Understanding Psychology Chapter Resources
Chapter Overviews
Student Web Activities
Self-Checked Quizzes
Interactive Tutor


Understanding Psychology
Glencoe Online
Social Studies HomeProduct InformationSIte MapSearchContact Us

Chapter Overviews
Chapter 13: Psychological Testing
"What's Your IQ?"

Introduction
Students have read about the use of IQ testing as a measurement of intelligence. In this exercise, students will compare different views of IQ testing.

Lesson Description
Students will use information from the Monitor on Psychology Web site to learn about different opinions regarding IQ testing. Students will read about the changes and challenges intelligence testing faces in today's world, briefly review the history of IQ testing, and read about some new developments in the field of IQ testing. Students will then answer four questions and apply this information by listing ways in which the current SAT could test for creative and practical skills.

Instructional Objectives
1. Students will be able to compare different opinions about intelligence testing and summarize current research about IQ testing.
2. Students will be able to use this knowledge to list the ways in which the SAT could test for creative and practical skills.

Student Web Activity Answers
1. Critics say that intelligence testing unfairly stratifies test-takers by race, gender, class, and culture; minimizes the importance of creativity, character, and practical know-how; and propagates the idea that people are born with an unchangeable endowment of intellectual potential that determines their success in life.


2. Kaufman says that there remains a major gap between the theories and tests that have been developed in the past 20 years and the way intelligence tests are actually used. Narrowing this gap is the challenge researchers face today.


3. Instead of testing just for the analytical knowledge as the standard IQ tests do, Sternberg's STAT tests for three independent aspects of intelligence—analytic, practical, and creative. The results of testing the STAT with students showed that the STAT produced smaller differences between ethnic groups than did the SAT. Sternberg and his collaborators also found that triarchic measures predicted a significant portion of the variance in college grade point average (GPA), even after SAT scores and high school GPA had been accounted for.


4. Children have been labeled learning disabled if their achievement scores were a standard deviation or more below their IQ scores. This model is known as the "IQ-achievement discrepancy model." Children should not be labeled as learning disabled based solely on the IQ-achievement discrepancy model because intelligence tests do not measure all types of intelligence. If a psychologist relies exclusively on IQ scores and achievement scores, a child might be identified as learning disabled when, in fact, only his or her analytical skills are poor. Often the child's actual behavior in the classroom and at home is a better indicator of a child's ability than an abstract intelligence test. Also, the discrepancy does not say what kind of intervention might help the child learn.


5. Students' answers will vary. Students should suggest ways of expanding the traditional focus on analytical skills. Students should take into account Sternberg's definitions of creative intelligence and practical intelligence in their answers.

Student Web Activity


McGraw-Hill/Glencoe