...many different ways that people have wanted to test someone’s intelligence, Unfortunately there are really no test that have been developed to identify the true intelligences of a person, most of the test that I have come across seem to focus mainly on math and being able to tell where blocks should go and what shape they may make or what color the blocks will be if you were able to put them together inside your head and figure them out. Originally the IQ test was developed to detect people of lower intelligence to be able to place them in special educational classes. Intelligence refers to an individual’s performance of tasks that involves the manipulation, retrieval, evaluation, or being able to process information. We all know that those are aspects that are used in our everyday life. I think that most of our intelligence come from our surroundings and cannot really be based on a test that we take. I took the free online IQ test that was provided, there is no information given neither on who developed my test nor on how it was developed. Therefore I’m thinking that whoever has developed this test does not want to be identified, which could lead to many reasons why they may be but let’s just stick to one for now, “not a great source to test your intelligence”. This test also does not tell me how it was developed leading me to believe that they may have taken a few questions from other online IQ test and simply put it in their own format and called...
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...Matt Voges July, 09, 2009 How to Lie with Statistics Book Report Lie 1- The first lie deals with those so called IQ tests we all love to take. It really deals with any kind of sampling test that doesn’t take into account its statistical error. Geis first states that IQ tests in general are unreliable. They do not account for talent outside the books and personal and mental balance. He further states that these tests are most often inaccurate because they do not represent the probable error and the standard error. The amount numerically that the sample can be wrong. EX 1- Kids lower IQ scores linked to prenatal pollution. Washington Post. The third paragraph of this article states that children were given IQ tests when they entered school at age 5. Those exposed to more pollution scored on average 4 or 5 points than those exposed to less solution. First, Geis has already conveyed to us the unreliability of the word on average. We have no idea how many children this sample contains and on what point scale the IQ is administered. 4 or 5 points may not make that much of a difference. Furthermore the validity of an IQ test at age 5 is definitely less than reliable. EX 2- Is IQ linked with longevity? Washington Post. The third paragraph of this article states that research done in Sweden showed that people with higher IQ tended to live longer than those with lower ones. Without even reading the book this statistic seems outrageous. Fortunately the article itself...
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...environmental factors. There are several reasons why it is so difficult to find which genes have an effect on behavioral traits: more than one gene may contribute to a trait, with many genes each having a small effect; a gene may affect more than one trait (for example in mice, memory and sensitivity to pain have been found to be linked); the action of a gene depends on the presence of other genes; environmental factors may contribute to a trait; genes and the environment interact together in different ways; and genes do not have a continuous effect throughout our bodies or for all of our lives. It is unlikely that variation in just one gene contributes to a behavioral trait. The term a ‘gene for X’ is very misleading and does not convey the complexity of genetic factors. Nor should we overestimate the predictive power of genes. The effects of genes are not inevitable. Genes, like environmental factors, probably just make a behavior...
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...Engles March 21, 2016 Introduction to Psychological Testing Psychological testing consists of many types or categories of tests. Because psychology is a science testing is a large part of this field. Individual behaviors, characteristics, and traits are part of humans a need to measurable these by psychologists is necessary. Psychologists must be able to conduct psychological test and quantify the results. These traits vary from person to person and in such a way that measuring clearly will show the different aspects of the individuals through testing. Psychologists agree that different psychological states and traits are part of human behavior. To quantify these states and traits can be difficult because qualities are not tangible and testing can give assistance in this matter (Hogan, 2007). Test The term test according to Hogan (2007) can be defined in a number of ways. Originally, the term test was used to describe a cup “used for smelting gold or silver ore, perhaps an apropos reference for some high-stakes testing today” (Hogan, 2007, p, 38). In modern times the term is typically defined as any assessments designed to measure peoples’ behaviors, knowledge, abilities, skills, or personalities. Hogan (2007) suggests that regardless of these various definitions of the term test, there are six common elements defining the term test in the behavioral sciences. These six elements include procedure or device, behavior, information, and cognitive processes, systematic...
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...care (Robert Wachbroit & David Wasserman, 1995). Value neutrality is argued to be neither possible nor desirable but arises from conceptions of fewer objectives and less suitable values for public discourse. Nondirectiveness requires the counselor to adopt the most effective methods in ensuring that the choices of the patients about genetic testing are well informed and voluntary. Patients should be made to understand and appropriately respond to the results of genetic tests and diagnoses. The nondirective approach stipulates that the appropriate response is the one from the patient herself as long as it results from the fact that she understands the facts and reflects her values truly. Nondirective genetic counseling ensures that patients are well aware of genetic risks and their freedom of choosing whether or not to go for testing and ways of responding to positive test results. This is the respect for patient autonomy. On the contrary, value neutrality...
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...Weschlers test of intelligence for children The Wechsler Intelligence Scale for Children (WISC), developed by David Wechsler, is an individually administered intelligence testfor children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC takes 65–80 minutes to administer and generates an IQ score which represents a child's general cognitive ability. ------------------------------------------------- History The original WISC (Wechsler, 1949) was an adaption of several of the subtests which made up the Wechsler–Bellevue Intelligence Scale (Wechsler, 1939) but also featured several subtests designed specifically for it. The subtests were organized into Verbal and Performance scales, and provided scores for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ). A revised edition was published in 1974 as the WISC-R (Wechsler, 1974), featuring the same subtests however the age range was changed from 5-15 to 6-16. The third edition was published in 1991 (WISC-III; Wechsler, 1991) and brought with it a new subtest as a measure of processing speed. In addition to the traditional VIQ, PIQ, and FSIQ scores, four new index scores were introduced to represent more narrow domains of cognitive function: the Verbal Comprehension Index (VCI), the Perceptual Organization Index (POI), the Freedom from Distractibility Index (FDI), and the Processing Speed Index (PSI). The current version, the WISC-IV, was produced in 2003 followed by the...
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...Problems with IQ and Psychometric Assessment When diagnosing a child’s learning difficulties the IQ test and other forms of Psychometric Assessment continue to be used across the UK and elsewhere as an indication of a child's ‘intelligence’ and continue to be a key factor in special school placement. Colin Newton Inclusive Educational Psychologist Co Founder Inclusive Solutions December 2009 We have to provide an IQ score so that the CAHMS team can allocate their resources. They keep asking us.... (Principal Educational Psychologist - 2008- Unnamed UK Local Authority) How sad that what follows still needs to be written in 2008! Perhaps we all need a little reminder... The story so far... Intelligence testing began in earnest in France, when in 1904 psychologist Alfred Binet was commissioned by the French government to find a method to differentiate between children who were ‘intellectually normal and those who were inferior’. The purpose was to put the latter into special schools where they would receive more individual attention. In this way the disruption they caused in the education of intellectually normal children could be avoided. Sound a familiar argument? Such thinking was a natural development from Darwinism and the Eugenics movement that dates back to Sir Francis Galton in 1869 that famous scientific polymath who promoted the idea that for society to prosper the ‘weakest’ should not be allowed...
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...“These tests are too crude to be used, and should be abandoned.” That’s what the creator of standardized tests Alfred Binet stated about the tests after seeing how they affect people. Standardized tests have shown little learning progress of the last couple years, they do not show what is actually important in a person, and they unfairly rank teachers. Over the past few years standardized tests have shown little learning progress. Even though standardized tests claim to study the way students learn they actually do not. People may think that is untrue, but take a look at what the Brookings Institution’s has to say about it. “A 2001 study published by the Brookings Institution found that 50-80% of year-over-year test score improvements were temporary and caused by fluctuations that had nothing to do with long-term changes in learning.”(Strauss Massachusetts Professors Protest High-Stakes Standardized Tests Massachusetts Professors Protest High-Stakes...
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...method of research to test the effects of caffeine on memory, one must first establish a hypothesis. For this experiment, the hypothesis would simply state; that if a person consumes 2 cups of a caffeinated beverage over the course of 3 hours then their recall of information, learned earlier that day, will be faster and more accurate on a short answer test. The independent variable in this experiment would be the caffeine as it is the factor that is being manipulated and examined to see if it has any effect on a participant’s memory. The dependent variable in this experiment would be memory or specifically the participant’s ability to recall information as it may change as a result of the manipulation of the independent variable of caffeine. To begin the experiment, participants will be randomly assigned to either the control group, the group not exposed to caffeine, or to the experimental group, the group exposed to caffeine. The control group will be given a placebo and the experimental group will be given the caffeinated beverage. The two groups will be given a short story to read and review for one hour at the beginning of the experiment. Over the course of the next hour, participants in the experimental group will be given 2 cups of a caffeinated beverage while participants in the control group will be given 2 cups of a non-caffeinated beverage. After the hour has elapsed, all the participants in the experiment will be given a short answer test on the information contained...
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...day, they produced better milk” (Hammond) and some studies have found that simply listening to as well as practicing music “can increase IQ by as much as three points” (Hammond). Even...
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...-1- DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ (1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge...
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...-1- DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ (1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge...
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...Variables1, in statistics, are any characteristic that varies with the members of the population. For example, Dr. Blackbeard’s Stat 101 class had a test and the results are in and not all had an equal score. Some score higher than others, and some scored lower. Thus, the test scores are considered a variable which in this case is a whole number between 0-25. Another variable is the amount of time the students took to study for the test. In this case, the variable varies between a second, minute, hour, or maybe even a tenth of a second. So, variables can differ depending on the situation or the information which is given. Now two types of numerical variables2 are discrete and continuous. Discrete3 is like IQ scores, SAT scores, a person’s shoes size, and so on. Continuous4 is more along the lines of height, weight, and age. Sometimes in the real world the distinction between continuous and discrete variables can be a blur. Height, weight, and age are considered continuous in theory, but they always seem to be rounded off to the nearest inch, ounce, or year, at which point they become discrete. On the other hand, money, which in theory is a discrete variable (because the difference between two values can’t be less than a penny), is mostly thought as a continuous variable because in most real life situation a penny can be thought of as an insignificantly small amount of money. Variables can also be used to describe gender, hair color, nationality, and so on. These variables are...
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...------------------------------------------------- What Is Your Ethical IQ? Being a school leader requires individuals to make ethical decisions. White and Wooten (1986) have suggested that ethical behavior results from the intersection of four constructs: values, norms, science and laws. They suggest that these constructs help to shape our responses to ethical dilemmas or problems. In the section that follows, there are ten real-life dilemmas from education. Each of the dilemmas requires a choice. Give your first reaction to each question by answering no, depends, or yes. Your responses should reflect what you believe you would actually do in the situation, not what you think should do or believe is the best answer. 1. You have just been hired as a new curriculum director for a suburban school district, and you have been attending a conference sponsored by the state educational agency. You had planned to fly home on Saturday, but two friends from a neighboring school district that you met at the conference are driving back by car and have invited you to join them. They suggest that in riding together you can discuss the suggested curriculum changes that were presented at the conference. It would be a good opportunity to network with others on the four-hour trip instead of flying, which would take two hours. In addition, they would drop you off at home and your family would not have to make the thirty-minute drive to the airport to meet you. It would be stimulating...
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...differences effect on emotion detection for the over and under forties using Baron Cohen's “Eyes Test” (Baron-Cohen, Wheelwright & Hill, 2001) Abstract: This research focuses on the area of emotion detection in psychology. Independent variables being tested is the participants’ age [over and under 40 years of age]. Dependent variables being tested is participants’ scores in the eyes test. Participants were picked from a convenience sample with a large sum selected from adults attending Buckingham University Previous research suggests that there is a steady decline in emotion detection from a young age into elderly age. The key prediction is that under 40s will score better on the eyes test revised for adults than the over 40s. Results yielded no difference in emotion detection via the eyes test revised for adults between the over and under 40s. Introduction: Theory of mind, which is the ability to relate independent mental states to self and others to predict and or explain behavior, has long been researched since 1983 by Wimmer and Perner (1983). Since then their methods have been improved and altered in order to better understand theory of mind. Initially Baron–Cohen and colleagues (1985) simplified the test procedure from Wimmer’s (1983) research, then once more in 2001 where issues with data collection, number of items and responses in the test were all addressed. The revised eyes test for adults consisted of each participant identifying the gender and emotion description from...
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