Iq Essay Research Paper The following essay

Iq Essay, Research Paper

The following essay will delve into the development, reliability, and validity of the IQ test. IQ tests are multi-faceted and have channeled into various levels of human intelligence and psychological traits. Therefore, this essay will specifically deal with the area propagated by Binet and his colleagues.

The most widely used tests by psychologists both in schools and in health settings is the Stanford-Binet test. This test is the modern version of a test devised in the early 1900’s by Binet and Simon at the request of the Paris school system. There purpose was to identify children who were unable to learn in traditional classroom settings. Binet and Simon believed that intelligence was malleable and that children’s academic performance could be improved with special programs. They took an innovative approach to the construction of their test, Binet and Simon asserted that to differentiate among individuals, one had to sample higher mental functions such as comprehension, reasoning, and judgement. They developed an array of intellectual tasks involving such things as the ability to attend to something and the ability to recognize logical absurdities.

In addition, Binet and Simon recognized and built into their test the chronology of children’s learning. Therefore, as children grow older they are able to solve increasingly complex problems. In later revisions, based on the criterion that any test item must effectively sort children by age, Binet and Simon selected items to reflect children’s competence at different age levels. In refining their tests, Binet and Simon administered aptitude question to large groups of children whose teachers had identified them as either bright or dull. The knowledge gained by the aptitude questions allowed Binet and Simon to differentiate between these two groups.

Binet originated the concept of mental age, which is an index of a child’s actual performance level in contrast to their true age. The mental age concept was later superseded by the intelligence quotient, for which the following formula was devised: IQ=MA/CA x 100. Therefore, the ratio IQ was formed by expressing the child’s age in months, dividing it into the mental age in months, and multiplying it by a factor of 100. For example, a child of chronological age 7 and mental age 7 would therefore have an IQ of 100.

The ratio IQs were distributed more or less normally, with standard deviations in the neighbrouhood of 15 or 16. About 46 per cent of the population had IQs in the range of 90-109, about 4 per cent above 130, and about 3 per cent below 70 as the table below conveys.

Percentage Distribution of IQ’s

IQ Standardizing sample

(N=2904) High School Graduates

(N=21,597) College entrants

(N=1093)

140 and above 1.3

12.6

9.7

31.7

130-139 3.1

120-129 8.2

110-119 18.1 22.8 46.1

100-109 23.5 29.9 18.1

90-99 23.0 23.2 4.0

80-89 14.5

22.7

14.3

0.1

70-79 5.6

Below 70 2.6

The converted scores are standard scores, the intelligence quotient conversion fixes the

mean at 100 and the standard deviation at 15 or 16. A person whose raw score is 2 standard

deviations above the mean for his age is assigned an IQ of 130. The IQ scale is out dated; scores

of this form have no advantage over standard scores expressed on the 50 +/-10 scale. The only

justification for the 100 +/-15 scale is that intelligence quotients have been used in the

psychological literature for many decades, so that a body of learning had grown up about what

can be expected of a child with IQ 60 or IQ 120.

Normal Curve of Standardized IQ Scores

There was a study done to test the effect of variations in standardization of IQ scores.

The research studied the effects of the Pictorial Test of Intelligence, Stanford-Binet, and the

Wechsler scales. This test was standardized on a small but apparently representative sample of

children. The results were:

Mean s.d.

PTI 114 8 (Pictorial Test of Intelligence)

SB 114 18 (Stanford-Binet)

WISC 102 10 (Weschler Scales)

This group of children was not randomly selected, therefore it is surprising that the data does not

show a mean of 100 s.d. 16. Such inconsistencies are often found when different tests areas are

compared. The principal conclusion, is that an intelligence quotient in isolation can be given only

a very rough interpretation. One cannot conclude that an IQ of 130 on one test represents the

same degree of superiority as an IQ of 130 on another.

Individual IQ tests have reliability between 0.90 and 0.95. However, there are

fluctuations with age in the size of the standard deviations of conventional IQs for the Stanford-

Binet scales. Resulting in varying concentrations of average difficulty item at different levels of

the test. Consequently, IQ scores obtained with these scales must be corrected if they are to have

consistent meaning from one age to another. When corrections are applied only at those ages at

which the variabilities are the most out of line, the fluctuati

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