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This Document Contains Chapters 8 to 10 Chapter 8 Test Development TEST CONCEPTUALIZATION Some Preliminary Questions Norm-referenced versus criterion-referenced tests: Item development issues Pilot Work TEST CONSTRUCTION Scaling Types of scales Scaling methods Writing Items Item format Writing items for computer administration Scoring Items TEST TRYOUT What Is a Good Item? ITEM ANALYSIS Item-Difficulty Index Item-Reliability Index Factor analysis and inter-item consistency Item-Validity Index Item-Discrimination Index Analysis of item alternatives Item-Characteristic Curves Item response theory Other Considerations in Item Analysis Guessing Item fairness Speed tests Qualitative Item Analysis “Think aloud” test administration Expert panels TEST REVISION Test Revision as a Stage in New Test Development Test Revision in the Life Cycle of an Existing Test Cross-validation and co-validation Quality assurance during test revision The Use of IRT in Building and Revising Tests Evaluating the properties of existing tests and guiding test revision Determining measurement equivalence across test-taker populations Developing item banks Close-up: Designing an Item Bank Everyday Psychometrics: Psychometrics in the Classroom Meet an Assessment Professional: Meet Dr. Scott Birkeland Self-Assessment TERM TO LEARN Item bank A collection of questions or other stimuli to be used in the construction of tests Some relevant reference citations: Anatchkova, M. D., Ware Jr., J.E., & Bjorner, J. B. (2011). Assessing the factor structure of a role functioning item bank. Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care & Rehabilitation, 20(5), 745-758. Del Vecchio, N., Elwy, A. R., Smith, E., Bottonari, K.A., & Eisen, S. V. (2011). Enhancing self-report assessment of PTSD: Development of an item bank. Journal of Traumatic Stress, 24(2), 191-199. Lai, J.-S., Butt, Z., Zelko, F., et al. (2011). Development of a parent-report cognitive function item bank using item response theory and exploration of its clinical utility in computerized adaptive testing. Journal of Pediatric Psychology, 36(7), 766-779. For class consideration: What is an item bank? What considerations should ideally go into creating one and maintaining one? What analogies can be drawn between an item bank and the financial institution known by the same name (that is, a bank)? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. As stated in this chapter on test development, the beginnings of any published test can probably be traced to thoughts—"self-talk" in behavioral terms. The test developer says to himself or herself something like "There ought to be a test designed to measure (fill in the blank) in (such and such) way." It would seem that a convenient point of departure for a lecture on test development would be the students’ self-talk in this context: What kind of a psychological test do they feel needs to be developed? After specifying the content area and considering the process of test conceptualization, have students blueprint their proposed test and consider in detail each of the remaining elements in the test development process including test construction, test try out, analysis of findings, test revision, and so forth. Answer: Beginning with students' self-talk about the need for a psychological test can spark creative and critical thinking about test development. After specifying the content area, students can collaboratively blueprint their proposed test, outlining key concepts, skills, and objectives to be measured. Subsequently, students can delve into each element of the test development process, such as test construction, by brainstorming item formats, response options, and scoring criteria. Test tryout can involve piloting the test with a sample population to assess its feasibility, clarity, and effectiveness. Analysis of findings entails examining test results for reliability, validity, and fairness, guiding decisions for test revision. Through this comprehensive approach, students gain practical insights into the iterative and interdisciplinary nature of test development, fostering a deeper understanding of psychometric principles and ethical considerations. 2. For the purpose of demonstrating the advantages and disadvantages of various item formats, have students create an item in any format. Then, ask students to transform that item to other formats. Lead a discussion concerning the advantages and disadvantages of the different types of test item formats (multiple-choice, matching, true/false, short answer, completion, and essay). Encourage students to share their experiences and reactions to each type of item. Which type do they prefer, and why? Lead in to a more general discussion of selected- or constructed-response formats. Answer: Engaging students in creating and transforming test items across various formats offers a hands-on exploration of the advantages and disadvantages of each. Multiple-choice items provide efficiency in scoring and clarity in response options but may lead to guessing and limit depth of understanding. Matching items offer versatility in assessing associations but can be time-consuming to create and prone to cueing effects. True/false items are easy to administer but may lack discriminative power and encourage guessing. Short answer items allow for flexibility in responses but may require subjective scoring and be susceptible to ambiguity. Completion items offer clear expectations but may prompt rote memorization and limited critical thinking. Essay items foster higher-order thinking but demand more time for grading and may suffer from variability in scoring. Through this exploration, students can articulate their preferences based on factors such as alignment with learning objectives and cognitive demands. This discussion can then transition to a broader exploration of selected- or constructed-response formats and their implications for assessment validity and reliability. 3. As an exercise in test construction, have students create a “Road Test and Driver’s Skills Test” designed for use by computer administration. This test should employ item-branching. Discuss the test in terms of the various stages of test development discussed in the chapter, and the specific advantages of digital technology as applied to testing. Answer: Engaging students in creating a "Road Test and Driver's Skills Test" designed for computer administration with item-branching offers a practical exercise in test construction. Students can brainstorm key driving skills and scenarios, designing items that branch based on responses to previous items, simulating real-world driving conditions. Throughout the development process, students can consider each stage of test development discussed in the chapter, including conceptualization, construction, tryout, analysis, and revision. Digital technology offers several advantages for this test, including adaptive branching based on individual performance, immediate feedback, standardized administration, and automated scoring, enhancing efficiency and accuracy. Additionally, digital administration allows for multimedia integration, simulating realistic driving environments and scenarios, promoting engagement and authenticity. Overall, this exercise integrates theory with practical application, highlighting the potential of digital technology to enhance the validity, reliability, and utility of assessments in various domains. IN-CLASS DEMONSTRATIONS 1. Bring something to class (a) Bring in a copy of the Standards. Bring in the latest copy of the Standards and review selected material in it. In particular, the material on “Test Development and Revision” expands on much of the material presented in this chapter. (b) Bring in index cards to create a sorting task. Bring in 10 blank index cards to be used by students in creating a “Top Ten Values” test that employs a sorting task. Students collaborate as a class in creating a test by suggesting one value to be written on each of the 10 cards. The task of the test-taker is to sort the cards in terms of values from 1 (“most valued value”) to 10 (“least valued value”). Discuss the creation of such a test in terms of all of the stages of test development described in the chapter. (c) Bring in a test manual. Bring in the manual for a nationally known test. Drawing on material from the manual, discuss each of the stages that were necessary to bring this test to life. 2. Bring someone to class. Invite a guest speaker to class. The guest speaker could be: (a) a faculty member Invite a faculty member (from your university or a neighbouring one) who has developed a test. The test could be anything from a simple research tool to an instrument that has been nationally standardized by a commercial test publisher. This guest will be asked to speak about his or her test with respect to all of the elements of test construction as listed in the chapter. (b) a local test user Invite a local user of psychological tests from any setting who can speak on the subject of test development. This guest may wish to focus on a particular test, and selected aspects of the test that either work very well, or could be improved in the next revision. (c) a school district representative Invite someone who can serve as a spokesperson for your local school district. If your local school district uses a minimal competency examination, a district representative can be invited to class to share the steps taken to develop, design, and implement the use of the exam. In a follow-up written assignment, students can critique the test development methods discussed by the guest speaker. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role-play: “Think Aloud Item Analysis” The class is assigned the task of selecting any test at all that is available on the Internet, subject to the instructor’s approval. In class, students role-play a test-taker taking that test. In turn, each student reads aloud an item of the test, and verbalizes thought processes gone through in arriving at a response. After each student has had a turn, class discussion turns to impressions regarding the benefits and limitations of the “Think Aloud” method of qualitative item analysis. 2. Debate: Test Developer Bidding War The class is divided into three groups called “Group Alpha,” “Group Omega,” and “Military Analysts.” In advance of the debate, members of all three groups conduct their own research on the qualities that are necessary to become a member of the U.S. Navy’s elite military squad known as the SEALS. Working separately, members of Group Alpha and Group Omega both blueprint their own test outlines for a test to pre-screen applicants for Navy SEAL training. On the day of the debate, members of Group Alpha and Group Omega both argue for the adoption of their own test, with the group of Military Analysts to make the final decision as to who won. All participants should be well-versed in principles of test construction, and demonstrate that knowledge in the course of the debate and the judging. OUT-OF-CLASS LEARNING EXPERIENCE 1. Take a field trip. Arrange a trip as a class to see the personnel director of a local business for the purpose of obtaining a firsthand look at how employee rating forms were developed and how they are used. What “custom-developed” tests are in use at this facility? How were these tests developed, and how they are used? SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercise Students are asked to find some sort of self-help “Test Yourself” test in a newspaper or magazine and then critique it in terms of the principles of test development they read about in the chapter. 2. Generative Thinking Exercise For a “Guttman-type Item Bank,” each student in the class is assigned the task of creating one Guttman-scale-type item. The class chooses the “theme” of all the items. Some possible themes: leadership, patriotism, and vulnerability. 3. Read-then-Discuss Exercises (a) Applying IRT For students wishing more advanced study in the area of item response theory, assign an article by Hill et al. (2007) on practical issues in the application of this theory to a test (in this case, the Pediatric Quality of Life Inventory). Students may use other sources as well in preparation for an in-class group discussion on practical issues in applying IRT. (b) IRT and Item Banking For students wishing more advanced study in the area of item response theory as it applies to item banking, assign an article by Smith et al. (2007) which describes the initial development of an item bank to screen for psychological distress in cancer patients. Students may use other sources as well in preparation for an in-class group discussion on building item banks using IRT. 4. Research-then-Report Exercises (a) “Think Aloud” Methods Research different ways that the “think aloud” approach to item analysis and test evaluation has been used. Students may be divided into groups and then asked to present a written or oral report of findings. For starters, students may wish to consult: Kozhevnikov et al. (2007), Muñoz et al. (2006), Schellings et al. (2006), Wright and Hall (2007), and Schmitter-Edgecombe and Bales (2005). (b) How Tests are Revised Different test developers vary in their approach to test revision. The assignment here is to research and report on how various authors went about revising their test. Students may be divided into groups, with each group charged with reporting on a particular test revision. For starters, students may wish to consult Cash et al. (2004), Prinzie et al. (2007), or Vickers-Douglas et al. (2007). (c) On the Subject of Grading Closely related to topics such as scaling and scoring is the topic of grading. How, for example, are essay tests graded? Students are assigned the task of researching the subject of grading as grading relates to all facets of testing. Their final report should also cover how test scores, among other criteria, may figure into final course grades. 5. Other Exercises and Assignments (a) The class creates a test. Working in team assigned to cover different sections of material presented in the chapter, the class is assigned the task of creating a multiple-choice examination designed to test a student’s knowledge of Chapter 8. Based on the guidelines presented in the chapter for effective item-writing, the class as a whole then rates each item submitted from every team as "well written" or "poorly written". Depending upon how far the instructor wishes to take this exercise, the test as a whole can be administered to the class and formal item analysis procedures can be conducted. On the basis of the item analysis, what suggestions do students have for “test revision”? (b) Learning morer about inter-scorer unreliability when it comes to scoring essays. Consult Gentile (2000) for details regarding a classroom exercise that demonstrates the unreliability of essay scoring. Essentially, teams of students develop keys or rubrics and score brief essays of their classmates. Unknown by the students in the class, the examinees have submitted the same exam for scoring. It is, therefore the examiner teams that are being tested not the examinee’s essays. Discussion of the reliability and validity of the scoring of essay tests follow naturally after the instructor exposes what has occurred. Guide this discussion back to issues related to test development, with particular attention to essay tests. MEDIA RESOURCES On the Web http://www.ehow.com/how_5575013_develop-psychological-test.html This eHow approach to “How to Develop a Psychological Test” can be used for possible class discussion (and critical thinking). http://www.ehow.com/how_6927921_construct-social-psychological-test.html Another eHow article, this one entitled, “How to Develop a Social Psychological Test.” Also may be used as a stimulus to class discussion—more for what is missing than what is there. http://www.edtech.vt.edu/edtech/id/assess/items.html The pros and cons of various item formats are presented. http://coedpages.uncc.edu/rfalgozz/ADMN8699/likerttips.pdf Tips for developing Likert scales. http://www.statsoftinc.com/textbook/streliab.html Tutorial on reliability and item analyses. http://www.msu.edu/dept/soweb/itanhand.html#guide Guidelines on the effective use of item analyses data. http://faculty.mansfield.edu/rfeil/201/item-analysis-explained.htm Review of item analysis; geared toward instructors grading exams. http://www.teamrees.com/training/comptia_adaptive.pdf Extensive discussion of computer adaptive testing including the benefits and comparisons with fixed length tests. http://edres.org/irt/ Review of item response theory with links to various tutorials and other useful sites. http://www.psych.umn.edu/psylabs/catcentral/ Site featuring supplementary material on computerized adaptive testing (CAT) On DVD, VHS, CD and Other Media Performance Assessment: A Teacher's Way of Knowing (1993, VHS, 22 minutes, MOU) A general introduction to performance assessment with demonstrations of (a) behavioral observation, (b) collection of documentation for a portfolio, and (c) participation in parent-teacher and student-teacher conferences. REFERENCES Cash, T. F. Melnyk, S. E., & Hrabosky, J. I. (2004). The assessment of body image investment: An extensive revision of the Appearance Schemas Inventory. International Journal of Eating Disorders, 35(3), 305–316. Gentile, J.R. (2000). An exercise in unreliability. Teaching of Psychology, 27, 210–212. Hill, C. D., Edwards, M. C., Thissen, D., et al. (2007). Practical issues in the application of item response theory: A demonstration using items from the Pediatric Quality of Life Inventory (PedsQL) 4.0 Generic Core Scales. Medical Care, 45(5,Suppl1), S39–S47. Kozhevnikov, M., Motes, M. A., & Hegarty, M. (2007). Spatial visualization in physics problem solving. Cognitive Science, 31(4), 549–579. Muñoz, B.; Magliano, J.P., Sheridan, R., & McNamara, D. S. (2006). Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools. Behavior Research Methods, 38(2), 211–217. Prinzie, P., Onghena, P., & Hellinckx, W. (2007). Reexamining the Parenting Scale. European Journal of Psychological Assessment, 23(1), 24–31. Schellings, G., Aarnoutse, C., & van Leeuwe, J. (2006). Third-grader’s think aloud protocols: Types of reading activities in reading an expository text. Learning and Instruction, 16(6), 549–568. Schmitter-Edgecombe, M., & Bales, J. W. (2005). Understanding text after severe closed-head injury: Assessing inferences and memory operations with a think-aloud procedure. Brain and Language, 94(3), 331–346. Smith, A. B., Rush, R., Velikova, G., et al. (2007). The initial development of an item bank to assess and screen for psychological distress in cancer patients. Psycho-Oncology, 16(8), 724–732. Vickers-Douglas, K. S., Patten, C. A., Decker, P. A., et al. (2005). Revision of the Self-Administered Alcoholism Screening Test (SAAST-R): A pilot study. Substance Use & Misuse, 40(6), 789–812. Wright, D. B., & Hall, M. (2007). How a "reasonable doubt" instruction affects decisions of guilt. Basic and Applied Social Psychology, 29(1), 91–98. Chapter 9 Intelligence and Its Measurement WHAT IS INTELLIGENCE? Intelligence Defined: Views of the Lay Public Intelligence Defined: Views of Scholars and Test Professionals Francis Galton Alfred Binet David Wechsler Jean Piaget Factor-Analytic Theories of Intelligence The CHC model The Information-Processing View MEASURING INTELLIGENCE Types of Tasks Used in Intelligence Tests Theory in Intelligence Test Development and Interpretation INTELLIGENCE: SOME ISSUES Nature versus Nurture Inheritance and Interactionism The Stability of Intelligence The Construct Validity of Tests of Intelligence Other Issues Personality Gender Family environment Culture A PERSPECTIVE Close-up: Culture Fair, Culture Loaded Everyday Psychometrics: Being Gifted Meet an Assessment Professional: Meet Dr. Barbara Pavlo Self-Assessment TERM TO LEARN Intelligence a multifaceted capacity that manifests itself in different ways across the lifespan but in general includes the abilities and capacities to acquire and apply knowledge, to reason effectively and logically, to exhibit sound judgment, to be perceptive, intuitive, mentally alert, and able to find the right words and thoughts with facility, and to be able to cope with and adjust to new situations and new types of problems. Some relevant reference citations: Nisbett, R. E., Aronson, J., Blair, C., et al. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130-159. Dowe, D. L., & Hernández-Orallo, J. (2012). IQ tests are not for machines, yet. Intelligence, 40(2), 77-81. Pietschnig, J., Voracek, M., Formann, A. K. (2011). Female Flynn effects: No sex differences in generational IQ gains. Personality and Individual Differences, 50(5), 759-762. For class consideration: Using the definition of intelligence provided above, describe a half-dozen tasks that could be used to measure “intelligence” on an intelligence test. CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. Given the subject of this chapter, a logical starting point for a class lecture is to raise the (painfully obvious) question: “What is intelligence?” Of course, for added drama, the instructor may wish to begin the class by distributing blank paper—which may get everyone buzzing about a possible surprise quiz. After the blank papers are distributed, the instructor will quell the collective anxiety with words to the effect: “Please write a one-sentence definition of intelligence; this sentence should incorporate your own personal beliefs about what intelligence is.” Collect the papers and then begin a discussion, linking the various responses to various theories discussed in the chapter. A more elaborate version of this exercise entails having students additionally write down descriptions of academic intelligence, everyday intelligence, successful intelligence, and unintelligence. The class could then compare their own definitions with those found in the textbook. Answer: Starting the class with a prompt to define intelligence sparks critical thinking and engages students in exploring their personal beliefs about intelligence. Collecting responses and facilitating a discussion allows students to articulate diverse perspectives and theories about intelligence, drawing connections to concepts discussed in the chapter. By comparing their definitions to those found in the textbook, students gain insight into the complexity and variability of intelligence definitions across different contexts and theories. Encouraging students to consider descriptions of academic, everyday, successful, and unintelligent behaviors fosters a deeper understanding of the multidimensional nature of intelligence. Through this exercise, students not only explore theoretical frameworks but also reflect on how intelligence is perceived and valued in society, promoting a nuanced appreciation of this fundamental concept. 2. What factors may account for the fact that one cultural group may characteristically score lower than another on nonverbal and verbal IQ tests? What role might factors such as the following play? —cultural differences? —cultural disadvantage? —impaired or inability to understand written or oral directions? —lack of interest/motivation in the testing situation? —factors more related to personality than intelligence? Answer: Several factors may contribute to differences in performance between cultural groups on nonverbal and verbal IQ tests. Cultural differences in communication styles, problem-solving approaches, and exposure to test content may influence test performance. Cultural disadvantage, stemming from disparities in access to education, resources, and societal opportunities, can impact test preparation and familiarity with test formats. Impaired or inability to understand written or oral directions may hinder performance, particularly if instructions are presented in a manner unfamiliar to the individual's cultural background or language proficiency. Lack of interest or motivation in the testing situation can also affect engagement and effort, potentially influencing performance. Additionally, factors more related to personality, such as test anxiety or stereotype threat, may further impact performance independent of intelligence. Recognizing and addressing these complex factors is essential for interpreting test results accurately and ensuring fair and equitable assessment practices across diverse cultural groups. 3. Read the items from the CRUST (in the textbook) aloud and have class members respond. Discuss in terms of the students’ own exposure to the item-related content. Answer: Reading the items from the CRUST aloud and eliciting responses from class members promotes engagement and reflection on their exposure to the content. Students can discuss their familiarity with the concepts and experiences related to each item, drawing connections to their own lives and academic backgrounds. Through this discussion, students gain insight into the relevance and applicability of the test items, reflecting on how their personal experiences shape their responses. Exploring the content of the items in relation to their own exposure fosters critical thinking and self-awareness, highlighting the role of prior knowledge and experiences in test performance. Additionally, this exercise encourages students to consider the cultural and contextual factors that influence their understanding and interpretation of test items, enriching their understanding of the assessment process. Overall, engaging with the CRUST items prompts students to reflect on their own learning experiences and perspectives, enhancing their appreciation for the complexities of intelligence assessment. 4. Discuss the literature on family environment as it relates to intelligence and ask students if they care to share their own thoughts on the subject. Students may also volunteer their own firsthand experience on how they believe their own family environment influenced their intellectual development. Answer: Discussing the literature on family environment and its relationship to intelligence encourages students to critically engage with research findings and consider personal perspectives. Students may share insights from studies that highlight the influence of factors such as parental involvement, socioeconomic status, and family dynamics on intellectual development. By inviting students to share their own experiences, they can reflect on the ways in which their family environment may have shaped their intellectual growth, including aspects such as access to educational resources, parental support, and cultural values. Exploring these personal anecdotes enriches class discussions by offering diverse perspectives and illustrating the complexities of familial influences on intelligence. Through this exchange, students deepen their understanding of the multifaceted interplay between family environment and intellectual development, fostering a more nuanced appreciation for this area of research. 5. Distribute paper to class members and instruct them to list five famous people who they believe have achieved real accomplishment in their lives. These people could be currently living or historical figures. Next, have them list the intellectual factors that they contributed to their achievements. As students share their lists aloud, facilitate a discussion of how these lists relate to theories of intelligence and other material covered in the chapter (such as nature/nurture issues). Answer: Distributing paper for students to list accomplished individuals and intellectual factors contributing to their success prompts reflection on the intersection of intelligence and achievement. As students share their lists, discussion can explore how theories of intelligence, such as Gardner's multiple intelligences or Sternberg's triarchic theory, align with the diverse talents and abilities demonstrated by these individuals. Additionally, considering the influence of nature and nurture on intellectual development, students can discuss how individual differences in cognitive abilities, personality traits, and environmental opportunities shape achievement trajectories. By analyzing the intellectual factors attributed to successful individuals, students deepen their understanding of the multifaceted nature of intelligence and its role in real-world accomplishments. Through this exercise, students gain insight into the complexity of human potential and the interplay between innate abilities, environmental factors, and personal motivations in fostering achievement. IN-CLASS DEMONSTRATIONS 1. Bring something to class Bring in a copy of a manual for any well-known intelligence test for class discussion and critique. 2. Bring someone to class. Invite a guest speaker to class. The guest speaker could be: (a) a faculty member Invite a faculty member (from your university or a neighbouring one) who has special expertise in the area of intelligence or has conducted research in this area. (b) a school psychologist Invite a school psychologist from your local school district to give a talk entitled “The view of intelligence that works best in my work.” The school psychologist might also address the subject of which view of intelligence is used in the school district to identify children in need of special services in the schools. (c) a psychologist in independent practice Invite a psychologist who uses tests of intelligence with special populations such as infants or the elderly. The psychologist could speak on the types of cognitive tests he or she uses and the uses to which such assessment data are put. The psychologist might also speak on the topic of stability of intelligence and what he or she has personally observed with respect to that subject. (d) a professional who works with the gifted Invite a teacher or psychologist who specializes in working with gifted populations. This guest could provide personal insights to supplement and elaborate on the material presented in this chapter’s Everyday Psychometrics on being gifted. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. The Great Binet Role Play Alfred Binet developed his test in response to the Paris school board's request for a method of identifying "slow" children. This scenario could be reenacted by two student volunteers. One student plays the role of the head of the school board, the other the role of Alfred Binet asked to develop an instrument to identify children who might require and profit from a special education program. Have other class members act as participant/observers in the discussion—raising questions, comments, or issues on the topics such as the nature of intelligence, what intelligence tests should measure, and so forth. A French accent for the student playing Binet is entirely optional. 2. Role Play Combined with Debate: The “Intelligent Theorist” Panel Imagine a panel discussion in which most every person who ever advanced a theory of intelligence attended... Well, we know that that is not going to happen. However, it might be very instructive to role-play such an event. Individual students could be assigned the role of each of the major theorists cited in the chapter. One student moderates a debate between each of the participating theorists. Each theorist is allotted a couple of minutes to advance his or her theory. After the first round, the moderator, as well as onlookers (that is, other class members) are free to raise questions. Each theorist should be prepared to argue for why his or her conceptualization of intelligence should be widely adopted. 3. Debate: Nature versus Nurture with Regard to Intelligence. The class is divided into 3 groups referred to as the “Nature Group,” the “Nurture Group,” and the “Sovereign Judges.” All students research arguments for the role of Nature versus nurture in the evolution of intelligence. A debate between the two groups is held and then the judges weigh in with their educated opinions. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. Arrange a trip as a class to a classroom for gifted children to meet and interact with the students, and obtain firsthand insights regarding the material presented in this chapter’s Everyday Psychometrics on “being gifted.” SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercises (a) Critical evaluation of a theory of intelligence Students are instructed to select any one of the theories of intelligence discussed in this chapter, read more about it, and then write a paper that critically evaluates it. (b) Literature review of gender differences in intelligence Students are instructed to review the literature on gender differences in intelligence and then critically evaluate it. (c) Literature review of “culture-free” testing and assessment Students are instructed to review the literature on “culture-free” assessment and then critically evaluate it. 2. Generative Thinking Exercises (a) “Successive” and “simultaneous” processing in everyday life Students are instructed to list “everyday” examples of successive and simultaneous processing; at least three examples of each. For starters, here are some: —Giving directions, like: "Go up to the stop sign, turn right, go three blocks and turn left". (successive) —Concocting a delicious dish with no recipe at all (simultaneous) —Understanding the meaning of a proverb immediately (simultaneous) —Solving a complicated math equation (successive) (b) Creation of culture-specific test items. Assign students the task of creating five items for their own culture-specific test. What culture are these items specific to? Students are further required to provide a rationale for each of their five items. 3. Read-then-Discuss Exercise: Understanding Original Sources Students are assigned the task of researching and reading original source materials of any of the theorists discussed in the chapter (e.g., Binet, Gardner, Thurstone, Carroll, Horn, Cattell, etc.). They then write notes that supplement what they learned about these theorists in the text, with what they learned from reading the original source material. Students share what they have learned in a class discussion on the topic of theorists with regard to the concept of intelligence. 4. Research-then-Report Exercises (a) Binet Today Direct one student or a team of students to research and report on Alfred Binet. Students may address questions and issues regarding Binet’s work not covered in depth in the text. For example, how were Binet's ideas ahead of his time? What aspects of Binet's views are still evident in theory and practice today? What aspects of his ideas do modern-day psychologists no longer support? (b) “Street Efficacy” “Street efficacy” (Sharkey, 2006) has been described as at the cross-roads of intelligence and personality. A team of students can be assigned the task of conducting independent research on this concept as well as related concepts (such as “street smarts” or “street-wiseness”) and come up with their own opinion about where such terms best fit. (c) Arnold Gessell and Pre-Determinism Predeterminist Arnold Gessell enjoyed quite a reputation as an expert in the area of child-raising. But in the light of present-day knowledge, how sound were his ideas? A student or group of students may conduct their own independent investigation of the research, life, and times of Arnold Gessell and write a written report on their findings. (d) The “Intelligent Personality” Tomas Chamorro-Premuzic and Adrian Furhnam and their colleagues write of the “intelligent personality” (Chamorro-Premuzic & Furhnam, 2006; see also Chamorro-Premuzic, Moutafi, & Furnham, 2005). Students may do their own independent research on the writings of this prolific research team and then write a report entitled, “The Intelligent Personality.” (e) The Stability of Intelligence Over Time How stable is intelligence over time? This could be a topic for independent study. Refer the student or students assigned to this to one of the more recent explorations in this area conducted by Larsen et al. (2008). (f) Book Review For the student who would like to read a book and write a book report on it, one book that supplements this chapter well is IQ: A smart history of a failed idea by Stephen Murdoch (2007). In this book, Murdoch traces the history of intelligence testing from the sensorimotor-type tasks of the early twentieth century to the more cognitive/problem-solving tasks that subsequently dominated the field. His view is that the boom in intelligence testing came along at just the right time; a time when immigration was high, sexual promiscuity seemed a problem of the day, and the United States Army needed to screen large numbers of recruits. Intelligence tests were marketed as the cure for what ailed society. Another book that could be assigned is John Duncan’s (2010) How Intelligence Happens. This would be a choice for the student who is more intrigued by both the biological aspects of intelligence, and the re-creation of human intelligence in artificial intelligence. 5. Other Assignments and Exercises (a) Construction of Carroll’s Three-Stratum model … literally. Using paper mache or whatever material students feel appropriate, students will physically construct their own version of Carroll’s Three-Stratum theory. Before construction takes place, however, supplementary reading on this theory will be mandatory. (b) Construction of Gardner’s theory of multiple intelligences … literally. Using paper mache or whatever materials students feel appropriate, students will physically construct their own version of Gardner’s theory of multiple intelligences. Before construction takes place, however, supplementary reading on this theory will be mandatory. (c) Construction of Johnson et al.’s VPR model … literally. Using paper mache or whatever materials students feel appropriate, students will physically construct their own version of the Verbal-Perceptual-Image Rotation (VPR) model of the structure of mental abilities proposed by Wendy Johnson and her colleagues. Before construction takes place, however, supplementary reading on this theory will be mandatory. In particular, students are urged to consult Johnson et al. (2007), and Johnson and Bouchard (2005a; 2005b). (d) On Teaching Intelligence-Related Coursework Instructors take note: Sternberg and Pardo (1998) provide a number of useful suggestions to develop lecture material, organize classroom activities, and facilitate discussion when teaching intelligence-related material. MEDIA RESOURCES On the Web http://www.iapsych.com/CHCPP/map.htm Map of the evolution of CHC theory with links to many relevant publications. http://media.wiley.com/product_data/excerpt/47/04713826/0471382647.pdf More detailed information on CHC theory. http://www.indiana.edu/%7Eintell/terman.shtml Biographical information on Lewis M. Terman and links to several of his studies. http://www.indiana.edu/%7Eintell/flynneffect.shtml http://pespmc1.vub.ac.be/FLYNNEFF.html These two Web sites provide more detailed information on the Flynn effect with links to relevant publications. http://www.indiana.edu/~intell/spearman.shtml Biographical information on Charles Spearman and the two factor (g) theory with links to relevant publications. http://www.indiana.edu/~intell/binet.shtml Biographical information on Alfred Binet with links to some of his publications. http://www.indiana.edu/~intell/wechsler.shtml Biographical information on David Wechsler. http://www.pz.harvard.edu/PIs/HG.htm Biographical information on Howard Gardner http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.swopnet.com/ed/TAG/7_Intelligences.html Provides more detailed information of Gardner’s Multiple Intelligences http://www.findarticles.com/cf_dls/g2699/0004/2699000434/p1/article.jhtml Definitions of culture fair intelligence tests www.intelligencetesting.blogspot.com Blog on History of Psychology article in which conversations between historic figures on the subject of g were analyzed. On DVD, VHS, CD, and Other Media Human Brain Development: Nature and Nurture (2007, DVD, 27 minutes, DF) Helen Neville, Ph.D. explores the interplay of genetic predisposition and environmental experience in human brain development. Older Brains, New Connections (2000, DVD, 30 minutes, DF) Marian Diamond, Ph.D. introduces viewers to her work in the area of neurophysiology and argues that the brain may continue to grow all through life, not just the early years. Race and Intelligence: Science’s Last Taboo (2009, DVD, 63 minutes, FMG) British journalist Rageh Omaar hosts this exploration of the relationship between race and intelligence, interviewing James Flynn as well as others along the way. Discovering Psychology, Program 16: Testing and Intelligence (1989, VHS, 56 minutes, MOU) Covers various aspects of administering and scoring intelligence tests. Growing Minds: Cognitive Development in Early Childhood (1995, VHS, 26 minutes, MOU) Dr. David Elkind contrasts the research of Lev Vygotsky with that of Jean Piaget. Various aspects of intellectual growth are discussed including reasoning, visual perception, and the use of language. The Growing Years: 20-Aspects of Intelligence (1977, VHS, 30 minutes, PSU) Discusses intelligence and its measurement with reference to the work of Lewis Terman, Jean Piaget, and J. P. Guilford. IQ Testing and the School: Maximizing Potential (1989, VHS, 60 minutes, MOU) Examines sample tests developed to measure intelligence and achievement (circa 1989) with regard to questions such as reliability and validity. Also explores factors that impact school achievement, including teaching expectations, teaching styles, and class structure. How Are Kids Smart: Multiple Intelligences in the Classroom (1995, VHS, 41 minutes, PSU) Harvard professor Howard Gardner discusses his multiple intelligences (MI) theory and each of the hypothesized seven intelligences. Gardner argues that his theory empowers teachers, reduces teacher isolation, and encourages better understanding of students. From the perspective of students, his theory can make learning more enjoyable and can increase student responsibility. Multiple Intelligence: Intelligence, Understanding, and the Mind with Howard Gardner (1996, VHS, 90 minutes, PSU) Howard Gardner presents his theory of multiple intelligences (MI) and his work on performance-based assessments. He argues that the use of MI in the classroom can help achieve a more personalized curriculum, and more personalized instruction and assessment. MI Millennium: Multiple Intelligences for the New Millennium (2002, VHS, 48 minutes, NIU) Lecture by Howard Gardner presenting his Multiple Intelligence (MI) theory, as well as new directions he sees for school evaluations and instruction based on his theory. Piaget's Developmental Theory (1969-1972, 5-set VHS, running time variable, PSU) This is a series of five films illustrating Piaget's stages on the cognitive development of children. Film I, “Classification” (1969, 17 minutes), illustrates children performing mental operations such as multiple classification, class inclusion, and hierarchical classification. Film II (1969, 28 minutes) demonstrates conservation tasks of quantity; length, area, and volume. Film III, “Formal Thought” (1971, 32 minutes), illustrates formal thought in secondary school students. Film IV Memory and Film V, “The Growth of Intelligence in the Preschool Years” (1972, 30 minutes), illustrates the growth of the thinking process in the preschool years. Race and Assessment (2002, VHS, 60 minutes, NIU) Discussion includes noncognitive variables in the assessment of racial differences. Successful Intelligence (1999, VHS, 12 minutes, MOR) Interview with Robert Sternberg on his theory of intelligence (circa 1999). Testing and Intelligence (1989, VHS, 28 minutes, COU) Discusses various aspects of intelligence testing, including the pros and cons of the enterprise. REFERENCES Chamorro-Premuzic, T., & Furhnam, A. (2006). Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10(3), 251–267. Chamorro-Premuzic, T., Moutafi, J., & Furnham, A. (2005). The relationship between personality traits, subjectively-assessed and fluid intelligence. Personality and Individual Differences, 38, 1517–1528. Duncan, J. (2010). How intelligence happens. New Haven, CT: Yale University Press. Johnson, W., Bouchard Jr., T. J., McGue, M., et al. (2007). Genetic and environmental influences on the Verbal-Perceptual-Image Rotation (VPR) model of the structure of mental abilities in the Minnesota study of twins reared apart. Intelligence, 35(6), 542–562. Johnson, W., & Bouchard Jr., T. J. (2005a). Constructive Replication of the Visual-Perceptual-Image Rotation (VPR) Model in Thurstone's (1941) Battery of 60 Tests of Mental Ability. Intelligence, 33, 417–430. Johnson, W., & Bouchard Jr., T. J. (2005b). The Structure of Human Intelligence: It's Verbal, perceptual, and image rotation (VPR), not Fluid and Crystallized. Intelligence, 33, 393–416. Larsen, L., Hartmann, P., & Nyborg, H. (2008). The stability of general intelligence from early adulthood to middle-age. Intelligence, 36(1), 29–34. Murdoch, S. (2007). IQ: A smart history of a failed idea. Hoboken, NJ: Wiley. Sharkey, P. T. (2006). Navigating dangerous streets: The sources and consequences of street efficacy. American Sociological Review, 71(5), 826–846. Sternberg, R. J., & Pardo, J. (1998). Intelligence as a unifying theme for teaching cognitive psychology. Teaching of Psychology, 25, 293–296. Chapter 10 Tests of Intelligence THE STANFORD-BINET INTELLIGENCE SCALES The Stanford-Binet Intelligence Scales: Fifth Edition Standardization Psychometric soundness Test administration Scoring and interpretation THE WECHSLER TESTS The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) The test’s heritage The test today Standardization and norms Psychometric soundness The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Background The test today The WISC-IV Compared to the SB5 The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) Short Forms Other Short Forms The Wechsler Tests in Perspective OTHER MEASURES OF INTELLIGENCE Tests Designed for Individual Administration Tests Designed for Group Administration Group tests in the military Group tests in the schools Measures of Specific Intellectual Abilities Close-up: Factor Analysis Everyday Psychometrics: The Armed Services Vocational Aptitude Battery (ASVAB): A Test You Can Take Meet an Assessment Professional: Meet Dr. Rebecca Anderson Self-Assessment TERM TO LEARN Cognitive style A psychological dimension that characterizes the consistency with which one acquires and processes information. Some relevant reference citations: Beeftink, F., Eerde, W., Rutte, C., et al. (2012). Being successful in a creative profession: The role of innovative cognitive style, self-regulation, and self-efficacy. Journal of Business and Psychology, 27(1), 71-81. Haeffel, G.J., & Vargas, I. (2011). Resilience to depressive symptoms: The buffering effects of enhancing cognitive style and positive life events. Journal of Behavior Therapy and Experimental Psychiatry, 42(1), 13-18. Nicolaou, A. A., & Xistouri, X. (2011). Field dependence/independence cognitive style and problem posing: An investigation with sixth grade students. Educational Psychology,31(5), 611-627. For class consideration: Perhaps the two best known examples of cognitive style are the field dependence versus field independence dimension and the reflection versus impulsivity dimension. How might one’s cognitive style affect one’s personality? How might one’s cognitive style be a product of one’s personality? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. Ask the class list to list popular television game shows that they watch. After compiling a list of a half-dozen or so, go down the list and ask students if each of the shows is actually measuring “intelligence” or something else. Then: (a) for each show deemed by the class to be measuring intelligence, what specific abilities are being tapped, and what commercially available test of intelligence would be best as a screening device for prospective contestants? (b) for each show deemed by the class to be measuring something else, how would you describe the ability being tapped? How might contestants for this show best be screened? Answer: Engaging students in a discussion about popular television game shows prompts critical thinking about the skills and abilities being measured. For shows deemed to measure intelligence, such as trivia-based programs like "Jeopardy!", specific abilities tapped may include general knowledge, memory retrieval, and quick thinking under pressure. Commercially available tests of intelligence, such as the Wechsler Adult Intelligence Scale or the Stanford-Binet Intelligence Scales, could serve as screening devices for prospective contestants, assessing cognitive abilities relevant to the show's format. For shows measuring something else, such as physical prowess on programs like "American Ninja Warrior," abilities such as agility, strength, and coordination are being tapped. Contestants for these shows may be best screened through physical fitness assessments and skill demonstrations rather than traditional intelligence tests. Through this discussion, students gain insight into the multifaceted nature of abilities and the diverse ways in which they are assessed in game show contexts. 2. Has any student taken any group test administered by the military? If so, ask the student to share recollections of the process of test administration, the content of the test, and how the results were used. Answer: Encouraging students to share their experiences with group tests administered by the military offers valuable insights into the testing process and its implications. Students who have undergone such assessments may recall aspects such as the structured and standardized nature of the testing environment, typically conducted in a group setting under strict time constraints. The content of the test often includes a range of cognitive abilities, such as verbal reasoning, mathematical aptitude, and spatial awareness, designed to assess candidates' potential for military roles. Results from these tests are typically used as part of the screening process to evaluate candidates' suitability for specific roles within the military, informing decisions regarding assignment, training, and advancement opportunities. By sharing their firsthand experiences, students contribute to a broader understanding of the role of cognitive assessments in military selection and recruitment processes, highlighting the practical implications of psychometric testing in real-world contexts. IN-CLASS DEMONSTRATIONS 1. Bring something to class. (a) Bring in a print-out of test results. Bring in for discussion a computerized printout from a scoring or interpretation software program for one of the Wechsler scales, Stanford-Binet, or another test discussed in this chapter. A possible source of this information would be the on-campus psychology clinic, the student counseling center or from a faculty colleague who either teaches or uses these tests in their clinical work with adults or children. (b) Bring in a test administration manual. Bring in for discussion the administration manual for a test of creativity and administer sample items to the class. Discuss how and why creativity has and has not been considered an aspect of “intelligence.” 2. Bring someone to class. Invite a guest speaker to class. The guest speaker could be: (a) a faculty member Invite a faculty member (from your university or a neighbouring one) who has expert knowledge in the area of intelligence testing. This speaker might focus on any topic covered in the chapter such as, “The Flynn Effect or Why Re-standardization is Necessary Every So Often.” (b) a local user of psychological tests Invite a local user of psychological tests from any setting who can provide some firsthand experiences with the use of intelligence tests. (c) a military or other government official familiar with the ASVAB Invite a military official from a local recruiting office who has personal experience administering or interpreting the ASVAB to provide firsthand insights regarding this widely used ability test. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role-play: Behavioral observation of extra-test behavior One student is selected to play the role of Examiner, and another student is selected to play the role of Examinee. The Examiner and Examinee are not privy to any further information regarding the task except the role that they will play. What they do not know, is that this task is really about extra-test behavior on the part of the Examinee (and in this case, the Examiner as well). The rest of the class works as a team to develop, in about 10 minutes or less, a 10-item orally-administered ability test. The Examiner is then handed the test to administer to the Examinee. During the test administration, the test developers (that is, the rest of the class) take note of the extra-test behavior, not only of the Examinee, but the Examiner as well. At the conclusion of the test, the test developers provide feedback to the Examiner and Examinee regarding their extra-test behavior. Of course, this exercise must be structured so that both the Examiner and Examinee are out of earshot as the “test developers” are given instructions. 2. Debate Exercises (a) Debate: Individual versus Group Testing The class is divided into three groups labeled (1) “For Individualized Testing,” (2) “For Group Testing,” and (3) “Judges.” All groups come to class armed with knowledge of the advantages and disadvantages of individualized versus group intelligence testing. Groups 1 and 2 are given about 10 minutes or so to present their views and debate. Then, it is time for Group 3 to render an informed opinion as to who won the debate and why. (b) Debate: Short Forms The class is divided into three groups labeled (1) “For Short Forms” (2) “Against Short Forms,” and (3) “Judges.” All groups come to class armed with knowledge of the advantages and disadvantages of using short forms to measure intelligence. Groups 1 and 2 are given 15 minutes for debate. Then, it is time for Group 3 to render an opinion as to who won the debate and why. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. Arrange a trip as a class to the human resources department of a local business or large corporation that employs intelligence tests in the selection and placement of employees. Request time with a personnel officer to explain how such tests are used. SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercise: How a Test Measures “Intelligence” Students are encouraged to select any major test of intelligence and then critically evaluate the way that it attempts to measure “intelligence.” Criticisms cited may come from published reviews (properly cited, of course), or other sources (including a student’s own opinions). 2. Generative thinking Exercise: Listing Nontraditional Uses of Tests (a) Students are asked to make a list of what they view as actual or potential “nontraditional” uses of intelligence tests and other tests of ability. (b) Students are asked to make a list of what they view as actual or potential “nontraditional” uses of creativity tests. 3. Read-then-Discuss Exercise: Figure Drawings One student or a team of students is assigned the task of becoming expert in the analysis of figure drawings as a key to estimating intellectual ability. All of the students who wish to participate, actually create their own figure drawings. These figure drawings are collected but exactly who drew what is not known because names are not on the papers. Using Goodenough guidelines, the expert or team of experts then proceeds to analyze each of the anonymous figure drawings. 4. Research-then-Report Exercises (a) Vocabulary Test as Measure of General Intelligence Students are assigned the task of researching and then writing a paper entitled “Vocabulary is King” in which the case is made that a vocabulary task represents the single best measure of general intelligence. (b) Group Tests in the Military Students are assigned the task of researching and then writing a paper entitled “Group Tests in the Military” in which the use of group intelligence tests from World War I to the present day is traced. (c) CHC Theory Applied to Tests of Intelligence Students are assigned the task of writing a research paper entitled “CHC Theory Applied to Tests of Intelligence.” In that paper, they discuss how this model has been incorporated into various tests of intelligence. 5. Other Assignments and Exercises (a) The One-Minute Intelligence Test Griggs (2000) describes a classroom activity that involves administering, scoring and interpreting a fictitious one-minute intelligence test. Classroom discussion can focus on a variety of topics including reliability, validity, and bias. Note: allow at least 15 minutes for this “one-minute” test exercise. (b) History of Intelligence Testing Students interested in pursuing historical aspects of intelligence testing may be encouraged to read Boake (2002) along with other sources. The student might then be invited to share the insights obtained with the rest of the class. MEDIA RESOURCES On the Web http://iqtest.com One of the more popular and entertaining sites on IQ testing. Critique the test you take using concepts you have learned so far in this course. http://www.helpself.com/iq-test.htm Emotional IQ test with no scoring system. Compares user’s responses to others. Includes a 20-item questionnaire that measures emotional IQ. Critique the test you take using concepts you have learned in this course. http://www.intelligencetest.com/ 30-item intelligence test within a 10-minute time limit. All questions are presented in true-false format. The test is designed to measure several factors of intelligence including: Logical reasoning, General knowledge, Memory, Ability to recognize analogies, Ability to see relations among concepts, Intuition, Visual apprehension, Math skills, and Computational speed. Critique the test you take using concepts you have learned in this course. http://dmoz.org/Science/Social_Sciences/Psychology/Intelligence/Emotional_Intelligence/Online_Tests/ Links to a number of different types of intelligence tests. Critique any test that you take using concepts you have learned in this course. http://www.helpself.com/thinker.htm Cognitive Intelligence Test containing 17 true-false items. This test is designed to identify patterns of thinking that may be causing problems. Critique this test using concepts you have learned in this course. http://assess.nelson.com/test-ind/stan-b5.html Information on the Stanford Binet—Fifth Edition http://www.nald.ca/fulltext/adlitUS/Index.htm Extended discussion of use of the Army Alpha and Beta tests. Also a resource for information on the subject of adult literacy. On DVD, VHS, CD, and Other Media Psychometrics I: Intelligence and Ability Assessment (2011, DVD, 25 minutes, INS) This DVD provides a general introduction to several facets of the assessment of intelligence and abilities. Discovering Psychology, Program 16-Testing and Intelligence (1989, VHS, 56 minutes, MOU) Presents various aspects of intelligence testing, including discussion of pros and cons. Good Testing Procedures (1982, VHS, 17 minutes, AIC) Demonstrates an administration of the WISC-R and coverage of various issues including set-up, establishing rapport, dealing with frustration, maintaining motivation, and observation of test-taking behavior. The Growing Years: 20-Aspects of Intelligence (1977, VHS, 30 minutes, PSU) Overviews intelligence and its measurement through the work of Lewis Terman, Jean Piaget, and J. P. Guilford. IQ Testing and the School: Maximizing Potential (1989, VHS, 60 minutes, MOU) Examines sample tests developed to measure intelligence and achievement (circa 1989) with regard to questions such as reliability and validity. Also explores factors that impact school achievement, including teaching expectations, teaching styles, and class structure. How Are Kids Smart: Multiple Intelligences in the Classroom (1995, VHS, 41 minutes, PSU) Harvard professor Howard Gardner discusses his multiple intelligences (MI) theory and each of the hypothesized seven intelligences. Gardner argues that his theory empowers teachers, reduces teacher isolation, and encourages better understanding of students. From the perspective of students, his theory can make learning more enjoyable and can increase student responsibility. Multiple Intelligence: Intelligence, Understanding, and the Mind with Howard Gardner (1996, VHS, 90 minutes, PSU) Howard Gardner presents his theory of multiple intelligences (MI) and his work on performance-based assessments. He argues that the use of MI in the classroom can help achieve a more personalized curriculum, and more personalized instruction and assessment. MI Millennium: Multiple Intelligences for the New Millennium (2002, VHS, 48 minutes, NIU) Lecture by Howard Gardner presenting his Multiple Intelligence (MI) theory, as well as new directions he sees for school evaluations and instruction based on his theory. Race and Assessment (2002, VHS, 60 minutes, NIU) Discussion includes noncognitive variables in the assessment of racial differences. Successful Intelligence (1999, VHS, 12 minutes, MOR) Interview with Robert Sternberg on his theory of intelligence (circa 1999). Testing and Intelligence (1989, VHS, 28 minutes, COU) Discusses various aspects of intelligence testing, including the pros and cons of the enterprise. Other Media Check with the Psychological Corporation (Pearson) as well as Riverside Press and other test publishers for the latest training videos available for Wechsler tests, the Stanford-Binet, and other tests that these companies publish. REFERENCES Boake, C. (2002). From the Binet-Simon to the Wechsler-Bellevue: Tracing the history of intelligence testing. Journal of Clinical and Experimental Neuropsychology, 24, 383–405. Griggs, R.A. (2000). The one-minute intelligence test. Teaching of Psychology, 27, 132–134. Solution Manual for Psychological Testing and Assessment Ronald Jay Cohen, Mark E. Swerdlik, Edward D. Sturman 9780077649814, 9781259870507
