Emelia Rose Wilshaw Personal Identifier: Z0964196 A.Blaney DE100: TMA 01
Part 1: Describe two psychological terms.
Using your own words, describe what is meant by each of the terms ‘intelligence quotient’ and
‘test norms’, and provide an example of the use of each term in psychology, drawing on the
material presented in Investigating Intelligence.
Intelligence Quotient – IQ is a form of standard score that measures how far above, or far below, an
individual's peer group in mental capacity. The peer group score is an IQ of 100, determined by
administering the same test to many people from all socioeconomic sectors and taking the average.
The psychologist William Stern invented the word IQ in 1912 in reference to the German term
Intelligenzquotient. During the time, IQ was expressed as a ratio of mental age to chronological age
multiplied by 100. Hence, if a person is 10 years old and has a mental age of 10, their IQ is 100. If, on
the other hand, their mental age was older than their chronological age their IQ would be 120 if they
had 12 instead of 10. Likewise, if their mental age was less than their chronological age, their IQ
would be less than 100.
Word Count: 148
Test Norms – The Test Norms used in the Binet Simon test, which served as the foundation for
interpreting findings, were based on what studies at the time suggested may be expected of a child
of a particular age. Today, however, test standardisation—a different approach—is typically used to
generate norms. To acquire a more accurate approximation of what a typical, or average,
performance on a test would be for a certain age group, or population, this includes giving the exam
to a large sample of the population.
Word Count: 88
Word limit: 100 words for each description (200 words in total)
Part 2: Make sense of data in a table.
Answer questions, identify patterns and interpret some of the information about data presented
in a table.
Question 1: From looking at the table, can you tell how many times each child’s EQ was measured?
Answer: A. From looking at the table, each child’s EQ was measured at the start of each school years
7,8,9,10 and 11.
Question 2: The table shows that:
Answer: A. For all schools, the average EQ test scores were higher in Year 9 than they were in any
other year.
Question 3: Which of the following conclusions do you think is a better fit for the data in the table?
Answer: B. The table shows that the average EQ scores for children in all three schools was highest in
Year 9 and that the average EQ score for each year group across all schools had increased from Year
7 to Year 9.
Word limit: 100 words + three multiple-choice questions
Part 3: Reflective Component
Part 1: Describe two psychological terms.
Using your own words, describe what is meant by each of the terms ‘intelligence quotient’ and
‘test norms’, and provide an example of the use of each term in psychology, drawing on the
material presented in Investigating Intelligence.
Intelligence Quotient – IQ is a form of standard score that measures how far above, or far below, an
individual's peer group in mental capacity. The peer group score is an IQ of 100, determined by
administering the same test to many people from all socioeconomic sectors and taking the average.
The psychologist William Stern invented the word IQ in 1912 in reference to the German term
Intelligenzquotient. During the time, IQ was expressed as a ratio of mental age to chronological age
multiplied by 100. Hence, if a person is 10 years old and has a mental age of 10, their IQ is 100. If, on
the other hand, their mental age was older than their chronological age their IQ would be 120 if they
had 12 instead of 10. Likewise, if their mental age was less than their chronological age, their IQ
would be less than 100.
Word Count: 148
Test Norms – The Test Norms used in the Binet Simon test, which served as the foundation for
interpreting findings, were based on what studies at the time suggested may be expected of a child
of a particular age. Today, however, test standardisation—a different approach—is typically used to
generate norms. To acquire a more accurate approximation of what a typical, or average,
performance on a test would be for a certain age group, or population, this includes giving the exam
to a large sample of the population.
Word Count: 88
Word limit: 100 words for each description (200 words in total)
Part 2: Make sense of data in a table.
Answer questions, identify patterns and interpret some of the information about data presented
in a table.
Question 1: From looking at the table, can you tell how many times each child’s EQ was measured?
Answer: A. From looking at the table, each child’s EQ was measured at the start of each school years
7,8,9,10 and 11.
Question 2: The table shows that:
Answer: A. For all schools, the average EQ test scores were higher in Year 9 than they were in any
other year.
Question 3: Which of the following conclusions do you think is a better fit for the data in the table?
Answer: B. The table shows that the average EQ scores for children in all three schools was highest in
Year 9 and that the average EQ score for each year group across all schools had increased from Year
7 to Year 9.
Word limit: 100 words + three multiple-choice questions
Part 3: Reflective Component
