The first mental tests designed to be used for mass, group testing were developed by psychologists for the U.S. Army in 1917-1918. The group tests were modeled after intelligence tests designed for individual use in one-on-one assessment. In developing the mental tests, the psychologists subscribed to the position that one could be quite intelligent, but illiterate or not proficient in the English language. Based on this reasoning, two major tests were developed, the Army Alpha for literate groups, and the Army Beta for illiterates, low literates or non-English speaking (Yerkes, 1921). Both tests were based on the theoretical position that intelligence was an inherited trait, and the assumption was made that native intelligence was being assessed. Each test was made- up of a number of subtests (Figure 4), the contents of which differed depending on whether the test was for literates or illiterates, low literates or non- English speakers.
Test 1: Following Oral Directions, involves auding and comprehending simple or complex oral language directions and looking at and marking in the appropriate places on the answer sheet.
Test 2: Arithmetical Problems, requires both the ability to read and comprehend the stated problem and the knowledge of arithmetic to perform the computations called for.
Test3: Practical Judgment, clearly requires reading and comprehending language. Additionally, however, it requires knowledge of culturally, normative expectations to make the "correct" choice.
Test 4: Synonyms-Antonyms, requires specific vocabulary knowledge, in addition to the knowledge of "same" and "opposite."
Test 5: Disarranged Sentences, requires semantic knowledge about flies as well as grammatical knowledge to rearrange the sentences, and information has to be held in working memory while rearranging the sentences.
Test 6: Number Series Completion, emphasizes reasoning with number knowledge in working memory.
Test 7: Analogies, clearly emphasizes culturally determined, semantic knowledge retrieval from the long term memory knowledge base, and also information processing in working memory to detect similarities among the different knowledge domains addressed by the analogies.
Test 8: Information is heavily loaded with cultural knowledge requirements.
Based on a person's total Alpha score he was assigned a letter grade of A (superior intelligence), B. C+, C (average intelligence), C-, D, or D- (inferior intelligence). The letter grade became the person's mental category, and was taken as a general indicator of the person's native intelligence. This position was held even though there was a clear relationship of Alpha scores to years of schooling, in which much of the special knowledge, vocabulary and cultural knowledge would have been developed.
Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite
3. COMPASS test with a minimum score of 25 on Pre-Algebra/Numerical, 62 on Reading, and 32 on Writing, all completed in one test session, or
The Woodcock-Johnson Tests of Cognitive Abilities, third edition is also based on the Cattell-Horn-Carroll (CHC) theory of cognitive abilities (Cohen, 2012).
...age because the test could be primarily made up of questions from either field of work, hence, putting them at an extreme disadvantage if those questions aren’t from their field.
...le pain to both the patient and to their families. One procedure, known as Physician-Assisted suicide, alleviates suffering by having a physician provide a patient the means to painlessly kill him or herself. This procedure however, remains controversial and illegal in many states. This is unfair to patients who wish to be assisted in seeking death and escaping their terminal illness. Despite all of the benefits that are brought about because of Physician-Assisted suicide, people across America still seek to ban the practice because it clashes with personal moral and ethical beliefs. Although many people disagree with the procedure of Physician-Assisted suicide, it should still become legal because it alleviates suffering, allows patients to die in a dignified manner, and allows people to take control of the ultimate choice, death, away from their terminal illness.
Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these tests do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a student.
In conclusion, legalizing physician assisted suicide will reduce health care costs by not having patients kept on expensive machines and needing expensive surgeries. Allowing patients to legally receive assistance with their suicides will allow doctors to manage their time on more promising patients instead of ones that will most likely die within a couple days to a couple of months. Legalizing assisted suicide will not only allow doctors to manage their time better, but gives the patient an option. Some worry about legalizing assisted suicide going against the doctor’s oath, but the patients are the ones who are suffering, not the doctors. Many believe that legalizing physician assisted suicide will allow options for the patients so they aren’t suffering anymore.
According to the Flipped Network, “Flipped Learning is a pedagogical approach in which instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”(FLN, 2014). The Flipped Classroom is also known as inverting the classroom, which means that the events that usually take place in this defined by classroom will now take place outside the classroom and vise versa. Teachers can have students use the plethora of technologies to assist the students by having access to lectures, video presentations, and other materials
The legalization of assisted suicide has been a controversial topic that has created a divide within the medical community, as well as the general public, for many years. Assisted suicide occurs when a patient decides to take their own life, with help from their doctor. The doctor can end the patient’s life without causing any additional pain or suffering. While some believe that assisted suicide should be legal for patients who are suffering from a terminal and painful condition, others argue that it is unethical and going against the doctor’s oath to help and not harm their patients. As the average life expectancy age increases, people are living longer while also having to live with more serious illnesses. As a result, lives are ending with a great amount of suffering and pain, rather then dying peacefully. Since death is ultimately inevitable, I will therefore argue in favor of the proposition that assisted suicide should be legal for those capable of making a rationale end of life decision.
Lewis Terman created the IQ tests that many schools used to test student’s intellect capacity. This test caused many students to only be taught how to work in factories rather than learning material that could get them into better careers.
Okonkwo’s fear leads him to treat members of his family harshly, in particular his son, Nwoye. Okonkwo often wonders how he, a man of great strength and work ethic, could have had a son who was “degenerate and effeminate” (133). Okonkwo thought that, "No matter how prosperous a man was, if he was unable to rule his women and his children (and especially his women) he was not really a man" (45).
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
On the ‘nature’ side of the debate is the psychometric approach, considered to be the most dominant in the study of intelligence, which “inspired the most research and attracted the most attention” (Neisser et al. 1996, p. 77). It argues that there is one general (‘g’) factor which accounts for intelligence. In the 1880s, Francis Galton conducted many tests (measuring reaction times to cognitive tasks), (Boundless 2013), in order to scientifically measure intelligence. These tests were linked to the eugenic breeding programme, which aimed to eliminate biologically inferior people from society. Galton believed that as intelligence was inherited, social class or position were significant indicators of intelligence. If an individual was of high social standing, they would be more intelligent than those of a lower position. However he failed to show any consistency across the tests for this hypothesis, weakening his theory that social class correlated with intelligence. Nevertheless, his creation of the intelligence test led many to continue to develop...
Keil, F. C. and Wilson, R. A. (1999) The MIT Encyclopedia of the Cognitive Sciences. Cambridge, Massachusetts & London, England: The MIT Press
The 'Standard'. Cognition (8th ed.). Geneseo, NY: John Wiley & Sons, Inc. Qinglin, Z., Jiang, Q., & Guikang, C. (2004).