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Two theories of intelligence testing
Intelligence is the most topics discussed by many theorists in psychology. Some researches have suggested that, intelligence is a single general ability, which may be affected by some experiences that an individual go through, for instance stress. Others have argued that, intelligence is entailed by range of aptitudes skills and talents, which an individual has (Hunter, 1986). Hunter has assessed some theories that have emerged in discussing approaches on the interpretation of intelligence testing.
The first theory was created by Alfred Binet the French Psychologist who was employed by schools within France to assist in establishing intelligent students within the institution. He developed a testing instrument that identified gifted people from those that were not from various factors such as how good in arithmetic. He came up with questions on various students that majored on intelligence capacity and different ages of children. Binet eventually developed a test of questions that assigned on chronological age together with mental age. In his research, he concluded that, age might have a strong effect on integrity. His test entailed IQ test that has been effective in American schools up to date.
The second theory on integrity testing was Wechsler (WAIS) Intelligence Test, which was introduced by David Wechsler in 1939 (Mitchigan, 1972). His test measured vocabulary, Visual spatial ability and arithmetic solving. On arithmetic solving, he assessed that, individuals that are good in arithmetic having a higher IQ compared to those that are not good in arithmetic. Additionally, he took this account in general knowledge, short-term memories and social
awareness. These sub-tests assessed intelligence capacities that depended on skills, culture, education, current state of mind and social economic conditions.
His test assumed that, if an individual native language is English and differs from others within the culture his IQ may vary considerably. In his research, he argued that, education, vocation along with practice play a great role in integrity testing. From his assumptions, an individual that has a daily interaction with arithmetic or puzzles has a better IQ than those who do not have such opportunities. In addition, when an individual is anxious or depressed his intelligence is most affected.
Effectiveness of intelligence testing
Intelligence testing has been used by many schools in determining which children are most gifted. Most often, children are done an IQ test that is mostly done by psychologist and certified personnel in United States. In addition, of being used in schools, it determines which students do not perform well as they should be. Therefore, intelligence tests can be helpful to teachers in determining students that have deficiency and what these deficiencies are. By doing this, one will be in a position to pinpoint these deficiencies earlier thus; will be much simpler in assisting those students to get back on track. Mitchigan (1972) designed intelligence test to be effective in predicting school performance. It is important noting that, an academic problem requires any possible help that may be accepted in offering solution that a time may require motivation along with personal involvement.
According to Robert (1985), intelligence test is effective in helping psychologists in making recommendations on the kind of teaching that mostly benefit a child. Hunter (1986) argues that, through intelligence test Psychologists become more conducive in helping students to learn. Intelligence test may also be used in predicting job performance along with ability. In this view, if employees use intelligence test in selecting highest scoring applicant on each job, the training results that would be predicted well through overall performance.
References
Hunter, J.E.(1986). Cognitive ability, cognitive aptitudes, job knowledge, and job performance. Journal of vocational behavior, 29(3)340-362.
Mitchigan,S.U. (1972). Does intelligence cause achievement?: A cross-lagged panel analysis. Journal of education psychology,63(2)258-275.
Robert,J.S.(1985). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49(3)607-627.
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