Intelligence Testing
It is often essential to measure the human intelligence so as to provide special attention to the deficient ones. Being an abstract concept it is absurd to think of expressing its magnitude in numbers. However, expressing in terms of imaginary units psychologists could visualize to accord ranks and quantify the intelligence. The intention of measuring intelligence originated ever since the era of Chinese emperors during 2200 BC when it was attempted to measure the differentiations in the cognitive abilities among humans through the large scale aptitude tests. The work of Francis Galton during late 19th Century was considered as the first modern attempt to test the intelligence. During the first part of 20th century the Binet-Simon scale is devised after the names of Alfred Binet and Theodore Simon. In the later part of 1930s David Wechsler propounded the concept of Wechsler Intelligence Scale for Children (WISC) and later Wechsler…...

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References

"Binet pioneers intelligence testing: 1905" Retrieved from   Accessed on 8 February, 2005http://www.pbs.org/wgbh/aso/databank/entries/dh05te.html 

'History of Intelligence Testing & Ways of Calculating IQ" (20 December, 2003) Retrieved from http://www.wilderdom.com/intelligence/IQHistoryCalcuate.html

Accessed on 8 February, 2005

"Intelligence quotient" Retrieved from   Accessed on 8 February, 2005http://en.wikipedia.org/wiki/Intelligence_quotient 

Intelligence Testing
Intelligence -- Nature/Nurture Debate

In psychological terms, intelligence can be defined as "the general mental ability involved in calculating, reasoning, perceiving relationships and analogies, learning quickly, storing and retrieving information, using language fluently, classifying, generalizing, and adjusting to new situations" ("intelligence," 2013). However, interest in and importance of emotional intelligence has flourished in recent years because of which general and applied psychology has made emotional intelligence a standardized concept (Antonakis, Ashkanasy & Dasborough, 2009). Emotional Intelligence is, on the other hand, "the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to reflectively regulate emotions in ways that promote emotional and intellectual growth" (Salovey & Sluyter, 1997, p. 23).

In simple words, it is an individual's ability and skill to recognize and assess his/her emotional responses when dealing with own…...

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References

America's Deep, Dark Secret. (2007, December 5). CBSNews. Retrieved November 18, 2013, from  http://www.cbsnews.com/8301-18560_162-614728.html 

Antonakis, J., Ashkanasy, N.M., & Dasborough, M.T. (2009). Does Leadership Need Emotional Intelligence?.The Leadership Quarterly, 20(2), 247-261. Print.

Camille, A. (2005, March). I Can See Clearly Now: How We Come into the World Is Not How We Must Remain. An Encounter with Jesus Can Be Life-Changing for the Physically and Spiritually Blind. U.S. Catholic, 70, 3. Retrieved November 18, 2013, from  http://www.questia.com/read/1G1-129170131/i-can-see-clearly-now-how-we-come-into-the-world 

Engs, R.C. (2005). The Eugenics Movement: An Encyclopedia. Westport, Conn.: Greenwood Press. Print.

Intelligence Testing
Intelligence and achievement are very different. Intelligence is a measure of one's aptitude, or ability, which is in essence a measure of potential. It is actually only a measure of potential in one skill area -- the cognitive. Intelligence testing is usually focused on things like problem solving and pattern recognition. Intelligence testing continues to be an evolving field as well, with the definitions of intelligence being challenged and expanded, and different types of intelligence identified (Benson, 2003).

Intelligence, ultimately is an input, a measure of potential output. Output itself is measured in terms of achievement. It has been shown that intelligence is a predictor of achievement, certainly in academic settings (Colom & Mendoza, 2007). Some of the factors that contribute to whether or not intelligence translates to achievement include cognitive engagement and goal orientation -- high levels of those will result in a person outperforming someone who many have…...

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References

Benson, E. (2003). Intelligent intelligence testing. Monitor on Psychology Vol. 34 (2) 48.

Colom, R. & Mendoza, C. (2007). Intelligence predicts scholastic achievement irrespective of SES factors: Evidence from Brazil. Intelligence. Vol. 35 (2007) 243-251.

Deary, I., Strand, S., Smith, P., Fernandes, C. (2007). Intelligence and educational achievement. Intelligence. Vol. 35 (2007) 13-21.

Dupeyrat, C. & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology. Vol. 30 (2005) 43-59.

intelligence testing.
The first of the two articles read in this article analysis on intelligence testing is called "ole of test motivation in intelligence testing," and was authored by Angela Lee Duckworth et al. This article links motivation as one of three highly important variables that is treated in intelligence testing. Significantly, the article references David Wechsler and his theory of intelligence a number of times in the text. A pair of studies were performed within this article, the first of which was a "random-effects meta-analysis of random-assignment laboratory experiments comparing IQ scores under incentivized and standard testing conditions" (Duckworth et al., 2011, 2). In the second, a number of boys were followed from their teenage years to adulthood to see what role motivation played in their academic and non-academic results (including grades as well as career achievements and criminal behavior) (Duckworth et al., 2001, 2). Both studies found that…...

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References

Duckworth, A.L., Quinn, P.D., Lynam, D.R., Loeber, R., Stouthamer-Loeber, M. (2011). "Role of test motivation in intelligence testing." Proceedings of the National Academy of Sciences in the United States of America. Retrieved from  http://www.pnas.org/content/early/2011/04/19/1018601108 

Gottfredson, L.S. (1998). "The general intelligence factor." Scientific American Presents, 9 (4), 24-29. Retrieved from  http://www.psych.utoronto.ca/users/reingold/courses/intelligence/cache/1198gottfred.html#authors 

Shiraev, E.B., Levy, D.A. (2010). Cross-Cultural Psychology: Critical Thinking and Contemporary Applications. Boston: Allyn & Bacon.

Wechsler, D. (1944). The Measurement of Adult Intelligence (3rd ed.). Baltimore: Williams & Wilkins.

Stanford-Binet Intelligence Test
Intelligence testing began in earnest in France. The French Government commissioned Alfred Binet in 1904 "to find a method to differentiate between children who were intellectually normal and those who were inferior." (Strydom and Du Plessis, 2004) This early form of intelligence testing was not scaled -- a child either passed or was placed into a special school where he or she would receive more appropriate instruction. (Strydom and Du Plessis, 2004) "Binet himself cautioned against misuse of the scale or misunderstanding of its implications." Its intention was not to be used as "a general device for ranking all pupils according to mental worth." Binet also noted "the scale, properly speaking, does not permit the measure of intelligence. (Strydom and Du Plessis, 2004) However, opinions began to change over time, and gradually the idea of a general intelligence quotient came to be in vogue. "Psychologists altered the Binet…...

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Works Cited

Ford-Martin, Anne. (2004) "Stanford-Binet Intelligence scales." Copyright 2004. The Thomson Corporation. Retrieved October 26, 2004 from http://www.ehendrick.org/healthy/001268.htm

'Intelligence test." Encyclopedia Britannica from Encyclopedia Britannica Premium Service. Accessed October 26, 2004 at

Strydom, Jan & Susan Du Plessis. " IQ Test: Where Does It Come From and What Does It Measure?" Retrieved October 26, 2004  http://www.audiblox2000.com/dyslexia_dyslexic/dyslexia014.htm

Intelligence testing can be a useful means of measuring certain skills. However, intelligence tests are highly contextualized and also have the potential to be culturally biased. Although intelligence tests are “here to stay,” they can be administered, adapted, and used in ways that fairer and more representative of a diverse population (Ford, 2005). One of the ways intelligence testing can be culturally biased is that there are different types of intelligence, and some cultures favor some types more than others. According to Benson (2003), Western cultures—namely those located in North America and Western Europe—tend to favor categorization and rational debate over synthesis, collaboration, and complexity. Likewise, most non-Western cultures including those in Africa and Asia value social skills intelligence and also practical intelligence far more than Western societies (Benson, 2003). Cultural bias may also be evident in the ways children from families with high cultural capital may have access to…...

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References

Benson, E. (2003). Intelligence across cultures. Monitor in Psychology 34(2): 56.

Ford, D.Y. (2005). Intelligence testing and cultural diversity. The National Research Center on the Gifted and Talented, Retrieved online:  

Warne, R.T., Yoon, M. & Price, C.J. (2014). Exploring the various interpretations of test bias. Cultural Diversity and Ethnic Minority Psychology 20(4): 570-582.

Young, E. (2013). Intelligence testing: Accurate or extremely biased? Retrieved online:  http://www.theneuroethicsblog.com/2013/09/intelligence-testing-accurate-or.html http://nrcgt.uconn.edu/newsletters/winter052/ 

 

IQ Testing
(Literature eview of comparison of 5th edition of the Binet Scale to the WAIS III)

Stanford-Binet Intelligence Scale

Wechsler Intelligence Scales III

A vital part of psychology is the assessment of intelligence. Creation of socioeconomic background, various cultures, age and gender are part of today's testing. In this study, we compare the Stanford-Binet Fifth Edition (SB5) and the Wechsler Intelligence Scales (WAIS-III) in terms of intelligence assessment tools (Silverman et al., 2010).

Stanford-Binet Intelligence Scale

Version five is the latest version of the Stanford-Binet Intelligence Scales (SB5). There are five cognitive factors in SB5 - fluid reasoning, visual-spatial processing, knowledge or crystallized ability, working memory in both the verbal and the nonverbal domains and quantitative ability, (oid & Barram, 2004) and is based on a hierarchical cognitive model taken from Carroll's (1993) research.

The roots of the SB5 stems from the first intelligence test -- the Binet-Simon scale, that was propounded in the early…...

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References

Cohen, R., & Swerdlik, M. (2005). Psychological testing and assessment. Boston: McGraw-Hill.

Georgas, J. (2003). Culture and children's intelligence. Amsterdam: Academic Press.

Georgas, J., & James Georgas.,. (2003). Culture and Children's Intelligence: Cross-cultural Analysis of the WISC-III. Academic Press.

Li, Z. (2015). A Power Formula for the Mantel-Haenszel Test for Differential Item Functioning. Applied Psychological Measurement.  http://dx.doi.org/10.1177/0146621614568805

While it is almost certain that intelligence ahs a neurological basis, the extent to which intelligence is determined by neurological and chemical changes is not fully understood. A recent study suggests that changing hormone levels prior to and during puberty have a large effect on intelligence; high salivary testosterone levels in ten-year-old boys showed a positive correlation with intelligence, but a negative correlation in twelve-year-olds (Shangguan & Shi 2009). This shows that intelligence can be quite fluid, and can even be affected quite differently by the same mechanisms. The exact nature of the changing influence testosterone seems to provide or signal is not known, but the correlation demands further study.
These three different research studies display very different theories of intelligence. In the first study, accepted methods of cognitive relationships with the environment are valid, if perhaps somewhat inaccurate at the extremes of the intelligence spectrum. The second study points…...

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References

CJ. (2009). "Working memory predicts learning outcomes." Psychologist 22910), pp. 827.

Shangguan, F. & Shi, J. (2009). "Puberty timing and fluid intelligence: A study of correlations between testosterone and intelligence in 8- to 12-year-old Chinese boys." Psychoneuroendocrinology 34(7), pp. 983-8.

Whitaker, S. & Wood, J. (2007). "The Distribution of Scaled Scores and Possible Floor Effects on the WISC-III and WAIS-III." Journal of applied research in intellectual disabilities, 21(2), pp. 136-41.

Intelligence/Pesonality Tests
The concept of intelligence and the pactice (and pacticality) of testing fo intelligence has been one of the moe contovesial aeas of psychology and psychometics since the fist tests wee developed and administeed a centuy ago. Fa fom thee being a consensus in the scientific community on exactly what makes up intelligence, the list of chaacteistics that compise intelligence has instead been a matte of exteme and ongoing debate. Measuing intelligence in individuals has found an even geate shae of disageement and contovesy. Even when eseaches ae able to agee on what aspects should be measued to develop an accuate pictue of intelligence, the methods poposed and implemented fo testing these aeas have often been widely disputed. The contovesy suounding intelligence testing eached new heights in the ea of cultual divesity, as it became clea that the standad intelligence tests in use fo the bette pat of the twentieth…...

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references in four categories: introvert/extrovert, intuitive/sensing, thinking/feeling, and perceiving/judging. This test is closely related to both intelligence tests in certain ways, but completely unrelated in others. That is, both intelligence tests reflect the way each individual thinks -- their intellectual strengths and weaknesses -- to some degree. The Myers-Briggs personality type test reveals a great deal about the way an individual thinks and interacts with the world, but it does not predict how efficiently this occurs -- that is the realm of the intelligence tests. Both types of tests can be used to measure someone's capabilities and proclivities to aid in employment placement or in psychological testing, to determine where problems might lie or how they might best be handled.

These issues lead to what could be some major ethical issues with both types of test. Given the fact that some bias is inherent to even the most carefully designed test, the use of either (or both) intelligence or personality tests to determine suitability for employment could be viewed as ethically unacceptable in terms of discriminatory practices. Online testing is somewhat less fraught with ethical considerations, as it is (or should be) assumed that tehse tests are not fully accurate measures and are taken more for reasons of personal enjoyment. The fact that many tests try to sell you things, or claim to be incredibly accurate, does diminish the harmlessness somewhat, but our culture should know no to trust everything on the web.

Intelligence testing should not be required for candidates prior to running for public office.
Firstly, the assumption that higher traditional measures of intelligence will result in better governance is highly debatable and flawed. Second, the ability to govern may be better determined by a measurement of emotional intelligence, rather than standard IQ measurements. Third, moral character may be a better measure of the ability to govern than intelligence.

Americans often complain that the nature of our democratic government leads to the election of individuals whose intelligence levels leave a great deal to be desired. Clearly, the actions of a great many public officials give credence to this claim. e have only to think of the, the indiscreet and inappropriate sexual shenanigans of Gary Hart, and the infamous inability of Dan Quayle to spell potato correctly as evidence of this assertion. In response to these criticisms, many Americans have begun to push for…...

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Works Cited

Gardner, Howard. Frames of Mind. New York: Basic Book Inc., 1983.

Intelligence Testing
The author of this report is asked to answer three general questions about intelligence. The first question asks for the general underpinnings and genesis of the discussions about intelligence including what was suggested by Binet as well as the general definition and formulations of the intelligence quotient, or IQ. The second question and discussion is about the challenges to the definition of intelligence as offered and suggested by Gardner, Spearman and others. Finally, there is to be an evaluation of which definitions could or should be use as the basis for intelligence testing.

Binet was indeed one of the pioneers of the intelligence and intelligence-measuring field. His contributions to the early discussions of intelligence are mentioned in the work of Cicciola et al. (2014). Cicciola talks about the genesis of the intelligence quotient instrument and the general concept of intelligence. He notes that the names involved in that genesis were…...

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References

Cicciola, E., Foschi, R., & Lombardo, G.P. (2014). Making up intelligence scales: De

Sanctis's and Binet's tests, 1905 and after. History Of Psychology, 17(3), 223-

236. doi:10.1037/a0033740

Dale, B.A., Finch, M.H., Mcintosh, D.E., Rothlisberg, B.A., & Finch, W.H. (2014).

More and more deep analysis can clarify the internal dynamics of the matter being studied, and in the long run to prediction, known as estimation. The reason for intelligence analysis is to make known to a precise decision maker the necessary significance of selected target information. Analysts should start with established facts, apply specialist knowledge in order to produce plausible but less certain findings, and even predict when the forecast is appropriately qualified. Analysts should not, however, engage in fortune telling that has no foundation in fact (Heuer, 1999). Not only is it poor science to claim absolute truth, but it also leads to the kind of destructive and distrustful debate we've had in last decade about global warming. The history of science and technology suggests that such absolutism on both sides of a scientific debate doesn't often lead to practical solutions (Botkin, 2011).
In the arrangement of science there…...

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References

A Compendium of Analytic Tradecraft Notes. (1997). Retrieved from http://www.au.af.mil/au/awc/awcgate/cia/tradecraft_notes/contents.htm

Botkin, D.B. (2011). Absolute Certainty Is Not Scientific. Retreived from  http://online.wsj.com/article/SB10001424052970204630904577058111041127168.html 

Clauser, J. (2008). An introduction to intelligence research and analysis. Lanham, Maryland:

The Scarecrow Press.

Perceptions of Intelligence
Intelligence is a concept that has numerous meanings across time, geography and culture. Typically, most of the definitions connect some sort of skill, plan or understanding of concepts, new things, etc. -- and the way that knowledge is combined with other ideas to form something new or adaptive. Numerous psychologists and neurologists continue to debate the differing types of intelligence and the ways individuals combine them to form a unique (and individual) basis for the way they view the world (Garlick, 2010). Creative intelligence, for instance, is the way individuals perceive their universe -- the world around them, and how that changes. Of course, because of the differences in the way people perceive their world, and the differences in the way and manner the external world is constructed, all individuals may be creative in one way or another. For instance, imagine how creative it was for our ancestors…...

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REFERENCES

Yuri Bronfenbrenner. (2005, September 26). Retrieved from Cornell University News:

 http://www.news.cornell.edu/stories/Sept05/Bronfenbrenner.ssl.html 

Benjamin, L. (2009). The Birth of American Intelligence Testing. Monitor on Psychology.

40(1): Retrieved from: http://www.apa.org/monitor/2009/01/assessment.html

Explain the Global Ability Index and when to use it

The alternative global score, the General Ability Index (GAI) is calculated when the test-taker "meets certain criteria that involve variability with respect to the cognitive factors of working memory and processing speed" (Cheramie 2008). For example, learning-disabled children often have lower levels of processing speed, thus the GAI is an acceptable scoring alternative to the usual method which does take memory and processing speed into account when norming the results.

Discuss the main uses for the WAIS-IV and WISC-IV

All forms of the Wechsler Intelligence Scales are standardized tests, "meaning that as part of the test design, they were administered to a large representative sample of the target population, and norms were determined from the results" (Encyclopedia of Children's Health, 2010). All IQ tests are limited in their ability to describe the individual's full range of ability and should be used in conjunction…...

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References

Cheramie, Gail M., Mary E. Stafford, & Sarah S. Mire. (2008). The WISC-IV General Ability

Index in a non-clinical sample. Graduate Journal of Education and Human

Development. 2.2. Retrieved February 03, 2010 at http://www.scientificjournals.org/journals2008/articles/1416.pdf

Groth-Marnat, Gary. (2009). Handbook of psychological assessment. Wiley.

American writers from both the antebellum South and the North commented on the great differences between the white people in the two regions (Ibid; Samuda).
Note though, the table data below regarding the percentage of males who completed high school by race, 1940-1980, which will provide data for further discussion regarding utilization of testing to stratify recruits:

Table 1 -- Males 18-21 Who Completed High School By Percentile

ace

1940

1950

1960

1970

1970

White

40

49

56

68

78

Black

11

18

33

49

60

(Source: Binkin, p.94)

How is it that tests designed to measure information that was given in school could be administered to populations who did not even attend school? And, when one takes population and demographic statistics into account, this historical bias deepens. At the outbreak of World War I, for instance, African-Americans were about 11% of the general population, and the Selective Service draft act ensured that about that proportion would be enlisted. Despite Black leaders like W.E.B. Dubois, who hoped that if Blacks served…...

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REFERENCES

Benjamin, L. (2009). "The Birth of American Intelligence Testing." Monitor on Psychology. 40(1): Cited inL

http://www.apa.org/monitor/2009/01/assessment.html

Binkin, M., et.al. (1982). Blacks in the Military. Brookings Institution Press.

Black, E. (2004). War Against the Weak: Eugenics and America's Campaign to Create