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In your lifetime, you have probably stared down any number of ability tests and course exams and Pats, SATs, ACTs, Grew, Gases, whatever you got in your country. Humans, it seems, really get a thrill out of measuring, ranking, and comparing each other's intelligence. Unfortunately, as you saw last week, historically, we have been kind of bad at that. Today, we think of intelligence as determined by a series of factors related to genetics, environment, education, perhaps even randomness itself, some aspects of which may correlate with belonging to a particular social group, and others not. The key here, though, is that we don't fully understand how or how much some of these factors work. How do elements like personal history and conditions like poverty, access to education, stress, even nutrition affect someone's scores on cognitive tests? And if a group of people share some of these conditions, how will they respond--both as individuals and as a group--to certain potentially biased intelligence tests? In the end, the irony is that in our ongoing effort to measure human intelligence, most of what we've learned is simply what we don't know. [Intro] What is a piano? Which one of these things is least like the others? Juice is to glass as hand is to what? Which one of these numbers does not belong in the series? Bernice had x number of jelly beans. She ate one, then gave half of what was left to Bruno, then she ate another and gave half of the remainder to her dog. Now, she only has five beans. How many did she--ahheh HHH. These questions are similar to what you'd find on today's most widely-used intelligence tests. The Wechsler Adult Intelligence Scale, or WAIS, and the Wechsler Intelligence Scale for Children, or WISC. Originally published by psychologist David Wechsler in 1955, the current edition of the exam consists of fifteen different sub-tests that assess things like vocabulary, similarities between objects and concepts, and patterns in letters and numbers. Cognitive tests usually fall into one of two categories: achievement, or the kind that reflect what you've learned, and aptitude — the kind that's supposed to predict your ability to learn something new. So the WAIS and the WISC are aptitude tests, and your final exam at the end of your math class is an achievement test. So, how do we know if an intelligence test, or any other test for that matter, is actually any good? Well, today, we do have some standards. To be widely accepted, a test must hit three important marks. It has to be standardized, reliable, and valid. Standardization is basically about comparability. Whether you answer 15 or 50 questions correctly on a test actually means very little until you can compare those scores against how others performed. So, to achieve meaningful comparisons, test-makers must first give the test to a representative sample group, which sets a standard by which to compare future test-takers. You've probably heard of a bell-curve. Whether you're...
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