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2。 Ongoing concern exists as to whether it is possible to devise an IQ test 
that is “culture…fair” 
3。 Stereotype Threat–the threat of being at risk for confirming a negative 
stereotype of one’s group–can bring about the poor performance 
encoded in the stereotype 
V。Creativity 
168 


CHAPTER 10: INTELLIGENCE AND INTELLIGENCE ASSESSMENT 

A。 Creativity is the individual’s ability to generate ideas of products that are both novel and 
appropriate to the circumstances in which they were generated 
B。 Assessing Creativity 
1。 Many approaches to rating individuals as creative or uncreative focus 
on divergent thinking; the ability to generate a variety of unusual but 
appropriate solutions to a problem。 

2。 Exceptional Creativity and Madness 
a) The exemplary creator who emerges from assessments of 
creativity as almost off the scale 

b) Gardner alludes to a mon stereotype of the exemplary 
creator—their life experiences border on or include the 
experience of madness 

VI。 Assessment and Society 
A。 The primary goal of psychological assessment is to make accurate assessments of people 
that are as free as possible of errors of assessors’ judgments 
B。 Three ethical concerns are central to the controversy of psychological assessment 
1。 The fairness of test…based decisions 
2。 The utility of tests for evaluating education 
3。 The implications of using test scores as labels to categorize 
individuals 
DISCUSSION QUESTIONS 

1。 Western culture places high value on intelligence; so much so that we begin intelligence 
testing of our children as soon as they enter the public school system。 Children are 
routinely tested; using a variety of assessment instruments。 Testing is followed by school 
counselors meeting parents to provide feedback regarding the child’s performance。 
Inevitably; the child’s scores bee “cocktail party conversation;” with parents 
paring their children’s scores; even though their children may not have been assessed 
using the same instruments; or under the same circumstances。 Discuss with the class the 
range of potential problems that can result from such activities。 
2。 Given the current three…part definition of intelligence as proposed by Sternberg; ask if 
members of the class feel that any one aspect of intelligence is more important than the 
others? If so; have them defend their perspectives。 
3。 Discuss Gardner’s multiple intelligences。 How does the class perceive these multiple areas 
of intelligence interacting with each other? In which area do various class members feel 
they are most intelligent? 
4。 What is meant by “the politicization of intelligence”? What is the significance of this 
activity; and what is the impact of it on us as individuals? 
5。 Suppose intelligence and creativity were negatively correlated; and you could be trained to 
increase one of them。 Which would you choose? Ask the class their opinions and discuss 
choices with them。 Why did they select the one that they did? 
169 


PSYCHOLOGY AND LIFE 

6。 Does the class perceive “street smarts” as a special kind of intelligence? Why or why not? 
170 


CHAPTER 10: INTELLIGENCE AND INTELLIGENCE ASSESSMENT 

SUPPLEMENTAL LECTURE MATERIAL 

Aspects of Intelligence 

Psychometric psychology represents the quantitative approach to the measurement of intelligence; 
specifically; to the measurement of mental functioning。 Unlike Piaget; whose approach was 
qualitative in nature; psychometricians are more concerned with what people know and how they 
perform; pared to others; than how they came to know something。 

What is intelligence? For starters; it is an elusive concept and; as the term is used today; usually 
refers to thinking and acting in ways that are goal…directed and adaptive (Siegler; 1991; p。 200)。 In 
practice; we usually think of intelligence as involving three main sets of ideas: 

Practical problem…solving ability: The ability to get to the heart of a problem; accurately 
interpreting relevant information; seeing all aspects of the problem; and reasoning through the 
problem in a logical manner。 

Verbal ability: Speaking and writing clearly and articulately; having detailed knowledge about 
a specific field; reading widely and with good prehension; having a good vocabulary; and 
dealing effectively with other people。 

Social petence: Skills include displaying curiosity; being sensitive to the needs and desires 
of others; being on time; having a “social conscience;” and making carefully considered fair 
judgments。 

How do we study intelligence? There are multiple ways: 

The Psychometric approach: Posits that intelligence can be described in terms of mental factors 
and that tests can be constructed to reveal individual differences in those factors that underlie 
mental performance。 These factors include: 

。 Verbal factors: Includes vocabulary; reading prehension; story pletion; and verbal 
analogies。 
。 Spatial factors: Such as 3…dimensional rotation abilities; maze learning; and form…board 
performance。 
We use standardized intelligence quotient (IQ) tests to measure intelligence; so IQ tests are the 
instruments that ultimately provide the data for theory construction。 Developed around 1900 by 
Alfred Binet and Theodore Simon; the first IQ tests were used to assess school…related abilities and 
to differentiate among children who could benefit from standard school instruction and those 
requiring “special” education。 

Information processing approaches to intelligence testing look at individual differences in how 
information is encoded; the speed of processing that information; ease of categorization; and 
metacognition (which coordinates the first three)。 Although the differences measured between and 
within individuals change across the life span; there is nothing “inherently developmental” about 
the information…processing approach。 Information processing is part of cognitive psychology; some 
aspects of which are applicable to developmental psychology。 

Piagetian approaches look at individual differences in the rate of development。 This approach is 
developmental in nature。 Children progress through the various developmental tasks at different 
rates and ages; from sensorimotor on through the various tasks of formal operations。 Now; let us 
discuss some of the actual instruments utilized to measure intelligence; and what they tell us or fail 
to tell us。 

171 


PSYCHOLOGY AND LIFE 

Some of the instruments monly used to assess intelligence quotient (IQ) in children are the 
following: 

· Stanford…Binet 
· The WAIS and WISC 
· The Bayley Scales of Infant Development 
The Stanford…Binet for children consists of “games” and identification problems。 The WAIS is 
primarily pen and paper; and the WISC is both pen and paper and practical ability。 The Bayley 
consists of trying to get the child to play the same game that you are playing。 

“IQ Tests” are one of the more monly used and abused psychological instruments ever devised。 
Always be aware that IQ tests measure one and only one type of intelligence: that which is required 
to succeed in formal educational institutions。 Realistically speaking; the IQ score is the best single 
predictor we have of academic achievement ability; but IQ tests are objective rather than projective 
measures。 Examples of IQ tests with which you; as students; are most familiar are the SAT or ACT。 
If you go past a baccalaureate degree in your educational process; you will have the traumatizing 
experience of being acquainted with the GRE; LSAT; MCAT; DCAT; or whatever applies to your 
area of graduate interest。 

IQ scores can only be interpreted in a relative sense。 Your score is based on standardized norms 
and indicates how well you; as an individual; performed on a given test instrument relative to other 
individuals of the same age and background; when tested under the same constraints。 The normal 
curve; or normal distribution; is used to define the distribution of IQ scores。 

Once more; relativity is the essential concept。 Whether or not your child is “gifted” in a positive or 
negative manner is relative to where he/she scored in parison to other children who took the 
same instrument; at the same time; under the same conditions。 When looking at IQ scores and 
interpreting them; you will frequently hear the following terms。 They are key to understanding 
relativity and IQ measurement。 

Stability refers to the individual’s relative standing over time。 

Change refers to the change in a given individual’s absolute scores over time。 

In summing up; IQ scores are useful to us in determining the individual’s potential for success in 
an academic environment but beyond that function their applicability fades rapidly。 As students 
and as future parents; you need to be aware of the applications in which the IQ test is relevant; and 
in which it is not。 

What Color Is an IQ? 

Critics of intelligence tests claim that one reason that African Americans and other minorities score 
lower is that the tests are written in a “foreign” language。 The test instructions and questions; 
written 

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