Journal: RESPONDS SHOULD BE BETWEEN 5-7 Sentences.

1. Journal: RESPONDS SHOULD BE BETWEEN 5-7 Sentences. • What characteristics, personality traits, and achievements are desirable in a good teacher?

2. Psychological Testing Chapter 13.1- Characteristics of Psychological Test 13.3-Measuring Achievement, Abilities, and Interest

3. Psychological Test • Psychological tests try to make it possible to find out a great deal about a person in a short period of time. • These test are useful in predicting how well a person might do in a particular career, an individual’s desires, interests, and attitudes, and reveal psychological problems. • Issues with these tests, are they tend to forget that tests are merely tools for measuring and predicting human behavior.

4. Test Reliability • Reliability- refers to a test’s consistency, and its ability to yield the same results under a variety of similar circumstances; Three ways to determine reliability: • If a person retakes the test in a shorter period of time do they make a similar score. • Does it yield the same results when scored at different times by different people. • If randomly divided does the test items in half score the same as the other half.

5. Test Validity • A test maybe reliable but not valid; Validity -refers to the ability of a test to measure what it is intended to measure. • One of the chief methods for measuring validity is to find out how well a test predicts performance this is known as predictive validity.

6. Standardization • Refers to two things: • must be administered and scored the same way every time; test administrators must be trained to follow the same procedures and ask the questions the same way. • Establishing the norm or average score, made by a large group of people.

7. Establishing norms • Percentile system- is ranking of test scores that indicates the ratio of scores lower and higher than a given score; the scores actually achieved are placed in order from highest to lowest. • Percentiles are established on the basis of the scores achieved by the standardization groups; most intelligence, aptitude, and personality test will encounter provided norms.

8. Aptitude Test • Aptitude tests – attempts to discover a person’s talents and to predict how well he or she will be able to learn a new skill. • SAT and ACT are general aptitude test that are designed to predicts a student’s success in college.

9. Journal: RESPONDS SHOULD BE BETWEEN 5-7 Sentences. • What is your reaction to the following statement: “ Intelligence test don’t measure ability; they measure developed ability.”

10. Achievement Tests • These test are designed to predict how well a person will be able to learn a new skill, achievement tests, aredesigned to measure how much a person has to learn in a particular area. • Content validity- is how well a student masters a set of knowledge.

11. Interest Inventories • Interest inventory- determines a person’s preferences, attitudes, and interests. • A person’s responses give a them profession or occupation. • The more a person’s interest patterns, correspond to those of people in a particular occupation; the more likely that a person will enjoy that profession. • The purpose of these measures are to help people find a career that is right for them.

12. Intelligence and Intelligence Testing

13. Intelligence is a set of cognitive abilities, the general capacity to profit from experience, acquire knowledge, and adapt to changes in the environment.

14. Definitions of intelligence are widely variable, even among psychologists who study it.

15. What comprises intelligence varies with culture; what is considered valuable in one culture as a skill or characteristic may be of little importance in another. • This plays into test making and biases

16. Intelligence tests require • Standardization: • Norms that indicate where in the distribution a score lies (below, at, or above the mean). Bell Curve • Standardized testing procedures- same instructions, questions, time limits and trained proctors. Scoring must also be standardized. • Reliability: consistency of measurement • Assessed using test-retest procedure. • Validity: assesses what the test actually measures • Criterion-related: the correlation between a test score and some criterion.

17. Theories of Intelligence • Spearman’s - Single general ability theory (1920’s). • At this time intelligence was thought to be innate and only a single factor. • It was said to underlie all intellectual behavior, such as reasoning, problem solving, and being generally adept in any given area of cognition.

18. Spearman Cont… • http://www.youtube.com/watch?v=vqbXPfaN_VM&feature=related • What would Spearman say about Dustin Hoffman’s character? Can his theory explain this? • Answer: NO!

19. Multiple Cognitive Abilities • Thurstone (late 1930s) right around the time of Spearman, proposed that intelligence was a function of seven cognitive abilities – verbal comprehension, word fluency, numerical fluency, spatial visualization, associative memory, perceptual speed and reasoning.

20. Cattel (1960s) argued against multiple intelligences but thought there were 2 types of intelligence:

21. Fluid: ability to gain new knowledge and solve problems; innate intelligence such as reasoning abilities, intelligence, memory, speed of info processing, skills independent of education. Declines w/ age. • Crystallized: accumulated knowledge, acquired through experience and education. Increases w/ age

22. Who is Gardner and why do we care? • His multiple intelligences reflects Thurstone’s notion of intelligence coming in different “packages” • The importance of his research is that his relatively independent areas of intellectual competence help with career finding. • Also, he is a huge theorist college students study when becoming teachers

23. Gardner Cont… • MI theory encourages schools to cultivate those skills that are valued in the community & broader society • MI theory shows teachers that nearly every discipline, topic, and concept can be approached in several ways • MI theory encourages personalization of education

24. According to Gardner, All human beings possess all nine intelligences in varying amounts, and are capable of developing greater proficiency in all of them. • Each person has a different intellectual composition. • We can improve education by addressing the multiple intelligences of our students. • These intelligences are located in different areas of the brain and can either work independently or together.

25. Some critics argue that Gardner has moved well beyond what is “normally” called intelligence and crossed over into things classified as talents or skills (musical ability and bodily-kinesthetic ability)

26. Sternberg’s Theory on Intelligence • The 3 aspects of intelligence that make up his triarchic theory focuses on are: analytical intelligence, practical intelligence, and creative intelligence. • Individuals are typically more adept at one of these than the other two, according to Sternberg. • Sternberg’s theory emphasizes the thought process rather than the end product, the IQ score.

27. Sternberg Cont… • Analytic intelligence: mostly stressed in schools. It helps individuals do things like analyze, compare, and evaluate. (i.e. studying published reports of various colleges to determine which will be the best choice. Or the studying of professional athletes for your fantasy football league)

28. Sternberg cont… • Creative intelligence: this allows you to create, invent and design. • This type of intelligence helps people come up with new ideas and adapt to new situations • Practical intelligence: common sense • Allow you to apply, use and do

29. Responds should be between 5-7 sentences. • What do you think determines a person’s personality?

30. Most IQ tests designed to predict performance in school • Called the Intelligence Quotient (IQ) • IQ’s over 100 are above average, 100 is average, IQ’s below 100 are below average • Shifts the focus to the rate of development • Allows children of different ages to be compared • Retardation – IQ of less than 70. (less than 1-3%) • “Gifted” refers to those persons whose IQ score exceeds 140 ( top 1-2%)

31. Diversity in Mental Abilities • Mental retardation-a condition of limited mental ability, indicated by an IQ score below 70 and difficulty in adapting to the demands of everyday life; varies from mild to profound. • Mild IQ 50-70, Moderate IQ 35-49, Severe IQ 20-34, Profound IQ Below 20 • Some cases of MR have specific causes, such as Down Syndrome. • Familial retardation-there is no known specific cause; thought to be the result of an interaction between heredity and environment.

32. Learning Disabilities • People with learning disabilities have academic performance that doesn’t measure up to their measured intelligence.

33. Dyslexia - difficulties with learning how to decode at the word level, to spell, and to read accurately and fluently. Dyslexic individuals often have difficulty "breaking the code" of sound-letter association (the alphabetic principle), and they may also reverse or transpose letters when writing or confuse letters such as b, d, p, q, especially in childhood • Dysphasia - One in a group of speech disorders in which there is impairment of the power of expression by speech, writing, or signs, or impairment of the power of comprehension of spoken or written language • Dysgraphia - a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. It generally refers to extremely poor handwriting. • Dyscalculia - difficulty in learning or comprehending mathematics)

34. IQ scores are influenced by • Socioeconomic status, Language status, Age, Heredity • Because people from some cultures may not have been exposed to concepts required on traditional IQ tests, alternative culture fair tests have been devised • Raven’s Culture Fair Test

35. Journal Assignment: Responds should be between 5-7 sentences • What dangers do you see in basing hiring decisions on personality tests? How good of a predictor is a test like Myers- Briggs on the likelihood of finding the right person for the job?

36. Personality Testing Chapter 13.4

37. Personality Tests • Used to assess an individual’s characteristics, and identify problems and psychological disorders; some of these tests are objective tests, while others are projective tests. • Objective tests- a limited or forced- choice format; a person must select one of a small number of possible responses. • Projective tests- encourages test takers to respond freely, giving their own interpretation of various test stimuli.

38. The MMPI • Widely used test for general personality assessment. • Measures habits, fears, delusions, sexual attitudes, and symptoms of psychological disorders.

39. The CPI • The CPI is developed for a more general use. • Measures traits such as responsibilities , self- control, and tolerance. • Used to predict things like adjustments to stress, leadership, and job success. • Useful for general screening and in locating individuals who may need help.

40. Myers- Briggs Test • Focuses on how a person takes in information, make decisions, and approaches day to day tasks. • Characterizes personality on four different scales extraversions vs. introversions, intuition vs. sensing, feeling vs. thinking, and judging vs. perceiving . • Creators believe that each person’s personality is a combination of these characteristics. • http://www.personalitypathways.com/type_inventory.html

41. Rorschach Inkblot Test • Created by Herman Rorschach(1921); designed to reveal an aspect of a person’s personality. • The underlying theory behind the test is that anything that a person says or does reveals an aspect of that person’s personality. • Researchers have criticized the test charging that the scoring is not reliable nor valid, and that the results often depend on psychologist’s expectations.

42. The TAT • Developed by Henry Murray(1943)- designed to urge clients to speak freely about their problems. Individuals are shown a picture to tell a story about the picture, and indicate how the situation on the card developed. • Responds are used to assess the motivation and personality characteristics of the individual taking the test.