Unit Overview 1 What is Intelligence 2 Assessing Intelligence 3 The Dynamics of Intelligence 4 Genetic amp Environmental Influences on Intelligence Click on the any of the above hyperlinks to go to that section in the presentation ID: 929013
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Slide1
UNIT 11 Intelligence
Test: Tuesday March 10th
Slide2Unit Overview
1. What is Intelligence?
2. Assessing Intelligence
3. The Dynamics of Intelligence4. Genetic & Environmental Influences on Intelligence
Click on the any of the above hyperlinks to go to that section in the presentation.
Slide3Intelligence is socially constructed…
intelligence is defined according to the attributes that enable success in a particular culture
Intelligence tests are used to assess individuals‘ mental aptitudes and compare them with those of others.
When we refer to someone's IQ as if it were a fixed and objectively real trait such as height, we commit a reasoning error called… reification
Slide4What is Intelligence?
Intelligence
mental quality consisting of the ability to
learn from experience, solve problems, & use knowledge to adapt
to new situations.
Savant syndrome
Intelligence test
Measure mental aptitude; compare to others; numerical value
Would Savant Syndrome be more supportive of Sperman’s or Gardner’s view of intelligence? Why?
Kim Peak Brain Scanhttp://www.youtube.com/watch?v=Auufbu_ZdDI
http://
www.youtube.com/watch?v=dAfaM_CBvP8
Stephen Wiltshire
Slide5Is Intelligence One General Ability or
Several Specific Abilities?
Spearman
General intelligence (g)Factor analysis -
-
how is this used in intelligence testing?
To answer the question: Is intelligence a single trait or a collection of distinct abilities?
Thurstone’s
counter argumentidentified seven clusters of primary mental abilities, including word fluency, memory, and inductive reasoning.
g
a general intelligence that underlies successful performance on a wide variety of tasks.
Supporters of g support numerical IQ score
Slide6Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Gardner’s
Eight IntelligencesLinguisticLogical-mathematicalMusicalSpatial
Bodily-kinesthetic
Intrapersonal
Interpersonal
Naturalist
Criticism of Gardner’s Theory?
criticized for extending the definition of intelligence to an overly broad range of
talents
Slide7Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Slide8Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Sternberg’s
Three IntelligencesAnalytical (academic problem-solving intelligenceCreating intelligence
Practical
intelligence
The Sternberg-Wagner test measures writing skills, skill in motivating others, and ability to effectively delegate tasks. This test measures which of the intelligences described by Sternberg's
triarchic
theory of intelligence?
Slide9Comparing Theories of Intelligence
page 528
Slide10Obj.
3: What
makes up emotional intelligence?
Emotionalintelligence
Perceive
emotions
Understand
emotions
Manage emotionsUse
emotions for adaptive or creative thinking
Slide11Is Intelligence
Neurologically
Measurable?
Brain Size and ComplexityBrain size studies.33Brain complexity studiesNeural plasticity
More synapses
Gray matter versus white matter
Slide12Is Intelligence Neurologically Measurable?
Brain Function
Perceptual speed
faster cognitive processing may allow for more information to be acquiredNeurological speed
Slide13Assessing
Intelligence
Objectives 5-8 pages 532-544
Slide14Who attempted to assess intellectual strengths by measuring muscular power, sensory acuity, and
body
proportions?
Slide15Objective 5:
When & why were intelligence tests created?
Francis
Galton’s intelligence testingReaction time
Sensory acuity
Muscular power
Body proportions
Nature vs. Nurture
Slide16Modern Intelligence Testing Movement
Alfred
Binet
Minimize bias of teacher in indentifying French school children in need of assistanceMental age
Level of performance typically associated w/ chronological age
General capacity that can manifest itself many ways
Test DOES NOT measure inborn intelligence…single practical purpose
Slide17The Innate IQ
Stanford-Binet
Test
Lewis Termanadapted test to American children (and adults)Intelligence quotient (IQ)IQ = (mental age/chronological age) X 100
IQ of 100 is considered average
Today’s IQ tests compute performance on test relative to average performance of others of same age
William Stern
Slide18Eugenics
Measuring human traits and using the results to encourage only smart & fit people to reproduce.
With
Terman’s help, the US evaluated new immigrants & WWI recruitsSome felt test “proved” inferior intelligence of people of non-Anglo-Saxon heritagethis belief led to what laws in the 1920’s?
Slide19Simon & Binet = concept of mental age
William Stern =
formula
for IQLewis Terman = used formula on his Standford-Binet test
Slide20Modern Tests of Mental Abilities
Achievement tests
Aptitude tests
Slide21Modern Tests of Mental Abilities
Wechsler Adult Intelligence Scale (WAIS)
the
WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtestsWechsler Intelligence Scale for Children (WISC)
Slide22Wechler
Adult Intelligence Scale
Slide23Principles of Test Construction
Standardization
Standardization
a person's test performance can be compared with that of a representative pretested groupNormal curve
restandardize
Slide24Normal Curve
Slide25Principles of Test Construction
Standardization
Flynn effect
Slide26Principles of Test Construction
Standardization
Flynn effect
Slide27Principles of Test Construction
Reliability
Scores correlate
Test-retest reliabilitySplit-half reliability
Researchers assess the correlation between scores obtained on two halves of a single test in order to measure the ________ of a test
.
Slide28Principles of Test Construction
Validity
Validity
Content validity the extent to which a test samples the behavior that is of interest.
Criterion
Predictive validity
the success with which a test predicts the behavior it is designed to predict
assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity
College Board AP Exams
Slide29The Dynamics of Intelligence
Slide30Stability or Change?
How stable are intelligence scores over the lifespan?
Intelligence testing through life
Infants who habituate sooner to a picture
…
+.66
Consistency of scores increases w/ age
Slide31Extremes of Intelligence
The Low Extreme
Intellectual disability
Mental retardation70 or below – 1%Down syndrome21
st
chromosome
Mainstreamed
Slide32Classifications
of Intellectual Disability
Level
Approximate Intelligence ScoresAdaptation to Demands of LifeMild50-70
May learn academic skills up to sixth
-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate
35-50
May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshopsSevere20-35May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
ProfoundBelow 25Require constant aid and supervision
Slide33Extremes of Intelligence
The High Extreme
Terman’s study of gifted
1921most thriveGifted? tracking by aptitude = self-fulfilling prophecy
Slide34Genetic and Environmental Influences on Intelligence
Slide35Slide36genotype
vs. phenotype
inherited instructions within one’s genetic code
composite of an organism’s observable characteristics or traits
Slide37Twin & Adoption Studies
Identical twin studies
50% intelligence test score variations can be attributed to genetic variation
similar brain scansPolygenetic
Adoptive children studies
fraternal twins score more alike than other siblings
genetic influences become more apparent as we age
environment
compare adopted children with biological parents as well as adoptive parents
Slide38Heritability
Slide39Heritability
Slide40Heritability
Slide41Heritability
Slide42Correlated Scores
Slide43Correlated Scores
Slide44Heritability
NEVER pertains to an individual only to the VARIATION – why people
differ
when environments varies widely, environmental differences become more predictive trait differences (g score)
if
the environment is exactly the same, heritability would be 100% - variation would have to be due to genetics.
Slide45Slide46Environmental Influences
Early environmental influences
Tutored human enrichment
among the poor, environmental conditions can override genetic differencesTargeted trainingspecific abilities…music
Schooling & intelligence
Project Head Start
growth mindset vs. fixed mindset
Hunt
performance orientation – give up when do poorly on tests
Slide47Group Differences
in Intelligence Test Scores
Gender Similarities and Differences
SpellingVerbal abilityNonverbal memorySensationEmotion-detecting ability
Math and spatial aptitudes
W
W
W
W
W
W = computation
M= problem solving
M
evolutionary
Slide48Group Differences in Intelligence Test Scores
Ethnic Similarities and Differences
group differences help little w/ judging individuals
group differences could be entirely environmental
individual genetic differences w/in a race
are much greater than differences
between races
*page 553*
Slide49The Question of Bias
Two meanings of bias
Popular sense
Scientific sensevalidityTest-taker’s expectationsStereotype threat
(Spencer)
Slide50In Closing…
Who might profit from early intervention
Be alert to misuse of results
Result on tests are important, but only one aspect of personal competence“Almost all the joyful things of life are outside the measure of IQ tests.” --Madeleine L’Engle
Slide51The End
Slide52Intelligence Test
= a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.
Slide53Intelligence
= mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
Slide54General 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 test.
Slide55Factor Analysis
= a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.
Slide56Savant Syndrome
= a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.
Slide57Emotional Intelligence
= the ability to perceive, understand, manage, and use emotions.
Slide58Mental Age
= a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8.
Slide59Stanford-Binet
= the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.
Slide60Intelligence Quotient (IQ)
= defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca X 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.
Slide61Achievement Tests
= tests designed to assess what a person has learned.
Slide62Aptitude Tests
= tests designed to predict a person’s future performance; aptitude is the capacity to learn.
Slide63Wechsler Adult Intelligence Scale (WAIS)
= the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.
Slide64Standardization
= defining meaningful scores by comparison with the performance of a pretested group.
Slide65Normal Curve
= a symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.
Slide66Reliability
= the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting.
Slide67Validity
= the extent to which a test measures or predicts what it is supposed to.
Slide68Content Validity
= the extent to which a test samples the behavior that is of interest.
Slide69Predictive Validity
= the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity).
Slide70Intellectual Disability
= (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.
Slide71Down Syndrome
= a condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.
Slide72Stereotype Threat
= a self-confirming concern that one will be evaluated based on a negative stereotype.