Testing Intelligence
Write a 5-page section of a request for proposal (RPF) in which you evaluate an IQ test, analyze a case study on intelligence testing, and address the application of biological psychology to various professions.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Required Resources
The following resources are required to complete the assessment.
Capella Resources
Click the links provided to view the following resources:
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
- Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73–83.
- Davis, S. K., & Humphrey, N. (2012). Emotional intelligence predicts adolescent mental health beyond personality and cognitive ability. Personality and Individual Differences, 52(2), 144–149.
- Howard, S. J., Johnson, J. & Pascual-Leone, J. (2013). Measurement of mental attention: Assessing a cognitive component underlying performance on standardized intelligence tests. Psychological Test and Assessment Modeling, 55(3), 250–273.
- Koch, C., & Greenfield, S. (2007). How does consciousness happen? Scientific American, 297(4), 76–83.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
- Mensa International. (n.d.). Retrieved from http://www.mensa.org/
- Peiffer, A. M., Laurienti, P. J., Koch, K. R., & Timmerman, L. C. (2014). Merging the Wechsler Adult Intelligence Scale picture completion subtest with fMRI in adult learners: A pilot study. International Journal of Innovative Technology and Exploring Engineering, 3(11). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.678.5408&rep=rep1&type=pdf
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
- Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
- Chapter 13, “Intelligence and Cognitive Functioning,” reviews some of the problems with defining and measuring intelligence.
- Chapter 11, “The Body Sense and Movement,” explores how several brain structures work together to produce movement.
- Chapter 15, “Sleep and Consciousness,” reviews sleep disorders and what causes them.
Assessment Instructions
In Assessments 1–4, you completed four parts of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. In addition to providing professional development inservice for educators, the school administrators have also asked you to prepare an evaluation of intelligence testing and the value of introducing biological psychology to educators, social workers, and other professions. This is Part 5 of the RPF.
Using the Assessment 5 Proposal Template (linked in the Resources), complete the following three sections for this assessment. Use the Capella library to research the material and support your answers.
XII. Intelligence Test Evaluation
- Conduct an Internet search to locate an IQ test. You wish to use the intelligence quiz on the Mensa Web site.
- Complete the IQ test. During the test, have pen and paper ready to jot down notes and observations about the test.
- Prepare an analysis report about the IQ test that you completed. Respond to these points:
- Do you think the test was a fair assessment of intelligence?
- Which questions do you feel most accurately gauged “intelligence?” Which did you find bothersome?
- What did you learn about yourself from the test? What factors might confuse the definition of intelligence? Could intelligence tests be biased? Explain.
XIII. Case Study Debrief
- Locate a case study about intelligence testing and summarize the selected case study.
- Use this case study to analyze the following:
- What is the relationship between environment and intelligence?
- What does this case study tell you about intelligence testing, interpreting test results, et cetera?
- Discuss how test results can be influenced by the ability of the individual taking the test.
XIV. Practical Applications
- What are the practical applications of biological psychology?
- How can biological psychology be applied in these professions?
- Social worker.
- Educator.
- Administrator.
- Counselor.
- Manager.
Additional Requirements
- Written Communication: Written communication should be free of errors that detract from the overall message.
- APA Formatting: Resources and citations should be formatted according to current APA style and formatting.
- Font and Font Size: Times New Roman, 12-point font, double spaced.
- Length: Write a minimum of 5 pages of content, and include a references page.
| CRITERIA | NON-PERFORMANCE | BASIC | PROFICIENT | DISTINGUISHED |
|---|---|---|---|---|
| Analyze the results of an intelligence test. | Does not include the results of an intelligence test. | Includes the results of an intelligence test. | Analyzes the results of an intelligence test. | Evaluates the results of an intelligence test; uses analyses to determine whether the test was a fair assessment of intelligence. |
| Analyze a case study to examine the relationship between environment and intelligence. | Does not describe a case study to review the relationship between environment and intelligence. | Describes a case study to review the relationship between environment and intelligence. | Analyze a case study to examine the relationship between environment and intelligence. | Analyze a case study to determine the relationship between environment and intelligence; include details to support the analysis. |
| Analyze the practical applications of biological psychology. | Does not describe the practical applications of biological psychology. | Describes the practical applications of biological psychology. | Analyzes the practical applications of biological psychology. | Analyzes the practical applications of biological psychology and applies this analysis to one’s own career. |
| Analyze the benefits of learning about biological psychology. | Does not list the benefits of learning about biological psychology. | Lists the benefits of learning about biological psychology. | Analyzes the benefits of learning about biological psychology. | Analyzes the benefits of learning about biological psychology, and the analysis applies benefits to different careers. |
| Write in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. | Does not write coherently to support a central idea with correct grammar, usage, and mechanics. | Writes to support an idea, but writing is inconsistent and contains major errors of grammar, usage, and mechanics. | Writes in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. | Writes coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. |
| Use APA format and style. | Does not use APA format and style. | Uses APA format and style but inconsistently and with errors. | Uses APA format and style. | Uses correct APA format and style consistently and with few errors. |
