Learning Objectives
- To recognize that the way we break cognition down into processes is a human invention: it is the product of how we operationalize and measure it.
- To distinguish between tests of fluid and crystallized intelligence.
- To analyze the distinct features and cognitive demands of different intelligence tests.
- To understand the difference between tests of intelligence and the concept of intelligence.
Materials
- Whiteboards, markers, and erasers.
- Phones or computers for accessing tests.
- Handouts containing the method vignettes.
Overview
The goal of this lab is to understand that tests of a particular construct, such as intelligence or working memory, are never “pure” measures of it. They involve multiple underlying processes which are all being measured in some way. Recognizing what is involved in a test is important for interpreting results and being aware of limitations.
Time Allocation
| Activity | Time |
|---|---|
| Introduction | 5 min |
| Intelligence tests | 10 min |
| Compare the tests | 10 min |
| What is being measured? | 15 min |
| Wrap-up | 5 min |
| Question submission | 5 min |
Intelligence tests
Give students time to complete the two tests individually. Ask them to pay attention to the questions and to the many processes involved in completing each test.
Compare the tests
Students discuss their experiences in groups and record detailed answers.
- How were sensing and perceiving abilities involved?
- What thought processes or cognitive abilities were involved?
- What prior knowledge was involved?
- How were motor abilities involved?
- Did the processes used vary between the tests?
What is being measured?
Each group receives a method vignette from a well-known paradigm in Psychology. They identify the main construct of interest, list the other processes which are also being measured, and decide which are related to the main construct.
Take-home message
- It is important to understand all of the processes involved in a task.
- This full picture helps identify confounds and limitations and supports better interpretation.
- There is no single absolute measure for any one construct, but effective measures should be strongly correlated.
Final submission
Can there ever be a “pure” measure of any one construct? What could be the best way to approximate it as much as possible?