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Personality tests notes

Personality tests notes
Module

Personality Psychology (PYS418)

3 Documents
Students shared 3 documents in this course
Academic year: 2017/2018
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ruhama hussain
Oxford Brookes University
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Personality tests Objectives: Intelligence Intelligence does not refer to specific abilities but to an “indivisible quality of mind that influences the execution of all consciously directed activities” (Robinson, 1999, p). Some well-known Definitions of Intelligence Conceptualizing Intelligence Although intelligence is only an inferred notion – for example, a latent construct – it does refer to observable behaviour. The extent to which intelligence is or is not a meaningful concept will therefore depend on empirical data or observable behaviour. Typically this behaviour is measured in terms of individual differences on standardized performance tests. History of the Psychology of Intelligence Sir Francis Galton Galton began studying heredity after reading his cousin Charles Darwin’s Publication – The Origin of Species. Following on from Darwin’s work, Galton became interested in studying variations in human ability and particularly – intelligence. Heredity Genius (1869) Galton was convinced that higher intelligence was caused by superior qualities passed down through heredity. Galton was the first to recognise that human beings did differ in intelligence. Galton was also the forefather of intelligence test. His central hypothesis was that there were differences in intelligence. Galton maintained that it is possible to measure intelligence directly and he used a variety of methods. His choices of measurements are based clearly on biological background and on the thoughts of some early philosophers. Galton felt that intelligent people show the ability to respond to the large range of information experienced through the senses. However, “idiotic” people demonstrate problems dealing with information gained through the senses. Galton felt that people of low intelligence will show less response to sensory information, such as being unable to distinguish between heat and could and being unable to recognise pain. Galton suggested several methods such as reaction time, acuity of hearing/sight, the ability to distinguish between colours, judgement and strengths as a way to determine intelligence through responsiveness to stimuli. Note: Poor sigh does not determine poor intelligence but rather the result of problems with the eyes. Issues with validity and reliability (Also invented analysis of fingerprints Victorian polymath (e., developed first weather maps) Alfred Binet Binet created the first intelligence test: Binet - Simon Scale (1905) To develop their test, Binet and Simon chose a series of 30 short tasks rated to everyday life. This intelligence test included the following tasks. Following a lighted match with your eyes Shaking hands Naming parts of the body Counting coins Naming objects in a picture Recall a number of digits after shown a long list Word definitions Filling in missing words in a sentence The test questions were arranged in an increasing degree of difficulty to indicate levels of intelligence. The Binet – Simon Scale could be used to determine a child’s mental age and whether a child was advanced or backward for their age. This use of age in psychological testing is one of the Binet’s lasting contributions to psychology. The Binet – Simon Scale could determine what level in an intelligence test children should be attaining at any given age. Binet and Simon’s intelligence test was a turning point in psychology. They devised a test in which compared to the performance of children of the same age. Lewis Terman The first notable development was made when Termn decided to use the Binet – Simon Scale among California school children. Hef ound that the age norms that Binet and Simon had devised for children in France did not work very well for school children in California. So, Terman revised the tests, adapting some of the items and writing 40 new items. In 1961, Termn introduced the Stanford – Binet test which was applicable for use with children aged 4 – 14 years of year. Terman was able to gain far more accurate information on how children typically scored on intelligent tasks because he had a more representative sample. Terman adopted Sterns procedure for calculating IQ based on this test. Using this procedure together with the items of the Stanford – Binet test and the need to obtain large and representative samples to develop age norms for the rest, the standard Binet had developed into intelligence test against which all other tests were compared. Used William Stern’s notion of the ‘intelligence quotient’, or IQ, scale: (mental age/chronological age) x 100 Stanford-Binet IQ test was the forerunner of most modern-day IQ measures. Example of Stern’s ratio of real age to mental age used to develop his concept of intelligence quotient positively correlate. Spearman used the idea of positive manifold between intelligence tests to produce a Two-Factor Theory of Intelligence. First Factor Second Factor Intelligence was specific abilities or ‘s’ General Intelligence ‘g’ This was the name give to each type of He argued that g was underlying all the positive intelligence needed for performing well on each correlations: ‘g’ was the intelligence required different intelligence task that Spearman had for performance of intelligence tests of all types. observed. Spearman envisaged ‘g’ as a kind of mental Therefore, vocabulary intelligence and energy that underlies specific factors of mathematical intelligence is a specific ability intelligence. The main point of Spearman’s findings was the idea of ‘g’ and this became a major thing that informs many subsequent approached to intelligence. Proponents of general intelligence or ‘g’ still exists among prominent psychologists. Charles Spearman (1863-1945) applied factor analysis and data-reduction procedures to show that different ability tests were significantly inter-correlated, and that the common variance could be statistically represented in terms of a single general factor (g). General Intelligence ‘g’: Theory and Measurement Spearman’s Two-factor Theory Measuring ‘g’ General ability, ‘g’ The Weschler tests Specific abilities, ‘s’ The Raven’s progressive matrices Two intelligence tests stand out in present psychology that show a historical move to standardised intelligence testing. Wechsler’s Test and Raven Matrices The Wechsler Tests Wechsler’s Scales contained a number of subtests to measure several difference aspects of intelligence, including and performance tests Arithmetic (verbal) Object assembly (performance) Block design (performance) Picture arrangement (performance) Comprehension (verbal) Picture completion (performance) Digit span (verbal) Similarities (verbal) Digit symbol (performance) Vocabulary (verbal) Information (verbal) Examples from the Wechsler Adult Intelligence Scale The Wechsler Tests Designed for all ages (adults and children) Subtests for different aspects of intelligence Variety of items with wide range of difficulty within subtests Development of ‘deviation IQ’ – how much a person deviates from average IQ of 100 Deviation IQ = ((actual test score) / (expected score for that age))*100 Raven’s Progressive Matrices Designed to minimise the influence of culture and language by relying on non-verbal problems that Raymond Cattell Also used factor analysis. Suggested that ‘g’ comprised two related but distinct components: Crystallised intelligence (gc): Fluid intelligence (gf): A primary reasoning ability to solve abstract rational problems, free of cultural influences. Acquired knowledge and skills such as factual knowledge ‘Gc” Ability to solve abstract relational problems; The ability to do well on verbal tasks which are ability to perform well on nonverbal tasks, substantially influenced by previous knowledge which do not require previous knowledge but and acculturative learning. instead measure a rather pure, culture-free element of cognitive performance gc increases with cultural exposure and experience gf declines over the lifespan as processing efficiency diminishes Measurements of both gf and gc are beneficial for estimating both learning potential and acquired knowledge (Stankov, Boyle & Cattell, 1995). Tendency to use tests of gf (or nonverbal abilities) rather than gc, but studies have shown that intelligent individuals tend to do better on verbal than nonverbal measures, whereas the opposite is true for lower-IQ scorers (Matarazzo, 1972). gc may be a better tool to distinguish between high and low intelligence. Cattle saw dynamic relationships between these two intelligence components. Crystallised intelligence (knowledge) is Fluid intelligence is thought to be present from intelligence that increases throughout and is a birth and is meant to stabilise in adulthood. reflection of one’s cumulative learning experience. Guilford Guilford did not acknowledge the existence of ‘g’ instead he proposed that intelligence was the result of 150 independent abilities. His theory was named the Structure of Intellect (SI) Theory Guilford argued that these elementary abilities fall into three groups. Operations: Contents Products Mental material on which Form in which information is Types of Mental Processing processes operate stored, processed and used Guildford’s Model of Intelligence really opens up the possibilities of intelligence. It clearly broadens the view of intelligence, while detailing how different aspects of intelligence intertwine to form specific abilities. However, it may be too complex to provide a definitive theory. The Hierarchical Approach Vernon Carroll Horn Philip Vernon’s Hierarchical Theory of Intelligence Vernon’s theory was the elaboration of ‘g’ to series of group factors in between ‘g’ and ‘s’s factors. Like Spearman, Vernon thought ‘g’ was the most important factor underlying intelligence in human beings. The next level in Vernon’s Hierarchy comprises two major group factors. Verbal/Educational Spatial/Mechanical Abilities v:ed k:m Factor represents largely verbal and educational Factor comprises spatial and mechanical intelligence, including verbal-numericalintelligence, including practical-mechanicaleducational abilities spatial-physical abilities. v:ed minor group factors – verbal, numerical, educational k:m minor group factors – practical, mechanical, spatial & physical abilities Carroll’s Three-Stratum Model Stratum I Stratum II Stratum III Specific levels; 69 different 8 broad factors arising from the general level of intelligence, intelligences above specific abilities (Gf, Gc, similar to ‘g’ general memory and learning, As we grow, we learn to control our basic emotional responses (e., fight or flight) to varying degrees. Emotional intelligence is the extent to which we are able to develop, control and use these basic emotional responses. Goleman’s Model of Emotional Intelligence Arranged in a Hierarchy Goleman’s Model of Emotional Intelligence Issues concerning Emotional and other types of Intelligences Does it exist (independently of other constructs)? Can it be measured? Is it important? Is it an ability or skill? Is it more important than IQ? The Arguments for ‘g’ Many leading researchers (e., Robert Plomin), especially in the biological tradition, consider there is ‘g’ at the heart of all intelligence/cognitive measures. The brute fact that all such measures are positively correlated (i., the ‘positive manifold’ means that all items (to some extent) share common variance. ‘g’ is the factor that captures this global shared variance: it does exist. This line of reasoning allows talk of ‘intelligence’ and ‘IQ’ (singular terms) However, debate reigns over whether this global shared variance reflects: (a) the core of intelligence, OR (b) is a statistical artefact. Table of Intercorrelations Between Cognitive Tests: All Positive Correlations Indicate a ‘Positive Manifold’ The Arguments for ‘g’ Plomin (2002) “ g is not the whole story of cognitive abilities– group factors representing specific abilities also represent an important level of analysis – but trying to tell the story of cognitive abilities without g loses the plot entirely.” The Arguments for ‘g’ Empirical evidence mainly refutes theories of multiple intelligence (Gottfredson, 2003). Visser et al. (2006) tested Gardner’s MI theory Developed a set of tests, two for each of the proposed 8 intelligences Question: are these ability measures independent of a measure of general intelligence and of other proposed intelligences? If Gardner’s theory were true, then the results for each domain should not be highly correlated with each other. However, many of the tests turned out to be highly positively correlated with each other, and most of the ability tests had positive correlations with general intelligence. The authors concluded that the reason that the tests involving cognitive ability were positively correlated with general intelligence is because they share a common core of reasoning ability, g. US study (n = 2,500) - all correlations between 13 subtests of the Wechsler Adult Intelligence Scale (WAIS-III) were significant and positive (r = .30 to r = .80, Wechsler, 1997). - Mental abilities, as tested by different ability tests, tend to be closely associated so that they cluster together in one common factor, which accounts for approx. 50% of variance in IQ test performance. Carroll (1993) conducted a meta-analysis of over 400 sets of data. - Results revealed that a single, general intelligence factor can account for a considerable amount of

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Personality tests notes

Module: Personality Psychology (PYS418)

3 Documents
Students shared 3 documents in this course

University: University of East London

Was this document helpful?
Personality tests
Objectives:
Intelligence
Intelligence does not refer to specific abilities but to an “indivisible quality of mind that influences
the execution of all consciously directed activities” (Robinson, 1999, p.720).
Some well-known Definitions of Intelligence
Conceptualizing Intelligence
Although intelligence is only an inferred notion – for example, a latent construct – it does refer to
observable behaviour. The extent to which intelligence is or is not a meaningful concept will
therefore depend on empirical data or observable behaviour. Typically this behaviour is
measured in terms of individual differences on standardized performance tests.
History of the Psychology of Intelligence
Sir Francis Galton
Galton began studying heredity after reading his cousin Charles Darwin’s Publication – The Origin
of Species.
Following on from Darwin’s work, Galton became interested in studying variations in human
ability and particularly – intelligence.
Heredity Genius (1869)
Galton was convinced that higher intelligence was caused by superior qualities passed down
through heredity.
Galton was the first to recognise that human beings did differ in intelligence.
Galton was also the forefather of intelligence test.
His central hypothesis was that there were differences in intelligence.
Galton maintained that it is possible to measure intelligence directly and he used a variety of
methods.
His choices of measurements are based clearly on biological background and on the thoughts of
some early philosophers.
Galton felt that intelligent people show the ability to respond to the large range of information
experienced through the senses.
However, “idiotic” people demonstrate problems dealing with information gained through the
senses.

Students also viewed

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