Book contents
- Frontmatter
- Contents
- List of Panels
- Preface
- PART I A LONG-PONDERED OUTFIT
- PART II THE EVALUATION DISCORDANCE
- 3 The Evaluation of Human Behaviour
- 4 The Evaluation of Non-human Natural Behaviour
- 5 The Evaluation of Artificial Intelligence
- 6 The Boundaries against a Unified Evaluation
- PART III THE ALGORITHMIC CONFLUENCE
- PART IV THE SOCIETY OF MINDS
- PART V THE KINGDOM OF ENDS
- References
- Index
- Plate section
3 - The Evaluation of Human Behaviour
from PART II - THE EVALUATION DISCORDANCE
Published online by Cambridge University Press: 19 January 2017
- Frontmatter
- Contents
- List of Panels
- Preface
- PART I A LONG-PONDERED OUTFIT
- PART II THE EVALUATION DISCORDANCE
- 3 The Evaluation of Human Behaviour
- 4 The Evaluation of Non-human Natural Behaviour
- 5 The Evaluation of Artificial Intelligence
- 6 The Boundaries against a Unified Evaluation
- PART III THE ALGORITHMIC CONFLUENCE
- PART IV THE SOCIETY OF MINDS
- PART V THE KINGDOM OF ENDS
- References
- Index
- Plate section
Summary
In order to know whether a child has the intelligence of his age, whether he is retarded, or advanced, and how much, we need to possess a precise and truly scientific method.
– Alfred Binet, Les idées modernes sur les enfants (1909)MUCH OF WHAT we know about intelligence has originated from psychometrics. Other psychological traits, such as human personality, have also been the object of study of psychometrics. In this chapter, we will look back at the roots of psychometrics and its current development for the evaluation of personality and cognitive abilities. About the question of one or many ‘intelligences’, we will overview how several models arrange abilities in a hierarchical way. Intelligence quotient (IQ) tests will be discussed, as well as the meaning and existence of the g factor. We will cover the major developments in item response theory and adaptive tests, as they will prove key for the rest of the book. Finally, we will briefly touch on some of the heated debates, such as the nature versus nurture dilemma, the analysis of group differences, the Flynn effect and the way variously gifted and disabled people affect psychometric theory and testing.
TELLING IDIOTS SAVANTS APART
The oldest accounts of formal systematic psychological testing are said to have originated in China about three millennia ago. The assessment of candidates for public service officers comprised the ‘six skills’, the ‘six conducts’ and the ‘six virtues’ (Rust and Golombok, 2009). At the beginning of the seventh century ce, an “essentially open competitive examination took place annually or every three years, [with gradually] adjusted examinations [that] were based on general learning rather than specific or technical knowledge” (Teng, 1943). These procedures were borrowed for Western academic and civil recruiting during the seventeenth and eighteenth centuries.
Recruiting was just one of the motivations behind the birth of modern psychological testing. During the second half of the nineteenth century psychological testing was further elaborated as a tool to understand and improve children's mental development and education, to detect the intellectually ill or disabled and to ascertain how the principles of evolution, adaptation and individual differences emerged in the realm of psychological traits.
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- The Measure of All MindsEvaluating Natural and Artificial Intelligence, pp. 59 - 92Publisher: Cambridge University PressPrint publication year: 2017