#AP Psychology: Intelligence - The Ultimate Study Guide

Hey there, future AP Psych master! Let's break down intelligence testing. This guide is designed to make sure you're not just memorizing, but understanding the concepts. Let's get started!

#What is Intelligence and How Do We Measure It?

First things first, intelligence is tricky to define, right? That's where psychometricians come in—they try to measure it with tests. But a good test needs to be more than just a bunch of questions. Here's what makes a test legit:

• 🔔 Standardization:

  • Uniform testing procedures and grading for everyone. Think of it like AP exams—same rules for all.
  • Scores usually follow a normal curve (more on that later).
  • Example: SAT, ACT, AP exams

• 🔄 Reliability:

  • The test gives consistent results over multiple attempts. If you take it again, your score should be similar.
  • Think of it as a reliable scale that always gives you the same weight.

• 🔄 Validity:

  • The test measures what it's supposed to measure. A math test shouldn't test your history knowledge, right?

  • It's about accuracy, not just consistency.

#Target Analogy

Think of it like darts:

• Reliable, but not valid: All darts hit the same spot (consistent), but not the bullseye (not accurate).
• Valid, but not reliable: Darts are scattered around the bullseye (accurate on average), but not consistent.

#Types of Tests

There are two main types of tests:

• 🧠 Achievement Tests:

  • Measure what you've already learned. Like your unit tests or the big AP exam!

• 🤔 Aptitude Tests:

  • Predict your future success. Think SAT or ACT—they try to gauge how well you'll do in college.

#Development of Intelligence Tests

Let's meet some key players in the history of intelligence testing:

#Alfred Binet

• Binet was a pioneer who developed the concept of mental age.
• Mental Age: The age at which a person functions intellectually. A 9-year-old with the knowledge of a 14-year-old has a mental age of 14. - He developed the concept of IQ (Intelligence Quotient):

$$IQ = \frac{mental \ age}{chronological \ age} \times 100$$

• Average IQ is 100 because mental age = chronological age.

#Grit

• It's not just about IQ! Grit is the passion and determination to pursue long-term goals.

#Lewis Terman

• Terman realized that the IQ formula doesn't work well for adults.
• He created the Stanford-Binet Test, which is deviation-based (compares your score to others of the same age).

#David Wechsler

• Developed the Wechsler Adult Intelligence Scale (WAIS), the most widely used intelligence test.
• It includes subtests for:
  • Similarities
  • Vocabulary 💭
  • Design and visual processing 🍥
  • Letter and number sequences 🅰️ 1️⃣
• There's also a Wechsler Intelligence Scale for Children (WISC).

#Francis Galton—Eugenics

• Galton was interested in eugenics, the idea of matching people with high IQs together to reproduce. 🤦 (Not a great idea, and ethically problematic!)

#The Normal Curve

Okay, let's talk about that bell curve! Intelligence scores often follow a normal distribution:

• The middle 68.2% represents average IQ.
• The extremes represent the lowest and highest IQs.
• Only about 2.6% of people are considered gifted.

#The Low Extreme 📉

• IQ below 70 often indicates an intellectual disability.
• People with intellectual disabilities may struggle with:
  • Learning 📖
  • Problem-solving 🤔
  • Communication 🗣️
  • Everyday skills 👔
• Down syndrome is an example of an intellectual disability.

#The High Extreme 📈

• People with very high IQs are considered gifted 🎁.
• Their talents and intellect are beyond the norm.

#Savant Syndrome

• Individuals with savant syndrome have low scores on intelligence tests but have exceptional talent in a specific area. 🧮

#Bias in IQ Tests

Every test has some bias. Let's talk about one major factor:

#Stereotype Threat

• Stereotype threat is when someone performs worse on a test because they're aware of negative stereotypes about their group.

• For example, if a Black woman is told she's not good at medical exams, she might doubt herself and perform worse due to the stress. This is not about actual ability but the effects of stereotypes.

#Final Exam Focus

Okay, you're almost there! Here’s what you should focus on:

• Test Construction: Standardization, reliability, and validity are crucial. Know the difference!

• Key Figures: Binet, Terman, and Wechsler. Understand their contributions.

• The Normal Curve: Know the distribution and what the extremes mean.

• Bias: Understand stereotype threat and how it affects testing.

#Last-Minute Tips:

• Time Management: Don't spend too long on one question. If you're stuck, move on and come back later.

• Read Carefully: Pay close attention to the wording of each question. Underline key words.

• Stay Calm: Take deep breaths. You've got this!

The concepts of reliability and validity are high-value topics. Make sure you understand the differences and can apply them to different scenarios.

#Practice Questions

#Multiple Choice Questions

Practice Question

1. A test that accurately measures what it is intended to measure is said to be: (A) reliable (B) standardized (C) valid (D) normed (E) objective

2. Which of the following is the best example of an aptitude test? (A) A final exam in a history class (B) A driving test (C) The SAT (D) A personality inventory (E) A physical fitness test

3. The phenomenon of stereotype threat can best be described as: (A) the tendency to conform to group norms (B) the tendency to overestimate one’s own abilities (C) the anxiety that influences test performance due to awareness of negative stereotypes (D) the belief that intelligence is fixed and unchangeable (E) the tendency to seek out information that confirms one’s existing beliefs

#Free Response Question

Practice Question

A school psychologist is evaluating a new intelligence test. The psychologist administers the test to a group of students and then again two weeks later. The psychologist also compares the results of the new test with an established intelligence test.

(a) Define and explain the importance of test-retest reliability and validity in the context of psychological testing. (b) Describe how the psychologist would determine if the new test has test-retest reliability and criterion validity. (c) Explain how stereotype threat could affect the results of the new intelligence test.

Scoring Guidelines:

(a) Define and explain the importance of test-retest reliability and validity in the context of psychological testing (4 points): - Test-retest reliability (2 points): - Definition: Test-retest reliability refers to the consistency of results when a test is administered to the same individuals at different times. (1 point) - Importance: It is important because a reliable test should yield similar scores over time if the trait being measured is stable. (1 point) - Validity (2 points): - Definition: Validity refers to the extent to which a test measures what it is intended to measure. (1 point) - Importance: It is important because a valid test accurately reflects the construct it aims to assess, ensuring the test is meaningful and useful. (1 point)

(b) Describe how the psychologist would determine if the new test has test-retest reliability and criterion validity (2 points): - Test-retest reliability (1 point): The psychologist would administer the test to the same group of students twice, with a time interval between administrations, and then calculate the correlation between the two sets of scores. A high positive correlation would indicate good test-retest reliability. - Criterion validity (1 point): The psychologist would compare the scores on the new test with scores on an established intelligence test (the criterion). A high positive correlation between the new test and the criterion would indicate good criterion validity.

(c) Explain how stereotype threat could affect the results of the new intelligence test (2 points): - Explanation (2 points): If students are aware of negative stereotypes about their group's intelligence, they may experience anxiety and self-doubt while taking the test. This anxiety can impair their performance, leading to lower scores than their actual ability. For example, if a student from a group that is often stereotyped as less intelligent is aware of this stereotype, they may perform worse on the test due to stereotype threat.

You've got this! Go ace that exam! 🚀