| Papers [1-15] of 64 :: [Page 1 of 5] | | Go to page : 1 2 3 4 5 —> | Search results on "IQ TESTS": |
|
|
IQ Tests, 2001.
A critical examination of standardized testing, from IQ tests, to psychological profiling tests to aptitude tests.
3,285 words (approx. 13.1 pages), 10 sources, MLA, $ 94.95
»
Click here to show/hide summary
Abstract
This paper examines some of the major forms of standardized testing used in the United States today and assesses them for both fairness and validity.
Contents:
Introduction;
An Overview of Testing and Some Basic Definitions;
History of Standardized Psychological Testing;
Functions of Tests and Testing;
Typology of Current Tests;
The Key to Psychological and IQ Tests: Who Interprets Them;
Conclusion: Do Any of These Tests Do What They Promise
From the Paper
"The usefulness of psychological tests depends on their accuracy in predicting behavior. By providing information about the probability of a person's responses or performance, tests aid in making a variety of decisions. One of the sustained criticisms of psychological tests is how well in fact they are able to do precisely this ? predict future behavior. Many tests have the word ?aptitude? in their titles to reassure us that they are in fact not simply testing the subject on how much he or she knows, what his or her mental state is at present, or what his or her experiences have been to date. And it is certainly true that to some extent tests do have a predictive value ? although of course the validity of this predictive value varies widely from test to test. But it is also true that one of the most important aspects of human nature (or the human psyche or human intelligence) is that we are capable of learning and changing. How much each one of us is capable of changing has remained a difficult aspect of human behavior to assess. And whether the particular circumstances that might cause someone to change will come about remain in the realm of crystal ball gazing (Nash 119)."
| |
|
IQ Tests, 2001.
A look at the controversial intelligence testing of IQ Tests.
760 words (approx. 3.0 pages), 3 sources, MLA, $ 27.95
»
Click here to show/hide summary
Abstract
This paper takes a brief look at the controversy surrounding IQ tests. The writer claims that these tests do not truly measure a person's intelligence and that too much emphasis is placed on them. He also claims that too many factors can influence the result of these tests and provides research to show that their importance should be limited.
From the Paper
"There are few issues in psychology which have attracted more attention, debate and controversy than intelligence testing and measurement. Such is the importance of IQ testing that the future of most individuals' educational and career prospects rely, to an enormous extent, on their performance in these standardized tests. Although the influence of IQ tests was previously limited to the area of child development, the use of all types of intelligence testing has become increasingly common throughout society. A great many colleges and universities have adopted them to evaluate prospective entrants, and most employers, especially the military, public authorities and the nursing profession include some form of IQ test in their selection process. As a result of this widespread use, the original IQ test developed by Alfred Binet in 1904, has had to evolve in order to measure skills other than academic ability."
| |
|
IQ Tests, 2002.
A review of the theory of using IQ tests and the limitations due to cultural bias.
4,149 words (approx. 16.6 pages), 24 sources, APA, $ 111.95
»
Click here to show/hide summary
Abstract
This paper explores the cultural bias that exists in intelligence quotient testing. The paper begins with a literary review which explains the definitions of cultural bias in testing and the historical implications. The paper also looks at the origins of the IQ test and the reasons why the cultural bias exists. The paper focuses on how cultural bias in intelligence assessment has produced historical implications.
From the Paper
"Myers (1995) contends that the IQ test, as we know it, was created by a German psychologist named William Stern. The test asserts that an individual?s intelligence quotient is equal to mental age divided by chronological age multiplied by 100. Other scientists, including Lewis Terman and Alfred Binet helped to perfect the tests. Terman believed that intelligence could be measured and that IQ tests would demonstrate that certain ethnic groups had natural propensities towards crime and lacked intelligence. (Myers 1995) He reckoned that IQ testing could eventually reduce reproduction of these ethnic groups thus creating a reduction in crime."
| |
|
IQ Tests, 2005.
This paper discusses the issue of bias in intelligence (IQ) testing.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
»
Click here to show/hide summary
Abstract
This paper explains that the bias in IQ testing is a cultural bias. The author points out that the items on intelligence tests, such as the Stanford-Binet test, were developed within the North American cultural context and are designed solely for that context. The paper relates that this cultural bias is manifested in both the general factor analysis and the five factor analysis.
From the Paper
"IQ tests are designed very specifically to test logical thinking within a particular cultural context. The bias in these tests is cultural, and tends to heavily favor people with a white middle class background. The most widely used IQ tests reward social class, education, and experience. Meanwhile, educational and occupational success is not completely correlated with intelligence. IQ tests mainly measure only one form of intelligence, crystallized intelligence. Certain types of intelligence are barely included, while other abilities cannot be tested at all. The only means for addressing the deficiencies is to focus on the cultural bias. Cultural bias is manifested in both general factor analysis and five factor analysis".
| |
|
IQ Test Scores, 2004.
An analysis of the causes of the gap in the IQ test scores of African-Americans and European-Americans.
2,139 words (approx. 8.6 pages), 5 sources, MLA, $ 66.95
»
Click here to show/hide summary
Abstract
This paper looks at both the heredity explanation and the environmental explanation for the gap in IQ scores of different racial groups. The paper examines whether the difference in the IQ scores can be explained by a cultural bias in the IQ tests.
Outline
Cultural Differences in IQ Test Scores
Heredity Explanation and ?The Bell Curve?
Environmental Explanation for the IQ Gap
Cultural Bias of IQ Tests
Conclusion
From the Paper
"The genetic explanation for the IQ difference between different races has a long history and the ?Whites? have not always been held to possess superior intelligence. For example, when the Moors from North Africa invaded Europe in the 8th century AD, they speculated that the Europeans might be congenitally incapable of abstract thought . (Nisbett 1998, p 86) When the U.S. Army started a large-scale mental testing program in 1917 for testing the intelligence of its recruits, it found that whites scored substantially higher than blacks. Social Darwinists and Biological Determinists jumped on the finding, citing it as evidence that whites had ?more innate ability than blacks.? (Jencks and Philips, 1998, p.16) In the post-World War II backlash against the genetic differences among human beings, such explanations were discredited and remained suppressed until the 1960s."
| |
|
IQ Tests, 2001.
Examines components of 2 intelligence tests: Stanford-Binet & Wechsler. Construction of both tests, measurements, similarities.
900 words (approx. 3.6 pages), 3 sources, $ 31.95
»
Click here to show/hide summary
From the Paper
"Very few Americans will make it through their lives in the 21st century without facing some form of standardized test, whether it be an IQ test, one of the many psychological profiling tests, or one of the aptitude tests that nearly every student has taken to get into a university to begin with. Most of us accept these tests as a stressful but necessary part of everyday life in our age. We like the idea that our surgeons have done well on the MCAT. We want to think that our president has a higher IQ than other world leaders. (At least some of us do.) Because standardized tests of various sorts are so common in our lives, we do not often take the time to examine them critically.
This paper takes a small step in that direction by examining the components of two of the most common form of intelligence test, the current versions of the Stanford-Binet Intelligence Test..."
| |
|
IQ Testing Controversy, 1995.
Critiques IQ tests, significance, validity, bias, social and individual harm and intelligence theories.
1,800 words (approx. 7.2 pages), 8 sources, $ 63.95
»
Click here to show/hide summary
From the Paper
"A great deal of educational thought and research has been devoted to the study of intelligence quotient, or IQ. All research points to the fact that all intelligence tests are designed to do one thing: differentiate people. In addition, since IQ tests differ widely, it can be said that they differentiate people according to different measurements. Therefore, intelligence is not one static construct, invariable across all populations. Ultimately, intelligence has to be seen as the measurement defined by a particular intelligence test. One can be sure that differentiation is the basis for the test, and the test may even be a valid predictor of future academic or vocational success; however, one cannot be sure that the test will ultimately be good for the individual taking it, or society in general."
| |
|
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
»
Click here to show/hide summary
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."
| |
|
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
»
Click here to show/hide summary
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."
| |
|
Nature of Cognition, 2001.
This paper studies cognition, the ability to think about our environment and how it comes up in IQ tests.
2,530 words (approx. 10.1 pages), 12 sources, APA, $ 76.95
»
Click here to show/hide summary
Abstract
This paper discusses IQ tests: their history, their significance and their conclusions. It discusses the first IQ tests in history and explains how the idea came about. It defines several relevant psychological terms such as cognition, intelligence, thinking, and more. It studies the environmental and genetic causes of low cognitive ability: Finally, it concludes that cognition and the study of the brain will develop greatly in the future using FMRI's and other new techniques.
From the Paper
"Ever since Simon and Binet developed the first intelligence test in 1905, the field of psychology has maintained a strong interest in the nature of intelligence. How do we think? Why are some people better problem solvers than others? What is cognition, the ability to think about our environment? Why are some people consistently more able to use their brains to think, to remember, and to problem-solve than others?"
| |
|
Intelligence Tests, 2007.
A discussion on the history of intelligence testing.
1,060 words (approx. 4.2 pages), 6 sources, MLA, $ 37.95
»
Click here to show/hide summary
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)."
| |
|
I.Q. Tests, 2003.
Discusses key issues.
1,125 words (approx. 4.5 pages), 6 sources, $ 39.95
»
Click here to show/hide summary
Abstract
Contends that IQ tests do more harm than good. Discusses the bias of standardized tests, a proposal by University of California to stop using the SAT in its admissions process, and different types of tests, including Achievement, Aptitude, and Intelligence tests.
From the Paper
"It is one of the great contradictions in American society: We preach equality and then try to find as many ways as possible of demonstrating inequality. Essential to the heart of any democracy is a belief in the essential equality of all citizens..."
| |
|
Cultural Bias in Testing, 2004.
An assessment of cultural bias in standardized testing.
1,150 words (approx. 4.6 pages), 4 sources, APA, $ 39.95
»
Click here to show/hide summary
Abstract
This paper studies the subtle cultural biases contained in standardized tests, including IQ tests. The paper asks whether this bias unfairly penalizes those who are not white and middle-class. The paper presents counter-arguments that while significant cultural differences might distort test findings in general, IQ tests are not biased in this way. The paper concludes that IQ tests in particular are constructed so that they can fairly assess intelligence of anyone who has grown up in the United States and can read English.
| |
|
Race, IQ and Intelligence, 2006.
This paper examines whether or not a link exists between race, IQ and intelligence or if this is just a myth known as the imaginary white-black gap.
2,491 words (approx. 10.0 pages), 5 sources, MLA, $ 75.95
»
Click here to show/hide summary
Abstract
This paper opens with a clear definition of both IQ and intelligence. The writer of this paper contends that IQ does not measure racial characteristics or individual phenotypic characters such as height or weight. IQ results are a measurement of the rank order or relative standing of test scores in a given population. IQ tests measure only cultural content, values and assumptions taught through formal education. This paper discusses the myths about race and IQ which go back a long way, to a time before IQ tests. The writer cites various philosophers and social scientists who believed that the branches of humanity were distinguishable both temperamentally and intellectually. The writer of this paper attempts to legitimize the viewpoint that intelligence is culturally based, not genetically based and that IQ is a measure of very limited usefulness in very limited situations with a very narrowly defined cultural group. This paper also analyzes one's exposure to technology and educational content and its impact on IQ scores, regardless of race or ethnicity.
Table of Contents:
Defining IQ and Intelligence
What About Race?
Conclusion
References
From the Paper
"The myths about race and IQ go back a long way, to a time before IQ tests. Philosophers Hume, Kant and Hegel all believed that the various branches of humanity were distinguishable both temperamentally and intellectually. As difficult as it is to credit today, Kant and Hume associated "the dark pigmentation of persons of African origin with cognitive deficiencies, and Hegel wrote disparagingly of the natural temperament of Africans as explanatory of their cultures." They came by their prejudice 'honestly': Aristotle had argued that the dark pigmentation of the Africans of Egypt and Nubia in ancient times signaled cowardice. Thereafter, while philosophers no longer seemed to dabble in racial issues, social scientists did."
| |
|
The Wonderlic Personnel Test, 2005.
This paper discusses the Wonderlic Personnel Test (WPT), which tests an individual's general intelligence (IQ).
1,125 words (approx. 4.5 pages), 5 sources, APA, $ 39.95
»
Click here to show/hide summary
Abstract
This paper describes the Wonderlic Personnel Test the (WPT). The author explains that is widely used in the work place. The paper explores the purpose of its use by Human Resource departments.
From the Paper
"Each year about million job applicants in every line of work take the Wonderlic Personnel Test (WPT). The WPT is a widely-accepted test of an individual's general intelligence, otherwise known as an IQ test. Human resources HR executives often use this test to determine a candidate's overall mental capabilities as a means of selecting or promoting such individuals in business and vocational positions. Generally, the WPT measures a person'stability to learn adapt solve problems and understand instructions
|
|
|
