Select two assessments of intelligence and two achievement tests.

 

Prepare a 12- to 15-slide presentation about your selected instruments. In your analysis, address the following:

• Critique the major definitions of intelligence. Determine which theory of intelligence best fits your selected instruments. Explain how the definition and the measures are related.

• Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.

• Compare and contrast your selected intelligence and achievement assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests?

University of Phoenix Material

Week One Practice Problems

Prepare a written response to the following questions.

Chapter 1

12. Explain and give an example for each of the following types of variables:

a. Equal interval:

b. Rank-order:

c. Nominal:

d. Ratio scale:

e. Continuous:

f. Discrete:

15. Following are the speeds of 40 cars clocked by radar on a particular road in a 35-mph zone on a particular afternoon:

30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36, 31, 35, 20

24, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15, 27, 36, 40

Make a frequency table and a histogram, then describe the general shape of the distribution.

21. Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “…a means of bullying in which peers use electronics {such as text messages, emails, and defaming Web sites} to taunt, threaten, harass, and/or intimidate a peer” (p.565). The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators or traditional and electronic bullying.

a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics.

b. Explain the general meaning of the pattern of results.

Incidence of Traditional and Electronic Bullying and Victimization (N=84)
Forms of Bullying	N	%
Electronic victims	41	48.8
	Text-message victim	27	32.1
	Internet victim (websites, chatrooms)	13	15.5
	Picture-phone victim	8	9.5
Traditional Victims	60	71.4
	Physical victim	38	45.2
	Teasing victim	50	59.5
	Rumors victim	32	38.6
	Exclusion victim	30	50
Electronic Bullies	18	21.4
	Text-message bully	18	21.4
	Internet bully	11	13.1
Traditional Bullies	5	64.3
	Physical bully	29	34.5
	Teasing bully	38	45.2
	Rumor bully	22	26.2
	Exclusion bully	35	41.7

22. Kärnä and colleagues (2013) tested the effects of a new antibullying program, called KiVa, among students in grades 1–3 and grades 7–9 in 147 schools in Finland. The schools were randomly assigned to receive the new antibullying program or no program. At the beginning, middle, and end of the school year, all of the students completed a number of questionnaires, which included the following two questions: “How often have you been bullied at school in the last couple of months?” and “How often have you bullied others at school in the last couple of months?” The table below is a frequency table that shows students’ responses to these two questions at the end of the school year (referred to as “Wave 3” in the title of the table). Note that the table shows the results combined for all of the students in the study. In the table, “victimization” refers to students’ reports of being bullied and “bullying” is students’ reports of bullying other students.

a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics.

b. Explain the general meaning of the pattern of results. (You may be interested to know that the KiVa program successfully reduced victimization and bullying among students in grades 1–3 but the results were mixed with regards to the effectiveness of the program among those in grades 7–9.).

Frequencies of Responses in the Five Categories of the Self-Reported Bullying and Victimization Variables at Wave 3
		Grades 1–3		Grades 7–9
		Victimization		Bullying		Victimization		Bullying
Variable	Freq.	%		Freq.	%		Freq.	%		Freq.	%
Occurrence
	Not at all	3,203	53.6		4,296	72		10,660	77.4		10,880	79.5
	Only once or twice	1,745	29.2		1,333	22.3		2,031	14.7		1,987	14.5
	2 or 3 times a month	446	7.5		197	3.3		402	2.9		344	2.5
	About once a week	297	5		90	1.5		312	2.3		196	1.4
	Several times a week	281	4.7		49	0.8		375	2.7		279	2
Participants
	Respondents n	5,972	100		5,965	100		13,780	100		13,686	100
	Missing n	955			962			2,723			2,817
	Total N	6,927			6,927			16,503			16,503

References

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