Intelligence Article Analysis Paper
PSY 450
November 4, 2013

Intelligence Article Analysis Paper
Intelligence Testing and Theories
Intelligence measuring is important for individuals for various reasons. Testing intelligence throughout the years has changed. People change and not the same factors can determine one’s intelligence. The majority of individuals who take intelligence testing are for placement, such as children starting school, college, and employment. Children for example, take testing, and evaluations to see what cognitive development level the child is at and to see if that child meets the basic standard for that age group (Benson, 2003). Intelligence testing determines the level for college students, and adults, such as entering college, and employee candidates for job placement. Today in society there are several testing options for intelligence, Wechsler Intelligence Scale for Children (WISC), Standford-Binet Intelligence Scale, and College Admission Test (SAT), (Benson, 2003). The American Psychological Association uses the intelligent intelligence approach for testing, as other professionals do. The intelligence testing determines effectiveness, and analyzes theories in this paper.
Intelligence Testing Theories
Intelligence testing is determined through a series of tests and evaluations. The evaluations are administered first to determine what type of testing is acquired. College student entering college must take a SAT test first before entering college to determine one’s abilities, or level for placement in a college (Benson, 2003). How this is determined is how well a student does on various levels on the SAT test. This evaluation is the results of the entire group of various questions to see what level of intelligence this person is at for college (Benson, 2003). Benson suggest those not entering college can take an IQ test that is also based on various questioning to determine one’s level of intelligence in general.
Students taking a SAT test for college are likely to score higher than those taking a basic IQ test (Benson, 2003). Looking at the difference in intelligence testing from an IQ test and the difference from an academic testing (SAT) is based on achievement testing (Benson, 2003). According to Berger, (2009) IQ testing has risen substantially. Berger suggests that the Wechsler test is based on two combination, verbal, and performance, which is calculated as two scores on an IQ test. The Stanford-Binet has five factors for testing cognitive abilities, quantitative processing, reasoning, knowledge, visual-spatial processing, and memory (Berger, 2009).
Testing for IQ’s, WSIC, Stanford-Binet, and SAT show researchers that studies have limitations. In addition to researchers, environmental factors can affect performance on intelligence test (Papanastasiou, 1999), along with various theories that have been proposed about the basis of intelligence (Papanastasiou, 1999). Papanastasiou suggest that a reliable battery of test or combination of test should have many subcategories, such as a wide range of abilities, processes, and context. By the results of these tests this should guide teachers, and parents in helping each individual student in the most appropriate way.
Intelligence Testing Effectiveness
Intelligence testing is performed for just about everyone during school years, or getting ready to attend a college. Effective testing is usually the test that schools, psychologists, and colleges find the best results from. The most used for effectiveness is the SAT, Standford-Binet, and the Wechsler’s test used for intelligence, and for a broader spectrum for the theoretical approach (Benson, 2003).
However, IQ testing does measure psychometric g, for group factors. SAT measures g, but in areas such as work and academics (Berger, 2009) According to Berger (2009), testing cannot be measured potentially unless achievement is measured, and test scores reflect one’s culture for the people who designed, and administered, and take the test.
A person intellectual achievement does change over the course of time, and Berger suggests that there is a general thing called intelligence. Intelligence is broken down into distinct types, academic, creative, and practical (Berger, 2009). As one can tell intelligence is based on many factors that can be determined by taking one of these effective tests. Although one will never know the fullness of one’s intelligence by these tests, but this is a start in helping one’s abilities and potential to develop.
Conclusion
Intelligence testing throughout history has been analyzed, developed, and measured to meet the criteria for proving one’s adequate intelligence. The theoretical approach makes commonsense to use the SAT, Standford-Binet, and the Wechsler testing to understand the level of knowledge a person displays. Measuring intelligence can vary in various societies, although this show’s a balance for an individual intelligence, this can also fluctuate in various ways. According to Shiraev and Levy (2010) identifying theories and effectiveness are two pieces of a puzzle that bridge intellectual growth together. Although one’s attitude, anxiety, and motivation can determine the outcome of these testing results (Shiraev & Levy, 2010).

References
Benson, E., (2003). Intelligent intelligence testing. February 2003, Vol 34, No.2 http://www.apa.org/monitor/feb03/intelligent.aspx Berger, K. S., (2009). The developing person. Through the life span (8th ed.). New York, NY: Worth Publishers
Papanastasiou, E. C. (1999). Intelligence: Theories and Testing. ERIC, EBSCOhost (accessed
November 3,2013).. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED441859 Shiraev, E., & Levy, D. (2010). Cross-cultural psychology: Critical thinking and contemporary applications (4th ed.). Boston: Pearson/Allyn Bacon.