Define the concept and nature of intelligence what "strategies" we can adopt to assess the intelligence of the individual
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Standardized intelligence testing has been called one of psychology's greatest successes. It is certainly one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in the early 1900s, it has become one of the primary tools for identifying children with mental retardation and learning disabilities. It has helped the U.S. military place its new recruits in positions that suit their skills and abilities. And, since the administration of the original Scholastic Aptitude Test (SAT)--adapted in 1926 from an intelligence test developed for the U.S. Army during World War I--it has spawned a variety of aptitude and achievement tests that shape the educational choices of millions of students each year.
But intelligence testing has also been accused of unfairly stratifying test-takers by race, gender, class and culture; of minimizing the importance of creativity, character and practical know-how; and of propagating the idea that people are born with an unchangeable endowment of intellectual potential that determines their success in life.
Since the 1970s, intelligence researchers have been trying to preserve the usefulness of intelligence tests while addressing those concerns. They have done so in a number of ways, including updating the Wechsler Intelligence Scale for Children (WISC) and the Stanford-Binet Intelligence Scale so they better reflect the abilities of test-takers from diverse cultural and linguistic backgrounds. They have developed new, more sophisticated ways of creating, administering and interpreting those tests. And they have produced new theories and tests that broaden the concept of intelligence beyond its traditional boundaries.
As a result, many of the biases identified by critics of intelligence testing have been reduced, and new tests are available that, unlike traditional intelligence tests, are based on modern theories of brain function, says Alan Kaufman, PhD, a clinical professor of psychology at the Yale School of Medicine.
For example, in the early 1980s, Kaufman and his wife, Nadeen Kaufman, EdD, a lecturer at the Yale School of Medicine, published the Kaufman Assessment Battery for Children (K-ABC), then one of the only alternatives to the WISC and the Stanford-Binet. Together with the Woodcock-Johnson Tests of Cognitive Ability, first published in the late 1970s, and later tests, such as the Differential Ability Scales and the Cognitive Assessment System (CAS), the K-ABC helped expand the field of intelligence testing beyond the traditional tests.
Nonetheless, says Kaufman, 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 that gap remains a major challenge for intelligence researchers as the field approaches its 100th anniversary.
Hope This Helps...
Standardized intelligence testing has been called one of psychology's greatest successes. It is certainly one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in the early 1900s, it has become one of the primary tools for identifying children with mental retardation and learning disabilities. It has helped the U.S. military place its new recruits in positions that suit their skills and abilities. And, since the administration of the original Scholastic Aptitude Test (SAT)--adapted in 1926 from an intelligence test developed for the U.S. Army during World War I--it has spawned a variety of aptitude and achievement tests that shape the educational choices of millions of students each year.
But intelligence testing has also been accused of unfairly stratifying test-takers by race, gender, class and culture; of minimizing the importance of creativity, character and practical know-how; and of propagating the idea that people are born with an unchangeable endowment of intellectual potential that determines their success in life.
Since the 1970s, intelligence researchers have been trying to preserve the usefulness of intelligence tests while addressing those concerns. They have done so in a number of ways, including updating the Wechsler Intelligence Scale for Children (WISC) and the Stanford-Binet Intelligence Scale so they better reflect the abilities of test-takers from diverse cultural and linguistic backgrounds. They have developed new, more sophisticated ways of creating, administering and interpreting those tests. And they have produced new theories and tests that broaden the concept of intelligence beyond its traditional boundaries.
As a result, many of the biases identified by critics of intelligence testing have been reduced, and new tests are available that, unlike traditional intelligence tests, are based on modern theories of brain function, says Alan Kaufman, PhD, a clinical professor of psychology at the Yale School of Medicine.
For example, in the early 1980s, Kaufman and his wife, Nadeen Kaufman, EdD, a lecturer at the Yale School of Medicine, published the Kaufman Assessment Battery for Children (K-ABC), then one of the only alternatives to the WISC and the Stanford-Binet. Together with the Woodcock-Johnson Tests of Cognitive Ability, first published in the late 1970s, and later tests, such as the Differential Ability Scales and the Cognitive Assessment System (CAS), the K-ABC helped expand the field of intelligence testing beyond the traditional tests.
Nonetheless, says Kaufman, 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 that gap remains a major challenge for intelligence researchers as the field approaches its 100th anniversary.
Hope This Helps...
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