Introducing Psychology 4/19/2017 Psychology, 4/e by Saul Kassin Prepared by Michael J. Renner, Ph.D. These slides ©2001 Prentice Hall Psychology Publishing. CHAPTER 10: Intelligence ©2001 Prentice Hall

Introducing Psychology 4/19/2017 Intelligence Intelligence Tests The Nature of Intelligence The Great Debates Education Chapter Outline Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests The Stanford-Binet Introducing Psychology 4/19/2017 Intelligence Tests The Stanford-Binet A new type of test, developed by Alfred Binet in 1904 to screen French school children for potential academic problems. Translated into English and adapted for the U.S. by Lewis Terman of Stanford University. Mental Age The average age of the children who achieve a certain level of performance Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests Intelligence Quotient Introducing Psychology 4/19/2017 Intelligence Tests Intelligence Quotient Originally defined as the ratio of mental age to chronological age, it now represents a person’s performance relative to same-age peers. Shifts the focus to the rate of development Allows children of different ages to be compared. Mental Age Chronological Age ( ) x 100 IQ= Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests The Wechsler Scales Wechsler Adult Intelligence Scale (WAIS) The most widely used IQ test for adults, it yields separate scores for verbal and performance subtests Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall Intelligence Tests The Wechsler Scales Simulated Items Similar to those in the WAIS Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall Intelligence Tests The Wechsler Scales Simulated Items Similar to those in the WAIS Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

Intelligence Tests Group Aptitude Tests Introducing Psychology 4/19/2017 Intelligence Tests Group Aptitude Tests Stanford-Binet, Wechsler, and other scales test one person at a time. This is not practical for quick, large-scale assessment. During World War I, the U.S. Army developed two tests that could be group-administered. “Alpha” for those who could read English “Beta” for all other recruits Group tests are now common. Scholastic Aptitude Test (SAT) American College Test (ACT) Graduate Record Examination (GRE) Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests Distribution of Scores on the SAT Introducing Psychology 4/19/2017 Intelligence Tests Distribution of Scores on the SAT Figure 12.5b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests Are Intelligence Tests Accurate? Introducing Psychology 4/19/2017 Intelligence Tests Are Intelligence Tests Accurate? Standardization The procedure by which existing norms are used to interpret an individual’s test score Reliability The extent to which a test yields consistent results over time or using alternate forms Two types are test-retest and split-half. Validity The extent to which a test measures what it is supposed to measure Two types are content and criterion. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests Standardization Introducing Psychology 4/19/2017 Intelligence Tests Standardization Involves administering a test to thousands of people similar to those for whom the test was intended. And, determining average score and characteristics of distribution of scores The average score was set at 100 and test scores are distributed in a normal bell-shaped curve with about 68% of scores falling between 85 and 115. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests Reliability Introducing Psychology 4/19/2017 Intelligence Tests Reliability A reliable test measures a variable(s) consistently. Unlike validity, reliability does not address what is being measured. Forms of reliability Test-Retest The extent to which a test yields consistent results when readministered at a later time Split half The degree to which alternate forms of a test yield similar results Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Intelligence Tests Validity Introducing Psychology 4/19/2017 Intelligence Tests Validity A valid test measures or predicts what it claims to measure or predict. Types of Validity Content validity The extent to which a test measures what it is supposed to measure Criterion-related validity The extent to which a test can predict a concurrent or future outcome Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Introducing Psychology 4/19/2017 Intelligence Tests Are Intelligence Tests Biased? Raven's “Culture-Fair” Test Person is given a series of matrices and must complete each by selecting the correct symbol for the available choices. Designed to be free of cultural bias Figure 12.6 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Raven, J. C. , Court, J. H., & Raven, J. (1985). A manual for Raven’s progressive matrices and vocabulary scales. London: H. K. Lewis. Sample Item Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Nature of Intelligence General Intelligence (g) Introducing Psychology 4/19/2017 The Nature of Intelligence General Intelligence (g) A broad intellectual-ability factor used to explain why performances on different intelligence-test items are often correlated Factor Analysis A statistical technique used to identify clusters of test items that correlate with one another. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Nature of Intelligence Spearman’s Theory of Intelligence Introducing Psychology 4/19/2017 The Nature of Intelligence Spearman’s Theory of Intelligence Spearman theorized that individuals differ in general intelligence (g). To explain why correlations among tests are not perfect, he theorized that each test score is also affected by the specific ability being tested (S). Figure 12.7 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Introducing Psychology 4/19/2017 The Nature of Intelligence General Intelligence (g) Neural Speed and Intelligence Recorded time required for brain to react to visual stimuli. Ordered subjects from slowest (1) to fastest (5) on this measure. Subjects with higher conduction speed also had higher scores on an intelligence test. Figure 12.8 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Reed, T. E., & Jensen, A. R. (1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16, 259-272. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Nature of Intelligence Gardner's Frames of Mind Introducing Psychology 4/19/2017 The Nature of Intelligence Gardner's Frames of Mind Multiple Intelligences Gardner’s theory that there are seven types of intelligence: Linguistic intelligence Logical - mathematical intelligence Spatial intelligence Musical intelligence Bodily-kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall The Nature of Intelligence Gardner's Frames of Mind Types of Multiple Intelligences I Linguistic Intelligence Verbal ability, consists of the skills involved in speaking, listening, reading, and writing Logical-mathematical Intelligence Abstract reasoning ability, consists of the skills necessary for solving puzzles and programming computers Spatial Intelligence Visual ability, consists of the skills involved in orienting oneself in space and navigation Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall The Nature of Intelligence Gardner's Frames of Mind Types of Multiple Intelligences II Musical Intelligence Ability to appreciate the tonal qualities of sound, consists of the skills necessary to compose and play an instrument Bodily-kinesthetic Intelligence Ability to control gross and fine body movements Interpersonal Intelligence Ability to understand others, social skills Intrapersonal Intelligence Ability to understand oneself, self-insight Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

The Nature of Intelligence Sternberg's Triarchic Theory Introducing Psychology 4/19/2017 The Nature of Intelligence Sternberg's Triarchic Theory Triarchic Theory of Intelligence Sternberg’s theory that there are three kinds of intelligence: analytic, creative, and practical. Analytic - “Components” Comparing, analyzing, and evaluating This type of process correlates best with IQ Creative - “Experiential” Inventing or designing solutions to new problems Practical - “Contextual” Adapting to the contexts of everyday life Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Nature of Intelligence Sternberg's Triarchic Theory Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

The Nature of Intelligence Sternberg's Triarchic Theory Creativity Intellectual and motivational processes that lead to novel situations, ideas, artistic forms, or products Divergent Thinking The ability to think flexibly and entertain a wide range of possible solutions. Practical Intelligence The ability to size up new situations and adapt to real-life demands. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

The Great Debates Nature and Nurture Nature's Influence on IQ Scores Introducing Psychology 4/19/2017 The Great Debates Nature and Nurture Nature's Influence on IQ Scores The greater the genetic similarity between two individuals, the more similar are their IQ scores. This suggests a genetic component to intelligence. Figure 12.10a from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Great Debates Nature and Nurture Nurture's Influence on IQ Scores Introducing Psychology 4/19/2017 The Great Debates Nature and Nurture Nurture's Influence on IQ Scores All other things being equal, two individuals raised together will have more similar IQ scores than those raised apart. This is evidence that the environment shapes intelligence in important ways. Figure 12.10b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Introducing Psychology 4/19/2017 The Great Debates Nature and Nurture How Environments Magnify Genetic Influences Figure 12.10b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Some theorize that genes predispose children toward varying success rates in school. Early academic experiences guide the children into different environments. These environments can multiply the influence of genes. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Great Debates Nature and Nurture Effects of Schooling Introducing Psychology 4/19/2017 The Great Debates Nature and Nurture Effects of Schooling Children from comparable schools One with 180-day year One with 210-day year Children began study performing similarly At end of study, extended-year children performed better on math (shown here) and reading tests. Figure 12.11b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Frazier, J. A., & Morrison, F. J. (1998). The influence of extended-year schooling on the growth of achievement and perceived competence in early elementary school. Child Development, 69, 495-517. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Great Debates Nature and Nurture Head Start Programs Project Head Start A preschool intellectual-enrichment program for children born of poor families Serves hundreds of thousands of families across the U.S. each year Alumni score about 10 points higher on IQ tests, are more confident, are less likely to repeat grades, and are more likely to graduate from high school compared to their peers. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

The Great Debates The Racial Gap Explaining Group Differences Introducing Psychology 4/19/2017 The Great Debates The Racial Gap Explaining Group Differences Within a group with all treated exactly the same, differences may reflect genetics. When one group differs from another, the differences between the groups may reflect environmental differences. Figure 12.12 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Great Debates The Racial Gap Education: The Great Equalizer Introducing Psychology 4/19/2017 The Great Debates The Racial Gap Education: The Great Equalizer Cognitive test scores from grades 8 – 16 Initial gap between black and white students was narrowed significantly by the end of college Education has a vital equalizing role Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

The Great Debates Cultural Influences Asian American students get higher grades and SAT math scores, are more likely to graduate from college, and are more likely to win various scholarships compared to their peers. However, research shows that their tests scores are about average. Americans, relative to those in Asian countries, may set lower standards and place less value on educational pursuits. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

Introducing Psychology 4/19/2017 The Great Debates Gender Differences The Mental-Rotation Test of Spatial Ability Which view (a, b, or c) shows a different view of the same object as each standard? The correct answers are 1(a) and 2(b) Figure 12.15 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall The Great Debates Gender Differences Verbal, Mathematical, and Spatial Abilities Girls outscore boys on verbal abilities and reading. Girls are better at arithmetic in grade school, but boys surpass them by junior high school. Males outperform females on spatial tasks. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

Education Extremes of Intelligence Introducing Psychology 4/19/2017 Education Extremes of Intelligence Giftedness Intelligence significantly above average May be specific to a given domain Mental Retardation A diagnostic category used for people with IQ scores below 70 who have difficulty adapting to the routine demands of life Mild (IQ 50-70) Moderate (IQ 35-49) Severe (IQ 20-34) Profound (IQ below 20) Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Education Self-Fulfilling Prophecy Three-Step Model Introducing Psychology 4/19/2017 Education Self-Fulfilling Prophecy Three-Step Model The idea that a person’s expectation can lead to its own fulfillment (as in the effect of teacher expectations on student performance) Teachers with low expectations of some students may settle for lower performance from these students. Figure 12.17 from: Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall. Source: Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Education Stereotype Threat Introducing Psychology 4/19/2017 Education Stereotype Threat If students are told a test is important, they may respond by performing either better or worse, according to group stereotypes. African American students are aware of negative stereotypes Vulnerability to stereotype undermines performance Figure 12.17 from: Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall. Source: Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811. Stereotype Threat Effect on Test Performance Psychology, 4/e by Saul Kassin ©2004 Prentice Hall ©2001 Prentice Hall

Introducing Psychology 4/19/2017 ©2001 Prentice Hall