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Chicanos have been limited in their educational opportunities, as evidenced by their underrepresentation in occupations and professions requiring extended education. It is proposed that intelligence testing is one part of an educational ideology that ascribes the Chicano's unequal educational existence to the group's inability to function competently within the Anglo-American institutional environment. This paper discusses intelligence testing as an educational activity, its implicit assumptions, and the educational and social policy implications of intelligence testing for Chicanos. The hereditarian and environmentalist positions are described. The hereditarian position places greater responsibility on the person for his level of inequality, whereas, the environmentalist position employs the aggregation of personal inequality by social group to support structured levels of social inequality. The simple observation that intelligence test scores and performance in school and at work are closely associated has too often prompted intelligence test experts to conclude that the benefits of education and occupation are distributed on the basis of intelligence. On the contrary, it has been demonstrated that one's socioeconomic origin has a closer association with economic and occupational success than level of intelligence. (Author/RL)

Chicanos have been limited in their educational opportunities, as evidenced by their underrepresentation in occupations and professions requiring extended education. It is proposed that intelligence testing is one part of an educational ideology that ascribes the Chicano's unequal educational existence to the group's inability to function competently within the Anglo-American institutional environment. This paper discusses intelligence testing as an educational activity, its implicit assumptions, and the educational and social policy implications of intelligence testing for Chicanos. The hereditarian and environmentalist positions are described. The hereditarian position places greater responsibility on the person for his level of inequality, whereas, the environmentalist position employs the aggregation of personal inequality by social group to support structured levels of social inequality. The simple observation that intelligence test scores and performance in school and at work are closely associated has too often prompted intelligence test experts to conclude that the benefits of education and occupation are distributed on the basis of intelligence. On the contrary, it has been demonstrated that one's socioeconomic origin has a closer association with economic and occupational success than level of intelligence. (Author/RL)

Chicanos have been limited in their educational opportunities, as evidenced by their underrepresentation in occupations and professions requiring extended education. It is proposed that intelligence testing is one part of an educational ideology that ascribes the Chicano's unequal educational existence to the group's inability to function competently within the Anglo-American institutional environment. This paper discusses intelligence testing as an educational activity, its implicit assumptions, and the educational and social policy implications of intelligence testing for Chicanos. The hereditarian and environmentalist positions are described. The hereditarian position places greater responsibility on the person for his level of inequality, whereas, the environmentalist position employs the aggregation of personal inequality by social group to support structured levels of social inequality. The simple observation that intelligence test scores and performance in school and at work are closely associated has too often prompted intelligence test experts to conclude that the benefits of education and occupation are distributed on the basis of intelligence. On the contrary, it has been demonstrated that one's socioeconomic origin has a closer association with economic and occupational success than level of intelligence. (Author/RL)

Chicanos have been limited in their educational opportunities, as evidenced by their underrepresentation in occupations and professions requiring extended education. It is proposed that intelligence testing is one part of an educational ideology that ascribes the Chicano's unequal educational existence to the group's inability to function competently within the Anglo-American institutional environment. This paper discusses intelligence testing as an educational activity, its implicit assumptions, and the educational and social policy implications of intelligence testing for Chicanos. The hereditarian and environmentalist positions are described. The hereditarian position places greater responsibility on the person for his level of inequality, whereas, the environmentalist position employs the aggregation of personal inequality by social group to support structured levels of social inequality. The simple observation that intelligence test scores and performance in school and at work are closely associated has too often prompted intelligence test experts to conclude that the benefits of education and occupation are distributed on the basis of intelligence. On the contrary, it has been demonstrated that one's socioeconomic origin has a closer association with economic and occupational success than level of intelligence. (Author/RL)

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The goal of the present study is to replicate the findings of the study of DeYoung et al. (2014). They examined the relationship of the two subfactors of Openness to Experience (Openness and Intellect) with cognitive abilities (verbal and non-verbal intelligence). In addition to the study conducted by DeYoung et al., we are going to subdivide non-verbal intelligence into numerical and figural intelligence. Furthermore, we are going to use structural equation modelling for our statistical analysis.

Extant work in the field of political behavior has found that both anger (e.g., Ryan 2012) and anxiety (e.g., Albertson and Gadarian 2015) can lead to engagement with political information. However, the theoretical frameworks from which this work emanates forward mutually exclusive views of what an emotion is, how the brain makes emotion, and which behaviors are tied to distinct emotions. Holding that past work linking emotions and engagement is real and meaningful, in this project I draw on psychological constructionism (e.g., Barrett 2017) to explain the apparent disconnect between work that links "anger" and "anxiety" with engagement. In particular, I argue following Barrett (2017) that emotions are social, rather than natural kinds. As such, the link between distinct emotions and political engagement is contextually variable and also varies as a function of emotion concept knowledge.

Extant work in the field of political behavior has found that both anger (e.g., Ryan 2012) and anxiety (e.g., Albertson and Gadarian 2015) can lead to engagement with political information. However, the theoretical frameworks from which this work emanates forward mutually exclusive views of what an emotion is, how the brain makes emotion, and which behaviors are tied to distinct emotions. Holding that past work linking emotions and engagement is real and meaningful, in this project I draw on psychological constructionism (e.g., Barrett 2017) to explain the apparent disconnect between work that links "anger" and "anxiety" with engagement. In particular, I argue following Barrett (2017) that emotions are social, rather than natural kinds. As such, the link between distinct emotions and political engagement is contextually variable and also varies as a function of emotion concept knowledge.

Some special problems associated with evaluating intelligent computer-assisted instruction (ICAI) programs are addressed. This paper intends to describe alternative approaches to the assessment and improvement of such applications and to provide examples of efforts undertaken and shortfalls. Issues discussed stem chiefly from the technical demands of the artificial intelligence field, which have tended to limit most evaluation efforts to first-party evaluation by project staff. ICAI evaluation should make use of a range of formative (e.g., componential analysis) and summative (e.g., cost analysis) evaluation methods with multiple criterion measures. Standardized tests have not proved sensitive enough in this area; domain-referenced tests are especially well suited to ICAI, because their success depends on experts' care in constructing detailed specifications of the knowledge domain. Individual differences in students' intelligence, cognitive styles, and state anxiety should also be considered. As evaluators sharpen their goals, they will be able to select the most relevant data to collect, and present useful instructional options. Special recommendations for ICAI evaluation include: (1) developing an expectation of evaluation; (2) rewarding evaluation participation; (3) increasing credibility of the evaluating team by encouraging expert participation; (4) adapting evaluation to specific features of ICAI development; (5) performing componential analysis of software under development; and (6) maintaining both a responsible and responsive approach. (LPG)

Some special problems associated with evaluating intelligent computer-assisted instruction (ICAI) programs are addressed. This paper intends to describe alternative approaches to the assessment and improvement of such applications and to provide examples of efforts undertaken and shortfalls. Issues discussed stem chiefly from the technical demands of the artificial intelligence field, which have tended to limit most evaluation efforts to first-party evaluation by project staff. ICAI evaluation should make use of a range of formative (e.g., componential analysis) and summative (e.g., cost analysis) evaluation methods with multiple criterion measures. Standardized tests have not proved sensitive enough in this area; domain-referenced tests are especially well suited to ICAI, because their success depends on experts' care in constructing detailed specifications of the knowledge domain. Individual differences in students' intelligence, cognitive styles, and state anxiety should also be considered. As evaluators sharpen their goals, they will be able to select the most relevant data to collect, and present useful instructional options. Special recommendations for ICAI evaluation include: (1) developing an expectation of evaluation; (2) rewarding evaluation participation; (3) increasing credibility of the evaluating team by encouraging expert participation; (4) adapting evaluation to specific features of ICAI development; (5) performing componential analysis of software under development; and (6) maintaining both a responsible and responsive approach. (LPG)

Book Source: Digital Library of India Item 2015.178845 dc.contributor.author: William Stern dc.date.accessioned: 2015-07-07T06:00:17Z dc.date.available: 2015-07-07T06:00:17Z dc.date.digitalpublicationdate: 2004-03-04 dc.date.citation: 1914 dc.identifier: RMSC, IIIT-H dc.identifier.barcode: 2999990014824 dc.identifier.origpath: /data/upload/0014/829 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/178845 dc.description.numberedpages: 160 dc.description.numberedpages: 22 dc.description.scanningcentre: RMSC, IIIT-H dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 182 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Universal Digital Library dc.publisher: Warwick Amp York Inc dc.rights: Copyright Protected dc.title: The Psychological Methods Of Testing Intelligence dc.rights.holder: Warwick Amp York Inc

Guest: Karim El-Basyouny, Professor of Engineering & Urban Traffic Safety Research Chair at the University of Alberta.

Four alternative theoretical models of intellectual competence were assessed, using confirmatory factor analysis to account for the correlation patterns derived from Wechsler intelligence tests. It was argued that the difference between the chi-square goodness of fit statistics that are provided when using confirmatory factor analysis gives a measure of discrimination between models and allows the researcher to assess which model best fits the data. It was found that a model based on Luria and Vernon's theories involving simultaneous and successive processing, verbal and spatial abilities, and attention provided the best fit compared to the three competing models. (A number of bibliographic citations are appended.) (Author/MH)

With so many unanswered questions and controversies regarding intelligence, testing in general, and testing diverse students in particular, what can educators in gifted education do to ensure that these students have access to and are represented in gifted education programs and services? In this monograph, the author examines test bias by first reviewing seminal publications and research. This discussion provides the historical context for the monograph. Next, a discussion of intelligence tests is presented, paying specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students on cognitive ability tests. Most of the research has targeted Black students' test performance and Black-White IQ differences. Definitions of and strategies for determining the nature and extent of test bias are then explored. Finally, the findings are summarized and implications for the field of gifted education are discussed. Central questions of this monograph include: (1) What is test bias and how is a test determined to be biased, biased reduced, or bias free? (2) What efforts have been made to reduce bias in standardized intelligence tests? (3) Which intelligence tests (e.g., WISC-III, Binet-IV, Cognitive Ability Test, etc.) and types of intelligence tests (e.g., verbal vs. non-verbal) appear to be less culturally-loaded? (4) What explanations are given for the low performance of minority students on standardized tests, that is, for Black-White differences in intelligence test performance? (5) What proposals have been advanced to increase the performance of diverse students on intelligence tests? (6) What are the implications of testing issues and diversity for gifted education? (7) What resources and professional standards exist to help the field of gifted education in adopting equitable instruments and assessment practices and policies (e.g., American Educational Research Association, American Psychological Association, Association of School Psychologists)? and (8) What other considerations must gifted education address as we seek to increase the representation of minority students in gifted education? (Contains 5 tables and 1 figure.)

This paper discusses the relationship between language proficiency and intelligence. In particular, the paper is concerned with the elements of intelligence testing which creep into tests designed to determine language proficiency, and the proliferation of testing of all types and the kinds of interpretations made of these tests. Particular reference is made to the non-native adult speaker of English who is frequently subject to these types of tests. Native-speaker data indicate that the reading section of the Test of English as a Foreign Language (TOEFL) presents difficulty for the native and non-native speaker of English alike, and that both groups find this section the most difficult of the test. A comparison of TOEFL and Graduate Record Examination (GRE) scores for foreign students applying for admission to Texas A&M University did not show a very high correlation. A Swedish study which attempted to examine the relationship between proficiency in English as a second language and various intelligence factors was also unable to find high correlation between the two types of test. Indications are that the GRE and similar tests are not appropriate for determining second language proficiency. More investigation is needed of the relationship between language and intelligence; in particular, joint research on this question by linguists, psychologists, and measurement specialists is needed. (Author/AM)

intelligence testing

If microcomputers are used as automated testing stations, for use in psychometric assessment, there are economic advantages. Discussion follows, however, on whether it is possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed. Two types of extension are considered: modifying and expanding testing procedures for psychological functions that are components of conventional tests, and the extension of testing to psychological functions not generally assessed by conventional intelligence or aptitude tests. Computerized presentations will make relatively little difference in the current ways of testing verbal comprehension. Computer controlled testing could well extend the ways in which spatial-visual reasoning and memory are evaluated. The impact of testing on the evaluation of reasoning is unclear. Computer-controlled item presentation makes it possible to conceive of tests of learning and attention. The psychological nature of the abilities being assessed raises problems in assessment that are not addressed by the fact of computer-control. Some research questions are identified that ought to be explored before testing is extended into these fields. Computer-controlled evaluation could be extended to the assessment of criterion performance, either in the normal working situation or in a simulation of the workplace. While evaluation of this sort does raise social questions, it clearly presents an opportunity to obtain validation data for psychological assessment studies. (Author/BW)

If microcomputers are used as automated testing stations, for use in psychometric assessment, there are economic advantages. Discussion follows, however, on whether it is possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed. Two types of extension are considered: modifying and expanding testing procedures for psychological functions that are components of conventional tests, and the extension of testing to psychological functions not generally assessed by conventional intelligence or aptitude tests. Computerized presentations will make relatively little difference in the current ways of testing verbal comprehension. Computer controlled testing could well extend the ways in which spatial-visual reasoning and memory are evaluated. The impact of testing on the evaluation of reasoning is unclear. Computer-controlled item presentation makes it possible to conceive of tests of learning and attention. The psychological nature of the abilities being assessed raises problems in assessment that are not addressed by the fact of computer-control. Some research questions are identified that ought to be explored before testing is extended into these fields. Computer-controlled evaluation could be extended to the assessment of criterion performance, either in the normal working situation or in a simulation of the workplace. While evaluation of this sort does raise social questions, it clearly presents an opportunity to obtain validation data for psychological assessment studies. (Author/BW)

Microcomputers can serve as automated testing stations for use in psychometric assessment. There are economic advantages in conducting aptitude and intelligence testing with such stations. Is it possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed? Two types of extension are considered; modifying and expanding testing procedures for psychological functions that are components of conventional tests, and the extension of testing to psychological functions not generally assessed by conventional intelligence or aptitude tests. Computerized presentations will make relatively little difference in our ways fo testing verbal comprehension. Computer controlled testing could well extend the ways in which we evaluate spatial-visual functioning and memory. The impact of testing on the evaluation of reasoning is unclear. Computer-controlled item presentation makes it possible to conceive of tests of learning and attention, neither of which are evaluated in most psychometric programs today. The psychological nature of the abilities being assessed raises problems in assessment that are irrelevant to the use of computers. Some research questions are identified that ought to be explored before testing is extended into these fields. Computer-controlled evaluation could be extended to the assessment of criterion performance, either in the normal working situation or in a simulation of the workplace.

Microcomputers can serve as automated testing stations for use in psychometric assessment. There are economic advantages in conducting aptitude and intelligence testing with such stations. Is it possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed? Two types of extension are considered; modifying and expanding testing procedures for psychological functions that are components of conventional tests, and the extension of testing to psychological functions not generally assessed by conventional intelligence or aptitude tests. Computerized presentations will make relatively little difference in our ways fo testing verbal comprehension. Computer controlled testing could well extend the ways in which we evaluate spatial-visual functioning and memory. The impact of testing on the evaluation of reasoning is unclear. Computer-controlled item presentation makes it possible to conceive of tests of learning and attention, neither of which are evaluated in most psychometric programs today. The psychological nature of the abilities being assessed raises problems in assessment that are irrelevant to the use of computers. Some research questions are identified that ought to be explored before testing is extended into these fields. Computer-controlled evaluation could be extended to the assessment of criterion performance, either in the normal working situation or in a simulation of the workplace.

There is a common misconception in the testing industry that all unmanned autonomous systems can be tested using methodologies developed to test manned systems. A tester can incorrectly state that driving a manned vehicle is conceptually identical to driving an unmanned vehicle; the only difference lies in the position of the operator. In actuality, the main difference lies in the unmanned autonomous system's role in the decision process. Because testers cannot make assumptions about the decision process within an unmanned autonomous system, there is a need for a methodology that completely tests this decision process without biasing the system into a default human solution. This article presents a comprehensive methodology for testing the intelligence of an unmanned autonomous system within a given set of requirements.

There is a common misconception in the testing industry that all unmanned autonomous systems can be tested using methodologies developed to test manned systems. A tester can incorrectly state that driving a manned vehicle is conceptually identical to driving an unmanned vehicle; the only difference lies in the position of the operator. In actuality, the main difference lies in the unmanned autonomous system's role in the decision process. Because testers cannot make assumptions about the decision process within an unmanned autonomous system, there is a need for a methodology that completely tests this decision process without biasing the system into a default human solution. This article presents a comprehensive methodology for testing the intelligence of an unmanned autonomous system within a given set of requirements.

Reflections on past and future uses of intelligence tests are presented. Three current approaches to intelligence tests are described: (1) neural efficiency, which relates the speed or quality of functioning of the neural system to test results; (2) information processing--cognitive micro-processes used in solving test items; and (3) psychoeducational, which relates classroom phenomena and test content. In projecting the future of intelligence testing, suggestions are made to discard the term IQ; to use commonly understood words; and to label specific skills by the content being tested, such as "addition", rather than "quantitative skills." Predictions on the future of intelligence tests involve the reporting of separate scores, each of which reflects a distinct ability; use of a different standard of measurement, rather than the IQ ratio; and a reporting system which will have greater educational value. Measuring the development of separate skills rather than an aggregate is recommended, as well as constructing tests related to classroom instruction that are designed to measure specific skills as they develop over the years. Comparable tests of the same abilities which measure children's competencies in the dominant language, as well as in the language of instruction, are also recommended. (MH)

Reflections on past and future uses of intelligence tests are presented. Three current approaches to intelligence tests are described: (1) neural efficiency, which relates the speed or quality of functioning of the neural system to test results; (2) information processing--cognitive micro-processes used in solving test items; and (3) psychoeducational, which relates classroom phenomena and test content. In projecting the future of intelligence testing, suggestions are made to discard the term IQ; to use commonly understood words; and to label specific skills by the content being tested, such as "addition", rather than "quantitative skills." Predictions on the future of intelligence tests involve the reporting of separate scores, each of which reflects a distinct ability; use of a different standard of measurement, rather than the IQ ratio; and a reporting system which will have greater educational value. Measuring the development of separate skills rather than an aggregate is recommended, as well as constructing tests related to classroom instruction that are designed to measure specific skills as they develop over the years. Comparable tests of the same abilities which measure children's competencies in the dominant language, as well as in the language of instruction, are also recommended. (MH)

The design and implementation of a systems approach to a scalable, standardized automated cyber penetration testing system using the Detect, Identify, Predict, React (DIPR) intelligence automation model and data interoperability standards is the focus of this thesis. The system fuses information from multiple freeware programs that can be thought of as cyber sensors into an interoperable, robust whole in a manner that can tailor itself and learn over time. The groundwork is laid for an enduring system that can adapt to changing systems and vulnerabilities. A barebones proof-of-concept system is implemented and tested using NMap and Ettercap with the proposed DIPR XML file formats as the data intelligence automation standardization mechanism. By implementing this automated cyber penetration system, labor-intensive and costly cyber penetration testing can be simplified by reducing the amount of hand coding and manual testing.

The design and implementation of a systems approach to a scalable, standardized automated cyber penetration testing system using the Detect, Identify, Predict, React (DIPR) intelligence automation model and data interoperability standards is the focus of this thesis. The system fuses information from multiple freeware programs that can be thought of as cyber sensors into an interoperable, robust whole in a manner that can tailor itself and learn over time. The groundwork is laid for an enduring system that can adapt to changing systems and vulnerabilities. A barebones proof-of-concept system is implemented and tested using NMap and Ettercap with the proposed DIPR XML file formats as the data intelligence automation standardization mechanism. By implementing this automated cyber penetration system, labor-intensive and costly cyber penetration testing can be simplified by reducing the amount of hand coding and manual testing.

The allocation of effort to quality assurance and testing is vitally important to the successful development and maintenance of a software system. There is no quantitative method for finding the right allocation policy. The most common methods include allocating fixed percentage of effort for all software projects or using allocations that have been used for similar projects in the past. The benefits of choosing the correct manpower allocation to suit a particular project can be substantial. Using the System Dynamics Model of Software Project Management an optimal quality assurance and testing level for project's development lifecycle can be found. The focus of this thesis is to design an expert system that can be coupled with the model in order to find the optimal allocation of quality assurance and testing effort for a particular project. Two expert system modules were developed, that when coupled with the system dynamics model, will find optimum quality assurance and testing distributions for a software project. The expert system modules were then used to perform sensitivity analysis experiments on the results.

The design and implementation of a systems approach to a scalable, standardized automated cyber penetration testing system using the Detect, Identify, Predict, React (DIPR) intelligence automation model and data interoperability standards is the focus of this thesis. The system fuses information from multiple freeware programs that can be thought of as cyber sensors into an interoperable, robust whole in a manner that can tailor itself and learn over time. The groundwork is laid for an enduring system that can adapt to changing systems and vulnerabilities. A barebones proof-of-concept system is implemented and tested using NMap and Ettercap with the proposed DIPR XML file formats as the data intelligence automation standardization mechanism. By implementing this automated cyber penetration system, labor-intensive and costly cyber penetration testing can be simplified by reducing the amount of hand coding and manual testing.

The purpose of this work is to identify and examine the disconnects in designing, testing, and using Command, Control, Communications, and Intelligence (C4I) Systems, investigate their causes and effects, and determine what can be done about them. To accomplish these purposes, experts involved with researching and analyzing, designing and developing, testing and evaluating, and managing, operating, and using C4I systems offered their thoughts on the subject in structured interviews. These experts represented the military, academic, and commercial C4I communities including the Department of Defense, the Joint Staff, and the Army, Navy, and Air Force Staffs. In this work, the experts' opinions blended well with a review of the literature.

"The Rationale of Testing Intelligence, with Special Reference to Testing in the Army" is an article from The Scientific Monthly, Volume 7 . View more articles from The Scientific Monthly . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-7002

"Intelligence Testing as an Aid to Supervision" is an article from The Elementary School Journal, Volume 20 . View more articles from The Elementary School Journal . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-993814

U.S. Air Force (USAF) MQ-1 Predator and MQ-9 Reaper sensor operators (SOs) have a critical role in intelligence, surveillance, reconnaissance (ISR); basic surface attack; and close air support (CAS) operations. The duties of the Predator/Reaper SOs are perceived by subject matter experts as having high levels of intelligence and visual-spatial aptitudes to successfully pass training and adapt to operational challenges. To date, there are no studies that assess the cognitive functioning of such a high-demand and critical enlisted career field, despite its important role in current USAF aviation. To fill the gap in the current literature, this study obtained intelligence testing on USAF Predator/Reaper SOs (n=51) and AC-130 gunship SOs (n=62) in an effort to (a) obtain normative intelligence data on incumbents to assess how such a specialized group of enlisted aircrew differs from the civilian, nonaircrew general population; (b) assess how the cognitive aptitudes (i.e., visual learning/memory, spatial analysis, visual attention to detail, and visual-constructive abilities) of incumbents specifically differ from SOs with ISR and CAS duties within a manned aircraft (i.e., AC-130); and (c) develop a distribution of intelligence tests scores for Predator/Reaper SO incumbents for use in aeromedical evaluations. The results of the study revealed that Predator/Reaper SOs have a significantly higher level of cognitive functioning in areas of visual construction and perceptual reasoning, visual attention to detail, spatial reasoning, visual learning and coding, as well as general conceptual reasoning. There were no significant differences in aptitude test scores between Predator/Reaper and AC-130 gunship SOs, indicating both groups share similar cognitive strengths.

U.S. Air Force (USAF) MQ-1 Predator and MQ-9 Reaper sensor operators (SOs) have a critical role in intelligence, surveillance, reconnaissance (ISR); basic surface attack; and close air support (CAS) operations. The duties of the Predator/Reaper SOs are perceived by subject matter experts as having high levels of intelligence and visual-spatial aptitudes to successfully pass training and adapt to operational challenges. To date, there are no studies that assess the cognitive functioning of such a high-demand and critical enlisted career field, despite its important role in current USAF aviation. To fill the gap in the current literature, this study obtained intelligence testing on USAF Predator/Reaper SOs (n=51) and AC-130 gunship SOs (n=62) in an effort to (a) obtain normative intelligence data on incumbents to assess how such a specialized group of enlisted aircrew differs from the civilian, nonaircrew general population; (b) assess how the cognitive aptitudes (i.e., visual learning/memory, spatial analysis, visual attention to detail, and visual-constructive abilities) of incumbents specifically differ from SOs with ISR and CAS duties within a manned aircraft (i.e., AC-130); and (c) develop a distribution of intelligence tests scores for Predator/Reaper SO incumbents for use in aeromedical evaluations. The results of the study revealed that Predator/Reaper SOs have a significantly higher level of cognitive functioning in areas of visual construction and perceptual reasoning, visual attention to detail, spatial reasoning, visual learning and coding, as well as general conceptual reasoning. There were no significant differences in aptitude test scores between Predator/Reaper and AC-130 gunship SOs, indicating both groups share similar cognitive strengths.

U.S. Air Force (USAF) MQ-1 Predator and MQ-9 Reaper sensor operators (SOs) have a critical role in intelligence, surveillance, reconnaissance (ISR); basic surface attack; and close air support (CAS) operations. The duties of the Predator/Reaper SOs are perceived by subject matter experts as having high levels of intelligence and visual-spatial aptitudes to successfully pass training and adapt to operational challenges. To date, there are no studies that assess the cognitive functioning of such a high-demand and critical enlisted career field, despite its important role in current USAF aviation. To fill the gap in the current literature, this study obtained intelligence testing on USAF Predator/Reaper SOs (n=51) and AC-130 gunship SOs (n=62) in an effort to (a) obtain normative intelligence data on incumbents to assess how such a specialized group of enlisted aircrew differs from the civilian, nonaircrew general population; (b) assess how the cognitive aptitudes (i.e., visual learning/memory, spatial analysis, visual attention to detail, and visual-constructive abilities) of incumbents specifically differ from SOs with ISR and CAS duties within a manned aircraft (i.e., AC-130); and (c) develop a distribution of intelligence tests scores for Predator/Reaper SO incumbents for use in aeromedical evaluations. The results of the study revealed that Predator/Reaper SOs have a significantly higher level of cognitive functioning in areas of visual construction and perceptual reasoning, visual attention to detail, spatial reasoning, visual learning and coding, as well as general conceptual reasoning. There were no significant differences in aptitude test scores between Predator/Reaper and AC-130 gunship SOs, indicating both groups share similar cognitive strengths.

SECRET Approved For Releas1'2000/08/26 : CIA-RDP62-003284900100360004-3 DEPARTMENT OF COMMERCE OFFICE OF THE SECRETARY WASHINGTON 25 *DOC Exempt Letter On File* October 23, 1956 Memorandum Chairman, EDIC 25X1A9a From: Department of Commerce Member Subject: Request for Intelligence on St 7 el Testing Device J ~_^ bw 6" Air Intelligence Information Report IR-195-56 (Bonn D-2437 of June 4) contains information and a technical drawing of a super- sonic sheet steel testing device which is being produced in Western Germany. The report also establishes that Russia and various satel- lites have expressed great interest in this device, and that negotia- tions are under way for the possible sale of 20 pieces of this equip- ment to the Soviet bloc. On the basis of the Air Intelligence Report, the Department of Commerce has identified this item as falling under I/L No. 1502. This matter was discussed on October 15, 1956 at a meeting of EDAC Working Group I, where it was decided that EDIC be requested to develop further intelligence, if feasible, on this item. Accordingly, it is requested that EDIC undertake to deter- mine whether additional and more current intelligence relating to the strategic importance of, and Soviet interest in, this device can be developed. fE I r, Approved For Release 2000/0$/, .6.4[62-00328A000100360004-3

SECRET Approved?por Release 2001/08/13 : CIA-RDP78T04750010060-6 .Copy 1.4 PHOTOGRApI{IC reELLIGENCE B RIEF CIA/RR-.ITA 25X1A TALLATION: I ASM Testing ARC NO,: B--6o-56 0=ION: S F h Feodosiya DATE: 6 November 1956 . 4 19t : NA LAT.; 150 021 N We NO: 249 IANG.: 35? 03' E Y9 WA: LACES: Target I eaic: lap:. NL 36=9; 0249-9927-100 other: ENCI 6LR E3: None 0SI MUIT NO- HTA/SI/R=53/56-. Identify ABM test sites and search airfields for 25X1A possible in the area of Feodosiya, USSR. Total cloud cover precludes interpretation of the Karagoaz~A/F, approximately 9 miles NWW of Feodosiya, reported by collateral material to be a possible GM base. Islam Terek A/F located about 13 miles NW of the city appears in part, but cloud cover prevents complete interpretation. A portion of the main runway and doughnut- shapQd hardstands can be seen. Some aircraft, possibly Beagles, are barely visible. No facilities are in evidence to suggest air-to-surface missile testing or the A reported torpedo factory located 8 miles NE of Feodosiya at Dallniye Kamyshi is visible. Objects are observed in the factory area which resemble midget submarines. They appear to be approximately 60 feet long with the appearance of a conning tower amidships. The quality of photography is poor and distinct images cannot be seen. Located about 2.75 miles NE of this factory, with no direct connection by road, is an isolated area containing small widely-spaced buildings. There is also a relatively large wire-enclosed area containing two revetted buildings with blast walls opposite the entrances. This area is located on the coast and is-backed by a rather barren area crisscrossed by a great deal of track activity. Declass Review by NIMA / DoD DOCUMENT NO. NO CHANGE N CLASS, U 0 DECLASSIFIED CLASS, CHANGE( TO,, tam 0 NEXTREVIEWDATE, Approved For Release 2001/08/13: CIA-RDP4U 4 0100010060-6 -P SECRET T-.A ~rT

Approed For Release 2 P SECRET ~S )04/08/13: CIA-R P 04753A000100060025-0 HTAUTOMAT FILE COPY P} OTOGRAPHIC INTELLIGENCE BRIEF CIA/RR-HTA Copy No. SUBJECT : Size of Possible . Missile BRIEF NO.: B-26-58 LOCATION : Kapustin Yar Missile Testing Complex DATE: 11 July 1958 B . E . NUMBER: Note LAT.: 48? 37' N WAC NUMBER: 235 LONG.: 46?18'E REQUIREMENT: Measure a possible missile in upright position on a pad appearing o*x. the above referenced photography. Size of the possible mis rile' is These values are 25X1 D weighted r(-,suits, of numerous measurements. Reliability of the length is and of the width (or diameter) This 25X1 D mensurat r of a. detailed analysis being; prepare on the 0 Kapustinn Yar Missile Testing Complex. DOCUMENT NO. NO CHANGE IN CLASS. ^ CJ DECLASSIFIED CLASS. CHANGED TO: TS NEXT REViEW DATE: ---I ._.~~ AUTH: HR 70-2 f;ATC: l_ REVIEWER: DECLASS REVIEW by NIMA/DOD Approved For Release 2001/08/13 : CIA-RDP78TO4753A000100060025-0 LOOP SECRET QW5Z

The Joint Advanced Distributed Simulation (JADS) Joint Test and Evaluation was chartered by the Deputy Director, Test, Systems Engineering, and Evaluation (Test and Evaluation), Office of the Under Secretary of Defense (Acquisition and Technology) in October 1994 to investigate the utility of advanced distributed simulation (ADS) technologies for support of development test and evaluation and operational test and evaluation. The End-To-End (ETE) Test evaluated the utility of ADS to support testing of command, control, communications, computers, intelligence, surveillance, and reconnaissance (C4ISR) systems. It conducted its test and evaluation utility evaluation in an ADS-enhanced test environment using the Joint Surveillance Target Attack Radar System (Joint STARS) as one component of a representative C4ISR environment. The ETE Test also evaluated the capability of the JADS Test Control and Analysis Center to control a distributed test of this type and to remotely monitor and analyze test results.

A review of the basic information on intelligence testing as a schooling practice is presented, including a discussion of what intelligence is and three psychological approaches to studying intelligence (psychometric, behavioristic, and developmental). All intelligence tests derived from the psychometric approach are standardized and norm-referenced. Some properties that tests do not have in common and which result in different types of intelligence tests include: (1) individually administered tests; (2) group-administered tests; (3) global versus specialized measures; and (4) measures of ability versus achievement. The distinction between aptitude and achievement is a source of controversy in the field of educational measurement that is far from being resolved. In terms of schooling practices, the inability to distinguish between the ability and achievement components of intelligence test performance is important to recognize. A "below average" score on an intelligence test may reflect a lack of opportunity for a child to learn what is required on the test, or it may reflect a slow rate of picking up information from the environment due to learning difficulties of the child. The former problem is one of achievement; the latter is one of ability. (RL)

A new assessment conception is described that integrates constructed-response testing, artificial intelligence, and model-based measurement. The conception incorporates complex constructed-response items for their potential to increase the validity, instructional utility, and credibility of standardized tests. Artificial intelligence methods are invoked to produce item-level partial-credit scores and diagnostic analyses similar to those of a human expert. Finally, cognitively-grounded measurement models provide diagnostic statements based on commonalities in performance across items. Progress toward achieving this conception is examined, with emphasis on two automated scoring programs. Potential applications of intelligent assessment are discussed. (Contains 45 references and 6 figures.) (Author)

A new assessment conception is described that integrates constructed-response testing, artificial intelligence, and model-based measurement. The conception incorporates complex constructed-response items for their potential to increase the validity, instructional utility, and credibility of standardized tests. Artificial intelligence methods are invoked to produce item-level partial-credit scores and diagnostic analyses similar to those of a human expert. Finally, cognitively-grounded measurement models provide diagnostic statements based on commonalities in performance across items. Progress toward achieving this conception is examined, with emphasis on two automated scoring programs. Potential applications of intelligent assessment are discussed. (Contains 45 references and 6 figures.) (Author)

Need a very provable method of becoming mentally proficient? 

Need a very provable method of becoming mentally proficient? 

New Edition

Extant work in the field of political behavior has found that both anger (e.g., Ryan 2012) and anxiety (e.g., Albertson and Gadarian 2015) can lead to engagement with political information. However, the theoretical frameworks from which this work emanates forward mutually exclusive views of what an emotion is, how the brain makes emotion, and which behaviors are tied to distinct emotions. Holding that past work linking emotions and engagement is real and meaningful, in this project I draw on psychological constructionism (e.g., Barrett 2017) to explain the apparent disconnect between work that links "anger" and "anxiety" with engagement. In particular, I argue following Barrett (2017) that emotions are social, rather than natural kinds. As such, the link between distinct emotions and political engagement is contextually variable and also varies as a function of emotion concept knowledge.

Extant work in the field of political behavior has found that both anger (e.g., Ryan 2012) and anxiety (e.g., Albertson and Gadarian 2015) can lead to engagement with political information. However, the theoretical frameworks from which this work emanates forward mutually exclusive views of what an emotion is, how the brain makes emotion, and which behaviors are tied to distinct emotions. Holding that past work linking emotions and engagement is real and meaningful, in this project I draw on psychological constructionism (e.g., Barrett 2017) to explain the apparent disconnect between work that links "anger" and "anxiety" with engagement. In particular, I argue following Barrett (2017) that emotions are social, rather than natural kinds. As such, the link between distinct emotions and political engagement is contextually variable and also varies as a function of emotion concept knowledge.

Extant work in the field of political behavior has found that both anger (e.g., Ryan 2012) and anxiety (e.g., Albertson and Gadarian 2015) can lead to engagement with political information. However, the theoretical frameworks from which this work emanates forward mutually exclusive views of what an emotion is, how the brain makes emotion, and which behaviors are tied to distinct emotions. Holding that past work linking emotions and engagement is real and meaningful, in this project I draw on psychological constructionism (e.g., Barrett 2017) to explain the apparent disconnect between work that links "anger" and "anxiety" with engagement. In particular, I argue following Barrett (2017) that emotions are social, rather than natural kinds. As such, the link between distinct emotions and political engagement is contextually variable and also varies as a function of emotion concept knowledge.

This paper analyses the influence of including agents of different degrees of intelligence in a multiagent system. The goal is to better understand how we can develop intelligence tests that can evaluate social intelligence. We analyse several reinforcement algorithms in several contexts of cooperation and competition. Our experimental setting is inspired by the recently developed Darwin-Wallace distribution.

1 v. ; 24 cm