Stability (Reliability) of Test Scores and The Relationship to Accuracy in Predicting Future Scores (Predictive Validity)
If a parent or guardian learns that his or her infant or toddler has been identified with a developmental delay in cognitive functioning, there are generally many questions that follow. Two common questions include: 1) Will my child function effectively in school, and 2) Will my child function effectively and independently as an adult? The ability to answer these questions is largely a function of the stability of cognitive abilities and intelligence test scores from infancy to childhood and adulthood.
Performance on tests of intelligence is a function of the cognitive ability (intelligence) of an individual. In addition to intelligence, performance on these tests of intelligence is influenced by a number of other characteristics and behavior, for example:
• Willingness to follow instructions
• Ability to follow instructions
• Attention/concentration
• Persistence
• Ability to sit still
• Motivation
• Mood
• Frustration tolerance
• Fear of failure
• Anxiety
These factors reduce the stability (reliability) and accuracy (validity) of the test scores and these factors are more likely to be present among infants and pre-school children than older children and adults. Therefore, the test scores for infants and pre-school children are more unstable than those of older children and adults. This lower stability results in lower predictive ability.
For this Discussion, use the Walden Library to research the correlation between infant and preschool measures of cognitive ability to adult measures of intelligence. Synthesize the research to support your position.
With these thoughts in mind:
Post your position on the degree to which infant and preschool measures of cognitive ability correlate with performance on adult measures of intelligence. Support your response using an example from the current literature.