Presented to you by: Adina Beslagic, Katy Levigne, Sam Hinson, Renee Smith, and Natalie Warren

The ability to learn from experience, solve problems, and use knowledge to adapt to new situations

AptitudeExemplar LinguisticT.S. Eliot, poet Logical-MathematicalSteve Jobs, Inventor MusicalBeyonce, songwriter SpatialPablo Picasso, artist Bodily-kinestheticAlvin Ailey, dancer Intrapersonal (self)Sigmund Freud, psychiatrist Interpersonal (other people)Martin Luther King, leader NaturalistCharles Darwin, naturalist

Achievement Test A test designed to test what a person has learned Aptitude Test A test designed to predict a person’s future performance (aptitude is the capacity to learn) Intelligence Test A method for assessing an individuals mental aptitudes and comparing them with those of others using numerical scores Requirements All psychological tests must be reliable, valid, and standardized

Alfred Binet: Predicting School Achievement The French government did not trust teachers’ subjective judgments of their children’s learning potential France’s minister of public education commissioned Alfred Binet and others to study the problem Binet and his collaborators sought out to find an accurate measurement of a child’s intelligence, they did so by establishing a child’s mental age (“dull” children preform at mental ages less than their real age, and “bright” children preform at ages older than their own )

Lewis Terman: The Innate IQ Terman took Binet’s assessment and added a few components to extent the upper end of the test’s range from teenagers to “superior adults” Mental Age/Chronological Age (x100) Wechsler Adult Intelligence Scale (WAIS) The WAIS consists of 11 subtests. It yields an overall intelligence score along with separate scores for verbal comprehension, perceptual organization, working memory, and processing speed

Genetic Influences Studies of twins, family members, and adopted children together have proven the significance of hereditary contribution to intelligence. Environmental Influences Life experiences also have a strong influence on intelligence test performance. Environmental factors such as care giving and nutrition can also affect intelligence. Group Differences in Intelligence Test Scores Like individuals, groups vary in intelligence test scores. In some cases, racial gaps in test scores can be attribute do differences in environment and culture. The Question of Bias Aptitude tests aim to predict how well a test-taker will perform in a given situation. But, a biased test predicts less accurately for one group than for another. So, experts do not consider the major aptitude tests to be significantly biased.

Racial groups differ in their average scored on intelligence tests High scoring people and groups are more likely to attain higher levels of education and income The bell curve for Whites is centered roughly around IQ 100; 85 for Blacks, and those that belong in different subgroups of Hispanics fall (roughly) midway between those for Whites and Blacks. *Stereotype Threat: A self-confirming concern that one will be evaluated based on a negative stereotype

TheorySummaryStrengthsOther Considerations Spearman’s General Intelligence A basic intelligence predicts our abilities in varied academic areas. Different abilities, such as verbal and spatial do have some tendency to correlate. Human abilities are too diverse to be evaluated by a single general intelligence factor. Thurstone’s primary mental abilities Our intelligence may be broken down into seven factors: word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory. A single intelligence story is not as informative as scores for seven primary mental abilities. The seven mental abilities show a tendency to cluster, suggesting an additional intelligence factor. Gardner’s multiple intelligences Our abilities are best classified into eight independent intelligences, which include a broad range of skills beyond traditional school smarts. Intelligence is more than just verbal and mathematical skills. Other abilities are equally important to our human adaptability. Should all abilities be considered intelligence? Or could some be considered talents? Sternberg’s triarchicOur intelligence is best classified into three areas that predict our real-world success: analytical, creative, and practical. These three facets may be reliably measured 1.These facets may be less independent than Sternberg thought and may share an underlying intelligence factor 2.2. Additional testing is needed to determine whether these facets can reliably predict success

LevelAppx. Intelligence Scores % of Persons with Retardation Adaption to Demands of Life Mild %May learn academic skills up to sixth-grade level. Adults may (with some assistance) achieve self –supporting social and vocational skills Moderate %May progress to second- grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe %May learn to talk and to perform simple work tasks under close supervision buy are generally unable to profit from vocational training ProfoundBelow 201-2%Require constant aid and supervision

GirlsBoys SpellingGirls are better spellersAt the end of high school in the U.S. 30% of males are better spellers than girls Verbal AbilityGirls are more verbally fluent and more capable of remembering words Nonverbal MemoryIn studies, girls have surpassed boys at locating objects and executing picture associations. SensationGirls are more sensitive to taste, touch, and odor UnderachievementGirls tend to begin speaking earlier and do not stutter as often as boys Among high school underachievers, boys outnumber girls three to one. Math and spatial aptitudesFemales have an edge in math computation Males in 20 of 21 countries scored higher than women in math problem solving. U.S high school seniors have averaged 45 points higher on the SAT math test and females

Psychologist who visited an Iranian orphanage to observe the effects of early experience and the importance of caregivers intervention in an infants developmental process He found that the typical child could not sit up unassisted at age two or walk by age four. Due to the lack of contact, the children developed little sense of personal control over their environment and became passive “glum lumps”

Analytical Intelligence The ability to accurately solve problems Creative Intelligence The ability to deal with new situations using past experiences and current skills Practical Intelligence The ability to adapt to a chancing environment Emotional Intelligence Involves the ability to perceive, understand, manage, and use emotions. Those with a high emotional intelligence are better able to have higher-quality relationships with others.

Creativity is the ability to produce ideas that are both novel and valuable.

1. Expertise The more images, ideas, and phrases available to us through our accumulated learning, the more chances we have to combine these mental blocks in new ways. 2. Imaginative Thinking Skills By making patterns and connections, find ways to expand on our previous experiences 3. A Venturesome Personality Preserves in overcoming obstacles and seeks new experiences rather than following pack. 4. Intrinsic Motivation People will be the most creative when they are motivated my interest and satisfaction rather than external pressures. 5. A Creative Environment Sparks, supports, and refines creative ideas.