Psychometrics Lecture 8b Intelligence Binet Spearman

EVALUATING THE QUALITY OF INFORMATION TO MAKE BETTER DECISIONS
CONTRIBUTING QUALITY INFORMATION TO HELP PEOPLE MAKE BETTER DECISIONS
Part
Part II:
II: Intelligence
Intelligence
Monday & Wednesday Lectures Friday Lab

CVR Calculations and
Week 6 Using Descriptive Statistics to Evaluate the Quality of Info
Method Section
Week 7 Using Inferential Statistics to Make Better Decisions Stats Introduction
Week 8 Defining and Evaluating Intelligence: Binet and Spearman Time for Questions
Week 9 Defining and Evaluating Intelligence: Wechsler Results Section
Week 10 Defining and Evaluating Achievement Tests Discussion Section

LAST TIME / TODAY DEVELOPING THE BINET GIFTEDNESS / DISABILITY EVALUATE
Last Time
How did Binet define intelligence?
Today’s Focus:
Defining and Evaluating Intelligence: Binet and Spearman
Developing the Binet

11. Know the key changes of each revision of the Binet IQ test (1908, 1916, 1937, 1960, 1986, 2003)
12. Know and be able to calculate IQ using mental age and chronological age.
13. What is a deviation IQ and how was it used in the Stanford-Binet scale?
14. Define and differentiate basal and ceiling. Be able to give an example of each.
Giftedness / Disability
15. What is meant by sensitivity?
16. What is meant by specificity?
17. What is the difference between a high sensitivity trade off and a low sensitivity trade off?
Evaluate
Using the 5 steps of psychometric evaluation
1905 Binet-Simon Scale

• The first major measure of human intelligence
• 50 French kids, 30 items
• Presented in increasing difficulty
• It lacked…
• Adequate measuring to express results
• Adequate normative data (based on 50 ’normal’ children)
• Evidence to support validity
• The classifications were not sufficient to express results

• Idiot: most severe label of intellectual impairment
• Imbecile: moderate level of intellectual impairment
• Moron: mildest level of intellectual impairment
• (all this test could do is tell you if you are an idiot, an imbecile, or a moron)
Steps 2 to 5 in Psychometric Process: Evaluate and Revise
• 1st Revision (1908): 203 French kids, 60 items
• Two Major Concepts

• Age scale: items were grouped according to age level rather than difficulty
• Mental age: performance compared with average individuals in a specific
chronological age group
• Weaknesses
• The scale only produced one score
• It was strongly related to verbal, language, reading ability (crystallized)
• Impossible to compare performance on different tasks
1916 Stanford Binet: Concepts to Encode

• The standardization sample is important
• 1000 children, ages 3 to 14
• Test used only white, native-Californian children as the norm group
Introduced the Concept of the intelligence quotient (IQ)
1937 Stanford Binet

• Age range 2 to 22
• Improved scoring and instructions
• Improved standardization: 11 states
• But: still only whites
1960 Stanford Binet (big year for IQ measurement)

• Rejected IQ concept
• Deviation IQ (this is incredibly important)
• Mean of 100 and SD of 16 (today it is 15) (like a Z score distribution)
• Mean set at 50th percentile, created representative samples at each age level
• Allows comparison of IQs of one age level with another
• Interpret in terms of standard deviations and percentiles
• 1972: new normative sample of 2100 children, first to include nonwhite children
• Today deviation IQ method is considered most precise way of expressing results of IQ
1986 and 2003 Stanford Binet Revisions

• Incorporate gc-gf theory
• Based on hierarchical model
• Top is overall IQ, or g (general intelligence)
• Next level:
• Crystallized abilities: reflects learning, realization of potential thru experience
• 2 subcategories: verbal and nonverbal reasoning
• Fluid-analytic abilities: our potential, ability to acquire crystallized
• Short-term memory: amount one can retain after brief presentation
• Today’s Binet more based on Thurstone than Spearman

• Multidimensional model of intelligence instead of intelligence being one thing
• 1986 revision considered a misstep
Write/Pair/Share
How has the Binet changed over time?

Write/Pair/Share
Which would be better a high sensitivity trade off or a high specificity

trade off?
5 Step Evaluation of Current Stanford Binet
Step 1: Evaluate Theory and Step 2: Evaluate Test Items and Step 3: Evaluate Reliability and
Operational Definitions Test Administration Development
Step 4: Evaluate Validity and Step 5: Evaluate Descriptive

Tests of Validity and Inferential Statistics
Developing the Binet

11. Know the key changes of each revision of the Binet IQ test (1908, 1916, 1937, 1960, 1986, 2003)
12. Know and be able to calculate IQ using mental age and chronological age.
13. What is a deviation IQ and how was it used in the Stanford-Binet scale?
14. Define and differentiate basal and ceiling. Be able to give an example of each.
Giftedness / Disability
15. What is meant by sensitivity?
16. What is meant by specificity?
17. What is the difference between a high sensitivity trade off and a low sensitivity trade off?
Evaluate
Using the 5 steps of psychometric evaluation

Psychometrics Lecture 8b Intelligence Binet Spearman

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EVALUATING THE QUALITY OF INFORMATION TO MAKE BETTER DECISIONS

CONTRIBUTING QUALITY INFORMATION TO HELP PEOPLE MAKE BETTER DECISIONS

Monday & Wednesday Lectures Friday Lab

Week 7 Using Inferential Statistics to Make Better Decisions Stats Introduction

Week 9 Defining and Evaluating Intelligence: Wechsler Results Section

Week 10 Defining and Evaluating Achievement Tests Discussion Section

Developing the Binet

1905 Binet-Simon Scale

• The classifications were not sufficient to express results

Steps 2 to 5 in Psychometric Process: Evaluate and Revise

• 1st Revision (1908): 203 French kids, 60 items

• Two Major Concepts

1916 Stanford Binet: Concepts to Encode

1937 Stanford Binet

1960 Stanford Binet (big year for IQ measurement)

1986 and 2003 Stanford Binet Revisions

• Today’s Binet more based on Thurstone than Spearman

How has the Binet changed over time?

Which would be better a high sensitivity trade off or a high specificity

5 Step Evaluation of Current Stanford Binet

Step 4: Evaluate Validity and Step 5: Evaluate Descriptive

Developing the Binet

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