Intelligence Unit XI Modules 60-64 - PowerPoint Presentation

1. IntelligenceUnit XIModules 60-64

2. IntelligenceOne of the biggest debates about intelligence is about if intelligence is one aptitude or manyIn past research studies, intelligence has been operationally defined as whatever intelligence tests measure, which has tended to be school smartsIntelligence is not a quality like height or weight that has the same meaning to everyone around the worldPeople assign the term intelligence to the qualities that enable success in their own time and in their own culture *

3. IntelligenceIntelligence- mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situationsIntelligence test- a method for assessing an individual’s mental aptitudes and comparing them with those of others using numerical scores *

4. IntelligenceYou probably know people that are really talented at one or a few things, but struggle to succeed in other areas in the most basic waysAre all these people intelligent even though struggle badly in something?Can you rate someone’s intelligence on one single scale or do you need several different scales *

5. IntelligenceCharles Spearman believed we have one general intelligence(g)- a general intelligence factor that, according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence testIn order to test the general intelligence, Spearman helped develop factor analysisA statistical procedure that identifies clusters of related items called factors on a testUsed to identify different dimensions of performance that underlie a person’s total score *

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8. IntelligenceSpearman found that those who score high in one area like verbal intelligence usually score higher than average in other areas such as spatial or reasoning abilitySpearman believed a common skill set, the g factor, underlies all intelligent behaviorL.L. Thurstone worked to disprove Spearman’s idea of a g factorHe identified seven clusters of primary mental abilitiesHe did not rank people on a single scale of general aptitude *

9. IntelligenceWhen other researchers studied Thurstone’s seven clusters they found that those who excelled in one of the seven clusters generally scored well on the othersThis supported the idea of a g factorWe can liken mental ability to physical abilityAthleticism is not on thing but manyMaybe there is a general athletic ability to allows some to run fast and catch a ball well alsoThese are two very different talents that some people are equally good at *

10. Theories of multiple intelligencesHoward Gardner views intelligence as multiple abilities that come in different packagesBrain damage can destroy one ability while keeping others intactHe looked at people with savant syndrome to study his ideasSavant syndrome- a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing *

11. Videos of Savant syndrome

12. Theories of multiple intelligencesPeople with savant syndrome often score low on intelligence tests but have an island of brillianceSome have virtually no language ability but can compute numbers and figures as quickly as a calculatorSometimes they can identify the day of the week with a historical eventAbout 4 in 5 who are savant are male and many also have autism spectrum disorder *

13. Theories of multiple intelligencesUsing his studies about savant syndrome, Gardner argued that we do not have an intelligence but multiple intelligencesIf someone is talented at many things, its not because they have a common intelligence trait but instead they exhibit multiple intelligencesRecent research has gone against Gardner and supported the idea of a general intelligence *

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16. Theories of multiple intelligencesRecent studies have shown that the g factor does matter and it predicts performance on various complex tasks and in various jobsSuccess is not a one ingredient recipeHigh intelligence may help you get into a good college but it wont make you successful once thereThe recipe for success combines talent with gritGrit is passion and perseverance in the pursuit of long term goals *

17. Theories of multiple intelligencesRobert Sternberg agrees that there is more to success than traditional intelligence and also agrees with Gardner’s idea of multiple intelligencesSternberg proposes a triarchic theory of three, not eight, intelligences *

18. Theories of multiple intelligencesSternberg’s three intelligences are:Analytical intelligence- assessed by traditional intelligence tests which present well defined problems having a single right answer- such tests can usually predict school grades fairly wellCreative intelligence- demonstrated in reacting adaptively to novel situations and generating novel ideasPractical intelligence- required for everyday tasks, which may be ill-defined with multiple solutions- can help predict managerial success *

19. Theories of multiple intelligencesSternberg has helped to develop new measures of creativity that have been seen to be better at predicting success of American students in their first year of college with reduced ethnic-group differencesGardner and Sternberg differ on some points but they both agree that multiple abilities can contribute to life successUnder their influences, teachers are taught to value a variety of learning styles and to apply multiple intelligence theory to their classroom *

20. Emotional IntelligenceSocial intelligence is distinct from academic intelligenceSocial intelligence is the know how involved in successfully comprehending social situationsPeople with high social intelligence can usually properly read social situations and respond accordinglyEdward Thorndike first proposed the idea of social intelligenceLater psychologist found that people with high IQs did not seem to be performing higher in social situations *

21. Emotional IntelligenceEmotional intelligence- the ability to perceive, understand, manage, and use emotionsA test has been developed to assess the four emotional intelligence components:Perceiving emotionsUnderstanding emotionsManaging emotionsUsing emotions *

22. Emotional IntelligenceEmotional intelligence is less a matter of conscious effort than of one’s unconscious processing of emotional informationThose who score higher on emotional intelligence tests usually enjoy higher quality interactions with friendsThey may exhibit better job performanceThey tend to be able to stay away from depression, anxiety, or anger *

23. Is Intelligence neurologically measurable?Studies have shown there to be a correlation of +.33 between brain size and intelligenceWhat does this correlation mean?It does show a correlation to exist between brain size and intelligence- the larger the brain the higher the intelligenceRemember its only a correlation *

24. Is Intelligence neurologically measurable?Further brain imaging studies have shown that intelligence is having ample gray matter(mostly neural cell bodies) plus ample white matter(axons) that make for efficient communication between brain centersIn some studies, like with Einstein’s brain, they found certain areas of the brain to be larger than normalIn Einstein, his parietal lobe was 15 percent larger- this area is the center for processing mathematical and spatial information *

25. Is Intelligence neurologically measurable?Brain scans also reveal that smart people use less energy to solve problemsBasically it has been seen that the brains of smart people seem to work more efficiently and more quickly *

26. Origins of intelligence testingWestern cultures have pondered how and why individuals differ in mental activityFrancis Galton did a lot of research on human traitsGalton was Darwin’s cousin and Galton wanted to see if he could test natural abilityGalton would also suggest that people of high ability mate together to rid the world of the less diserable people- called eugenics *

27. Origins of intelligence testingGalton’s attempts to discover a way to measure natural ability failedHe did help create the nature vs nurture argument that we still look at in psychology today *

28. Origins of intelligence testingThe modern intelligence testing movement began at the beginning of the 20th century when France passed a law requiring all children to attend schoolSome of the children seemed incapable of benefiting from the regular school curriculum and in need of special classesThe schools were in need of an objective way to determine what kids were in need of the special classes *

29. Alfred BinetThe schools did not trust the subjective judgments of teachersTo minimize bias from teachers, France commissioned Alfred Binet to study the problemBinet assumed that all children follow the same course of intellectual development but that some develop more rapidly *

30. Alfred BinetA dull child should perform as does a typical younger child on tests and a bright child should perform as does a typical older childBinet wanted to measure a child’s mental ageThe chronological age that most typically corresponds to a give level of performanceA child who does as well as the average 8 year old is said to have a mental age of 8If a 9 year old performs at the level of a typical 7 year old, they would struggle with age appropriate schoolwork according to Binet *

31. Alfred BinetBinet would test a variety of reasoning and problem solving questions on his daughters and then on bright and backward Parisian children- standardization for his testsBy testing these children he identified items that would predict how well French children would handle their schoolwork *

32. Alfred BinetProfessionally Binet did not make assumptions concerning why a particular child was slow, average, or advancedPersonally Binet leaned more towards an environmental reasonsTo raise the capacities of low scoring children he recommended mental orthopedics that would help develop their attention span and self discipline *

33. Alfred BinetBinet believed his intelligence test did not measure inborn intelligence but it did identify French schoolchildren that needed special attentionBinet feared his tests would be used to label children and limit their opportunities instead of helping children that needed help *

34. Lewis Terman and IQSoon after Binet’s death, people adapted his tests for use as a numerical measure of inherited intelligenceLewis Terman, a professor at Stanford, was one of the first to do thisTerman found that the Paris developed questions and age norms did not work well with California schoolchildren *

35. Lewis Terman and IQTerman’s revision of Binet’s test would be called the Stanford-Binet Intelligence TestFor Terman, intelligence tests revealed the intelligence with which a person was bornWilliam Stern would use the tests to develop the intelligence quotient or IQDefined originally as the ratio of mental age to chronological age multiplied by 100(IQ=ma/ca X 100)On contemporary intelligence tests the average for performance for a given age is assigned a score of 100, with scores assigned to relative performance above or below average *

36. Lewis Terman and IQWhat would an 8 year old who answers questions as would a typical 10 year have for an IQ?125The original IQ formula worked well for children but not adultsToday’s Stanford-Binet tests compute IQ differentlyThe IQ scores represent the test takers performance relative to the average performance of others the same age2/3 of people fall between 85 and 115 with 100 being average *

37. Lewis Terman and IQTerman agree with Galton’s ideas of eugenicsHe believed that intelligence tests would ultimately result in curtailing the reproduction of feeblemindness and in the elimination of an enormous amount of crime and industrial inefficiencyWith Terman’s help, the US government developed new tests to evaluate both newly arriving immigrants and WWI army recruits *

38. Lewis Terman and IQThe results of the tests indicated the inferiority of people not sharing their Anglo-Saxon heritageThis led to a 1924 immigration law that reduced Southern and Eastern European immigration quotas to less than 1/5 of those for Northern and Western EuropeBinet would have been horrified to see how his tests were being used *

39. Modern Tests of Mental AbilityAchievement tests- a test designed to assess what a person has learnedAP exams, final examsAptitude test- a test designed to predict a person’s future performanceAptitude is the capacity to learnCollege entrance examsTotal scores on the US SAT correlated +.82 with general intelligence scores in a national sample of 14 to 21 year olds *

40. Modern Tests of Mental AbilityWechsler Adult Intelligence Scale(WAIS)- contains verbal and performance(nonverbal) subtestsMost widely used individual intelligence testWISC- Wechsler Intelligence Scare for ChildrenIncludes 15 subtests including similarities, vocabulary, block design, and letter number sequencingIt yields an overall intelligence score and a separate score for verbal comprehension, perceptual organization, working memory, and processing speedCan show weaknesses in people to help know what the student needs help in *

41. Test ConstructionTo be widely accepted, psychological tests must meet three criteriaStandardized, reliable, and validJust seeing how many questions you get right on a test does not tell us anythingWe need a basis for comparing your score with others’ performanceTest-makers first give the test to a representative sample of people to gain meaningful comparisons *

42. Test ConstructionYour score is then compared to the scores of others to see your position relative to othersStandardization- defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested groupNormal curve- the symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributesMost scores fall near the average, and fewer and fewer scores lie near the extremesThe midpoint for intelligence is 100 *

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44. Test ConstructionTo keep the average score near 100, the Stanford-Binet and Wechsler scales are periodically restandardizedFlynn effect- intelligence test performance has been improving over timeThe cause of this increase is unknown *

45. Test ConstructionReliability- the extent to which a test yields consistent results as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retestingIf the two scores generally agree the test is considered to be reliableThe higher the correlation between the test-retest scores, the higher the test’s reliabilityThe Stanford-Binet and WAIS have a reliability of +.9 *

46. Test ConstructionHigh reliability does not ensure a test’s validityValidity- the extent to which a test measures or predicts what it is supposed toIf you use an inaccurate tape measure to measure people’s heights, your height report would have high reliability but low validityContent validity- the extent to which a test samples the behavior that is of interest *

47. Test ConstructionThe road test for a driver’s license has content validity because it samples the tasks a driver routinely facesPredictive validity- the success with which a test predicts the behavior it is designed to predictIt is assessed by computing the correlation between test scores and the criterion behavior *

48. Test ConstructionThe predictive power of aptitude tests is fairly strong in the early school years, but later it weakens *

49. Stability or Change?How stable are people’s intelligence scores throughout their lives?Do people gradually decline intellectually as we do physically?In cross sectional studies researchers are able to test and compare people of various ages at one timeIn these studies, researchers have consistently found that older adults give fewer correct answers on intelligence tests than do younger adults *

50. Stability or Change?Wechsler stated that he thought the decline of mental ability with age was a part of the general aging process of the organism(human) as a wholeFor a long time, his opinion was not challengedCorporations established mandatory retirement policies, assuming companies would benefit from replacing old workers with young ones *

51. Stability or Change?In the 1920s, some psychologists decided to study college students longitudinallyThey retested the same cohort over a period of yearsCohort- a group of people from a given time periodThey found that until late in life, intelligence remained stableIn some cases it even increased *

52. Stability or Change?Why the difference in the two studies?The cross sectional studies were studying 2 groups of people from different ages but also different erasThey compared less educated people from the early 1900s with better educated people born after 1950They also looked at people raised in large families compared to smaller familiesPeople in less affluent homes to people raised in more affluent homes *

53. Stability or Change?With the new findings, the idea that intelligence sharply declines with age was found to not be accurateThey also found possible problems in the longitudinal studiesThose that survived to be retested were those that were bright and healthy so they were most likely to survive the study *

54. Stability or Change?Crystallized intelligence- our accumulated knowledge and verbal skillsTends to increase with ageFluid intelligence- our ability to reason speedily and abstractlyTends to decrease during late adulthoodSo basically our intelligence increases and decreases depending on the type of intelligence that is being tested 8

55. Extremes of IntelligenceAt one extreme of the normal curve are those with unusually low intelligence test scoresIntellectual disability- a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life- formerly called mental retardationPerformance is usually two standard deviations below averageIntellectual disability is usually apparent before age 18 *

56. Extremes of IntelligenceDown syndrome- a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21 *

57. Extremes of IntelligenceTerman studied a large population of children in California that IQ scores were over 135Terman found the children to be healthy, well adjusted, and unusually successful academicallyBefore his studies people thought they were maladjusted *

58. Extremes of IntelligenceMany people question the assumptions of the “gifted and talented” programs in schoolsOne is the belief that only 3 to 5 percent of children are gifted and that it pays to identify and track these special fewTracking- segregating them in special classes and giving them academic enrichment not available to their peersCritics say tracking by aptitude often creates a self-fulfilling prophecy *

59. Twin and adoption studiesIntelligence does run in familiesIs this nature or nurture?How can you study this issue?Twin and adoption studiesThe intelligence test scores of identical twins raised together are virtually as similar as those of the same person taking the same test twiceThe scores of fraternal twins are much less similar

60. Twin and adoption studiesHeritability- the proportion of variation among individuals that we can attribute to genesThe heritability trait may vary, depending on the range of populations and environments studied

61. Group differences in intelligence test scoresStereotype threat- a self-confirming concern that one will be evaluated on a negative stereotypeIn a study, when African-American students were reminded of their race before taking a verbal test, they performed worseWhile taking a test, if you are worried about the stereotype that your group does not perform well, it may affect your performance