Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

Cognition Domain

Thinking and Intelligence

Intelligence and Intelligence Testing Module 25 Intelligence and Intelligence Testing

Module Overview The Nature of Intelligence Intelligence Testing Test Construction Group Differences in Intelligence Test Scores Click on the any of the above hyperlinks to go to that section in the presentation.

The Nature of Intelligence Module 25: Intelligence and Intelligence Testing

Intelligence The ability to learn from experience, solve problems, and use knowledge to adapt to a new situations. Is intelligence one thing or are there multiple intelligences?

The Nature of Intelligence: Howard Gardner Module 25: Intelligence and Intelligence Testing

Howard Gardner (1943- ) Author of a contemporary theory of multiple intelligences consisting of eight separate kinds of intelligence.

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Careers connected to Multiple Intelligences

The Nature of Intelligence: Robert Sternberg Module 25: Intelligence and Intelligence Testing

Robert Sternberg (1949- ) Author of a contemporary theory of multiple intelligences consisting of analytical, creative, and practical intelligence.

Sternberg’s Types of Intelligence

Sternberg’s Types of Intelligence

Sternberg’s Types of Intelligence

The Nature of Intelligence: Emotional Intelligence Module 25: Intelligence and Intelligence Testing

Emotional Intelligence The ability to perceive, express, understand, and regulate emotions. People high in emotional intelligence are more in touch with their feelings and the feelings of others. Self-analysis activity

General Intelligence (g) The factor that Charles Spearman believed underlies all mental intelligences.

Module 25: Intelligence and Intelligence Testing

Intelligence Testing: Alfred Binet Module 25: Intelligence and Intelligence Testing

Alfred Binet (1857-1911) Developer of the first test to classify children’s abilities using the concept of mental age. Assumed children’s intellectual abilities grew every year (so a 7 yr old should be able to answer a harder question than a 6 yr old

Mental Age (MA) The chronological age that corresponds to the difficulty of the questions a child can answer. Theoretically, an average 8-year-old child should have the mental age of 8 years.

Chronological Age The actual age of a person A person’s intelligence can be determined by comparing their mental age as determined by the intelligence test and their chronological age.

Intelligence Testing: Lewis Terman Module 25: Intelligence and Intelligence Testing

Lewis Terman (1877-1956) Adapted Binet’s tests for use in the United States as an intelligence test reported intelligence as a calculated IQ score. Called the Stanford-Binet Intelligence Test

Intelligence Quotient (IQ) Helped devise this number The number that results from dividing mental age by chronological age and multiplying by 100. IQ = (MA/CA) X 100 A score of 100 would be considered average

What is the IQ of: A child who’s mental age is 12 but has a chronological age of 8? A child who’s mental age is 12 but has a chronological age of 16? This number method is no longer used. Here’s why. P. 542

Group Discussion Is it better to separate students into ability groups or the have mainstreamed classes? Are intelligence tests the only or the main way students are identified for special services in school? Other methods? How could intelligence tests keep students back? Or help them succeed?

Intelligence Testing: David Wechsler Module 25: Intelligence and Intelligence Testing

David Wechsler (1896-1981) Developer of the most widely used individual intelligence tests in the United States, which were the first tests to report scores for both verbal and nonverbal scores.

Wechsler Intelligence Scales Intelligence test, developed by Weschler which included: Different tests for different age groups Separate scores for verbal and nonverbal abilities Subtests

Wechsler Adult Intelligence Test

Intelligence Testing: Group Tests Module 25: Intelligence and Intelligence Testing

Group Intelligence Test Originally designed for the army in World War I Can be given to large numbers of people Those supervising the test do not need extensive training Are very easy to score Not the most reliable

Module 25: Intelligence and Intelligence Testing Test Construction Module 25: Intelligence and Intelligence Testing

Test Construction: Achievement and Aptitude Tests Module 25: Intelligence and Intelligence Testing

Achievement Tests Tests that attempt to measure what the test-taker has accomplished. i.e. classroom tests at the end of a unit

Aptitude Tests Tests that attempt to predict the test-taker’s future performance and ability to learn Examples: ACT and SAT (College entrance, program entrance, etc)

Test Construction: Reliability and Validity Module 25: Intelligence and Intelligence Testing

Reliability The extent to which a test yields consistent results, regardless of who gives the test or when or where it is given.

Types of Reliability Test-retest reliability - taking the same test and receiving a similar score Split-half - the score on one half of a test’s questions is similar to the score on the other half Scorer reliability – the score of the test should be similar no matter which scorer is scoring the test

Validity The extent to which a test measures or predicts what it is suppose to test. Does an achievement test accurately measure accomplishments? Does an aptitude test accurately measure the person’s future performance? One needs to know the purpose of the test

Group Differences in Intelligence Test Scores Module 25: Intelligence and Intelligence Testing

Group Differences in Testing A number of studies show scoring differences between different racial, ethnic, and gender groups. Are these differences due to nature or to nurture? Studies suggest environment is playing a heavy role. Heredity and environment interact to produce intelligence in individuals.

Group Similarities in Testing

The End

Teacher Information Types of Files Animation This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Teacher Information Domain Coding Key Terms and Definitions in Red Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022

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