Browsing by Author "Cerda Etchepare, Gamal"

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    Examen psicométrico del IQ Test como herramienta de discriminación de individuos normales y talentosos en la población escolar chilena
    (2015) Cerda Etchepare, Gamal; Pérez Wilson, Carlos; Melipillán Araneda, Roberto; Ortega Ruíz, Rosario
    This article presents results from the process of adaption of the Mensa Denmark IQ Test in Chile. The test was adapted to discriminate between groups of Chilean students with different intellectual capacities. The instrument was applied to two samples of Chilean secondary students: 2994 (normal group) and 394 (advanced group). The instrument shows adequate levels of confidence, and the validity of the instrument was confirmed by means of factor analysis and Rasch analysis. Concurrent validity was established when comparing the performance of the Chilean school population in other types of previously standardized intelligence tests. This instrument is able to differentiate individuals in both groups (normal and advanced) and their scores correlate positively with their performance in mathematics. This article discusses the main implications of this study for the Chilean school system.
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    Inteligencia lógica y rendimiento académico en matemáticas: un estudio con estudiantes de Educación Básica y Secundaria de Chile
    (2011) Cerda Etchepare, Gamal; Ortega Ruíz, Rosario; Pérez Wilson, Carlos; Flores, Cesar; Melipillán Araneda, Roberto
    This article presents and analyses the results of a Superior Logical Intelligence Test (TILS) to a sample (N = 4446) representative of the Chilean primary and secondary school population. Psychometric analysis shows that the TILS is a one-dimensional instrument with adequate internal consistency. The results of the application to Chilean students reveal significant differences in level of administrative support of the institution students attend (a factor related to socio-economic level). The distribution of the national logical intelligence scores was normal, and it was possible to establish the scales of the differential scores according to age and level of administrative support. The study revealed a positive and meaningful correlation between logical intelligence and overall academic performance, especially in the area mathematics. Likewise, the differences between the general population and a group of talented students (N = 493) were examined, and the latter group was shown to possess significantly higher levels of logical intelligence.

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