to describe and compare them. This essay will only clarify existing arguments on the debate and personal opinion will not be taken in showing the opinions present in the quest for intelligence testing and the major issues that surround them.
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Intelligence Testing, 2003.
A discussion of intelligence testing in schools with input from Howard Gardner's theory of multiple intelligences.
732 words (approx. 2.9 pages), 6 sources, MLA, $ 26.95
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Abstract
This paper examines the idea that there are many factors that weigh into our human intelligences and describes how a psychologist named Howard Gardner developed an idea that promotes the concept of different intelligences called "The Theory of Multiple Intelligences." It attempts to show that the standardized testing in the public education systems today does not focus enough on these intelligence aspects and how these tests do not determine our full intelligences.
From the Paper
"There is no doubt that the question has often been asked, ?do intelligence tests measure acquired skills?? According to Daniels, (1976) most intelligence test items consist of learned information and skills (in Vernon, 1979). Obviously it would be an absurdity to say that intelligence testing measures the skills needed for social, and physical changes such as going to a new school, or learning to walk. Essentially, tests should measure the capacity to think or reason with familiar words rather than with acquired knowledge. According to Vernon (1979), a study was published, even as far back as 1937, on 19 pairs of identical twins who were brought up in different environments."
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The KAIT Intelligence Test.
This paper critiques the intelligence test, KAIT, which is the Kaufman Adolescent and Adult Intelligence Test, authored by Alan S. Kaufman and Nadeen L. Kaufman.
940 words (approx. 3.8 pages), 3 sources, APA, $ 33.95
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Abstract
This paper explains that the theoretical design of the KAIT is problem-solving skills using fluid and crystallized abilities, rather than merely measuring intelligence capacity, as based on the Cattell-Horn model of fluid/crystallized intelligence. The paper points out that, because KAIT de-emphasizes response speed and motor proficiency, it is especially useful when testing the elderly or other groups where measuring cognitive functioning separately from psychomotor ability is important, or in comparing young children, where psychomotor ability has a higher correlation to intelligence. The paper relates that the composite IQs on the KAIT demonstrate high construct validity with tests such as WISC-R, WAIS-R, and K-ABC; the manual reports KAIT profiles for clinical samples, including neurologically impaired (left vs. right), clinically depressed, reading disabled, and Alzheimer's-type dementia.
Table of Contents
General Information
Test Description
Purpose of Test
Technical Evaluation
Reliability
Internal Consistency
Test-Retest
Adequacy of Reliability Evidence to Support Potential Uses of the Test Validity
Summary, Evaluation, and Critique
From the Paper
"The crystallized (or learned) scale consists of three, separately scaled and then collectively computed elements. The first is "Auditory Comprehension." This involves "listening to a recording of (or examiner reading aloud) a news story, then answering literal and inferential questions about the story. Then, "Double Meanings" which involves "studying two sets of word clues, then thinking of a word with two different meanings that fits both sets of clues." Finally, "Definitions" or "integrating two types of clues-a word with some of its letters missing and an oral clue about the word's meaning-to identify the word."
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Intelligence Testing, 2005.
A look at the evolution of IQ testing throughout history.
2,849 words (approx. 11.4 pages), 6 sources, MLA, $ 84.95
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Abstract
This paper traces the origins of intelligence testing from the days of French psychologist Alfred Binet to Terman's uses of intelligence testing to label people as inferior or superior to others. Military uses of intelligence testing under Carl C. Brigham are addressed as are the development and uses of the Stanford-Binet Scale while attending to various assumptions inherent in such a pervasive test.
From the Paper
"In 1917, when America entered World War I, the U.S. Army was faced with the task of dividing huge numbers of draftees into various Army categories. In order to solve this problem, the Army put together a committee of seven leading psychologists to devise a massive application of standardized intelligence tests. One of the seven selected psychologists, Lewis Terman, had a pupil named Arthur Otis, who had already begun creating an intelligence test when the Army decided it needed one. Needless to say, the committee adopted the material Otis had prepared and a few weeks later there was a trial run with four thousand men."
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Intelligence Tests, 2007.
A discussion on the history of intelligence testing.
1,060 words (approx. 4.2 pages), 6 sources, MLA, $ 37.95
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Abstract
This paper explores the various forms of intelligence testing from the medieval period through contemporary times. It discusses the shift in intelligence theory as well as the psychologist's thoughts and views on the uses and implications of intelligence tests. It explains that today this knowledge helps ensure that individuals are afforded ample opportunities to excel and enables those deficient in one or more areas to receive the support they need to succeed. The paper explores various eras in IQ testing. It also expands on the pros and cons of intelligence testing in each era.
Outline:
Medieval Period
1900s
Modern Era
References
From the Paper
"Intelligence testing has come a long way in recent years. During the modern era, from roughly the 1980s onward intelligence testing has been marked with much controversy, criticism but also support in some cases (Schlinger, 2003). Today there is controversy considering the "very definition of intelligence" and controversy regarding whether intelligence testing provides an actual valid measure for assessing intelligence among individuals (Schligner, 2003). In modern society there are various standardized tests used to assess intelligence on various levels. General intelligence is measured including a persons' ability to solve problems and comparing their ability to solve problems with others (Schlinger, 2003)."
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The Validity of Intelligence Tests, 2006.
This paper explores the meaning of intelligence, how it is defined and assessed while examining how well intelligence tests measure current and future performance of students.
3,267 words (approx. 13.1 pages), 6 sources, APA, $ 93.95
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Abstract
This paper explains that there is no one definition of intelligence as the approach can cover many aspects of human potentiality. This paper also considers how intelligence testing discriminates between children in different racial and ethnic groups as well as special education groups. The author also discusses whether intelligence tests predict equally well for bilingual or limited English speaking groups when compared to English speakers.
Topics covered in this report include:
Importance of Statistical Significance and Base Rate
Clinical Relevance of Sub Test Configurations
Face Validity
Concurrent Validity
Predictive Validity
Construct Validity
Weaknesses
Strengths
From the Paper
"There are several considerations to be studied in questioning the validity of intelligence tests and the research that has been done on all of these. What is the importance of statistical significance and base rates? Is univariate, linear profile analysis less valid than multivariate, nonlinear profile analysis? What subtest configurations are unusual or clinically relevant? Do intelligence tests measure the model specified by the test developer? Do two or more intelligence tests measure similar models of intelligence? Do these tests measure the same model across different groups and races of people? What is the nature of genetic influence on intelligence? Do measures of intelligence demonstrate any type of diagnostic validity? How well do intelligence test measure current and future performance of students? Do subtest scores on intelligence tests discriminate between children in different racial and ethnic groups, as well as special education groups? Do intelligence tests have adequate subtests or total test floors to use with young children and what are the limitations of these tests with language delayed children or very young children."
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Intelligence Testing, 2005.
A discussion on the various techniques that can be utilized to measure the intelligence quotient (IQ) in children.
1,427 words (approx. 5.7 pages), 9 sources, MLA, $ 47.95
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Abstract
This paper examines how the Stanford-Binet test, Wechsler intelligence scales for children, and the Bayley scales of infant development can all be used to measure IQ in children. It provides an overview of all three tests and evaluates some of their limitations.
From the Paper
"Individuals have always differed in intelligence, at least partly because of heredity, but these differences have come to matter more because social status now depends more on individual achievement. The consequence of this trend is the bipolarization of the population, with high-IQ types achieving positions of power and prestige, low-IQ types being consigned to the ranks of the impoverished and the impotent. As Stern wrote in 1914: "No series of tests, however skillfully selected it may be, does reach the innate intellectual endowment, stripped of all complications, but rather this endowment in conjunction with all influences to which the examinee has been subjected up to the moment of testing." IQ tests can be made to compare students to each other (norm-referenced tests) or to see whether students have mastered a body of knowledge (criterion or standards-referenced tests)."
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Intelligence Tests, 2004.
This paper discusses the advantages and disadvantages of giving intelligence tests in schools.
885 words (approx. 3.5 pages), 2 sources, APA, $ 31.95
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Abstract
This paper explains that, while no consensus prevails about what such intelligence tests actually measure, their use in education has had great practical value to teachers in assigning children to suitable class groups and in predicting academic performance. The author points out that this lack of a consensus on what IQ tests actually measure is perhaps the most potent argument against the attempt to define intelligence as something quantitatively measurable at all. The paper concludes that the subjectivity and dangers of labeling within IQ tests are so great that these tests should not be given in schools.
Table of Contents
Why IQ Tests Should Be Given in Schools?
Why IQ Tests Should Not Be Given in Schools?
From the Paper
"Although there remains a strong tendency to view intelligence as a purely intellectual or cognitive function, considerable evidence suggests that intelligence has many facets. Early investigations into intelligence assumed that there was one underlying general factor at its base. This was later known as ?the g-factor? a factor hotly disputed by researchers such as Howard Gardner at Harvard, who formulated a theory of multiple human intelligences, many of which, such as kinesthetic or bodily intelligence, or musical intelligence, are often not measured or tested within conventional academic settings. Even later defenders of the g-factor admitted that intelligence could not be determined by such a simplistic method in such a unitary fashion."
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The Slosson Intelligence Test, 2002.
An explanation of the revised Slosson Intelligence Test.
1,150 words (approx. 4.6 pages), 7 sources, $ 44.95
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Abstract
This paper reveals the current use and issues of the Slosson Intelligence Test-Revised (SIT-R).
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Intelligence Tests, 2002.
Intelligence test and what they tell about intellectual abilities.
900 words (approx. 3.6 pages), 5 sources, $ 35.95
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Abstract
This paper discusses what intelligence tests can tell us about a person's intellectual abilities and their limitations. The discussion also includes different approaches to measuring intelligence, such as those developed by Binet, Terman, and Wechsler.
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Intelligence Tests Applied to Work, 2002.
A look at standardized intellegence testing in the workplace.
1,150 words (approx. 4.6 pages), 5 sources, $ 44.95
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Abstract
This paper examines standardized intelligence tests and their use in the workplace. It commences with a brief history of standardized intelligence tests. It then examines when and how they are used in the workplace.
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Intelligence and Cognitive Tests, 2001.
Evaluation of the Raven's Test, The Mental Alertness Test and the Cognitive Process Profile.
3,321 words (approx. 13.3 pages), 10 sources, $ 94.95
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Abstract
The essay evaluates three different intelligence or cognitive tests, namely Raven?s test, the Mental Alertness test (HSRC) and the Cognitive Process Profile. These tests are used in both academic and workplace settings and are mainly critiqued in this essay according to their manual information, norm groups, reliability, purpose, and item content.
From the Paper
?Intelligence tests are being used increasingly to assist individuals in educational planning, and in making decisions about aspects of their own lives? (Anastasi & Urbina, 1997). Raven?s tests have been described as ?tests of observation and clear thinking?( Raven et al., 1998, p.657). The Mental Alertness test is to provide measures of general intelligence, arithmetical ability and certain language abilities (Lombard, 1975). A strength of the Cognitive Process Profile is that it measures learning potential and involves a teach-test-teach approach (CPP Manual, 2000).?
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Biases in Psychological & Intelligence Tests, 1990.
History & development of relationship between ethnic groups & testing, objectives, test performances.
2,025 words (approx. 8.1 pages), 23 sources, $ 71.95
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From the Paper
" Under the rubric of biological determinism, there has been a long, and rather arduous, tradition that argues that social and economic roles in society accurately reflect the innate construction of people. This type of determinism holds that intelligence may be racially biased, and although psychologists have come a long way from the days of scientifically "proving" that certain races were of superior intelligence to others, many believe that there is still a contemporary bias in the testing and presentation of research materials on ethnic cultures and families (Gould, 1981). This has particularly become endemic in the ranking and reification of intelligence testing. Following this, it is natural to quantify certain aspects of testing, so that some groups are superior, and others inferior. In an early comment, the famous Black orator Booker T. Washington commented.."
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