Relevance And Effectiveness Of Intelligence Tests

Bibliography Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. Breyer, Melissa, and 25 p. Which of the 8 kinds of intelligence do you have? MNN - Mother Nature Network, 13 Jan. 2016. Web. 13 Jan. 2016. Gariépy, Jean-François. What is intelligence ? 31 Dec. 2012. Web. 14 Jan. 2016. “Human intelligence | psychology.” Encyclopædia Britannica. N.p.: Encyclopædia Britannica, 7 May 2015. Web. 14 Jan. 2016. Inc, Merriam-Webster. Merriam-Webster’s School Dictionary. Springfield, MA: Merriam Webster,U.S., 9 Apr. 2015. Print. Kaufman, Scott Barry. What do IQ tests test? Interview with psychologist W. Joel Schneider. Scientific American Blog Network, n.d. Web. 20 Jan. 2016. Mann, Denise. “Does IQ test really measure intelligence?” WebMD. WebMD, n.d. Web. 20 Jan. 2016. McLennan community college university. “What is intelligence.ppt.” Mccu.org. n.d. Web. 14 Jan. 2016. Miller, Max, et al. What is intelligence? Big Think, 2 Sept. 2010. Web. 13 Jan. 2016. Muehlhauser, Luke. “What is intelligence? - machine intelligence research institute.” Analysis. Machine Intelligence Research Institute, 19 June 2013. Web. 14 Jan. 2016. “The Difference Between Intelligence and Common Sense.” Quora. 20 Jan. 2015. Web. 20 Jan. 2016. “The Three types of intelligence you need for success.” Psychology Today, 7 Oct. 2013. Web. 20 Jan. 2016. Citations, Quotes & Annotations Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. (Brainmetrix.com) "While

Ever since Spearman proposed the intelligence theory with G factor, there were several other intelligence theories proposed in response or as an alternative to Spearman’s. Among those, Sternberg’s Triarchic Theory of Intelligence and Gardner’s Multiple Intelligence Theory would be the most influential ones as they are widely accepted and used in real life. Both of the theories share a critical view towards the unitary perspective which is the traditional definition of intelligence. However, the two theories differ in which they don’t agree with what factors should be the measures of intelligence, as well as the emphasis of the two theories.

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

On the contrary, those people who scored low on one kinds of ability test, were more likely to score badly on others as well. Meanwhile, Spearman also concluded that intelligence is a cognitive ability which could be measured and expressed numerically.

This papers division is into four paragraphs, three of which contain examples from re-search papers about the invalidity of IQ scores. The first paragraph contains the first example about the Flawed IQ score system and to show that IQ score differs from real intelligence .The second example, debates the validity of IQ test and does it really measure Intelligence. The third paragraph addresses the result of the experiment concluded about the validity of IQ tests .The last paragraph contains the final conclusion and analysis and the works cited is provided after the concluding paragraph.

The issue of cultural bias in intelligence tests sparks debates every time the latter is created or administered, resulting to many researches into how the reliability and validity of an ability test may differ when assessed on groups from different cultural-linguistic backgrounds. The aim of this study is to test the reliability and validity of the PSYGAT Verbal IQ Test on university students from English-speaking backgrounds (ESB) and non-English speaking backgrounds (NESB) in relation to the Queendom Verbal IQ Test and Cultural Fair IQ Test. 445 third year psychology students aged 19 to 62 were involved in this

Each theory of intelligence has not only a different method of testing intelligence, but also a different definition of intelligence, which each creator ascribes to. Stanford-Binet Intelligence Scales (Terman, 1916), or IQ tests as they are commonly referred to as, are currently one of the most widely used tools for intelligence measurement, however, research suggests they are a poor predictor of future academic success for particular cultural groups (Gardner, 1993). In one of the largest neurocognitive-based intelligence studies performed to date, it was revealed through the observation of neuroimaging data that IQ scores alone were not likely to indicate a fundamental intellectual ability because intelligence is composed of multiple anatomically distinct components (Hampshire, Highfield, Parkin, & Owen, 2012). Considering this development, it would appear that IQ tests are only measuring one subsection of intelligence, located in the frontoparietal cortex (Gray, Chabris, & Braver, 2003; Hampshire, Highfield, Parkin, & Owen, 2012). In order to provide analogous statistics to base research upon, it is vital to create multifaceted, culturally sensitive measurements because cultures differ greatly in the emphasis they place on certain aspects of intelligence (Sternberg, Grigorenko, & Kidd, 2005).

Intelligence testing is rather arbitrary as people can have many kinds of intelligence strengths and it's difficult to assign a measure of intelligence without flaws in the system. Though there are attempts at keeping standardization and norms to keep results unbiased and consistent there are still failings, which the most viable of those failings is that with intelligence testing and capital punishment such as the case of Daryl Atkins. Atkins was tested at an intelligence quotient of 59, which is about half the average score of 100 ("Module 7.5: Measures of Intelligence"., n.d.). The original jury had sentenced a mentally impaired man to death until it was taken to the Supreme Court where they ruled that it would be a cruel and unusual punishment,

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

Some people that have been in charge of conducting the intelligence testing has been accused of skewing the results of some minorities such as people of different races, gender and class. According to Etienne Benson of the American Psychological Association, “There have produced new theories and tests that broaden the concept of intelligence beyond its traditional boundaries.” Psychologists like Benson understand that judging knowledge is subjective because there can not be one true way for someone to

The search of information of this study yield the correlation between music education, musical training, and musical experience of children and the ability that music have on the enhancement of children learning ability in the areas of auditory perception, reading related skills, verbal and nonverbal reasoning. The participants in this research are children between the ages of 3 to 10 year old and are all elementary school aged children.

When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because

The most important issue in selection is determining the validity of the selected method (Scroggins et al. 2008, 186). General mental ability tests, or intelligence tests have proven to be nearly the best indicator of a candidate’s ability to perform a specific job (Partnership for Public Service 2004, 4). However, this type of test has also been proven to have different results on different groups. Different racial groups perform differently on intelligence tests, particularly IQ tests (Scroggins et al 2008, 193).

These questions are some similar to what you'd find on today's most widely used intelligence tests the wechsler adult intelligence scale or wais and the wechsler intelligence scale for children or wisc. Originally published by psychologist david wesler in 1955 the current edition of the exam consist of 15 different sub test that test things like vocabulary similarities between objects and concepts and patterns and letters and numbers cognitive tests usually fall into one of two categories, achievement test or the kind that reflect what you've learned and aptitude tests the kind that's supposed to predict your ability to learn something new the wais and the wisc are aptitude tests and your final exam at the end of your math class is an achievement test well how do we know if an intelligence test or any other test for that matter is actually any good to be widely accepted a test must hit three important marks it has to be standardized reliable and valid . Standardization is basically about comparability weather answer 15 or 50 questions correctly on a test actually means very little until you compare those scores against how others perform so to achieve meaningful comparisons test makers must first give the test to a representative sample group which sets the standard by which to compare future test-takers . you probably heard of a bell curve whether you're measuring height or mental aptitude or love the beatles it's often assumed that everyone your measuring fall into what's