Intelligence Module 25/Ch 13 Sec 2

Thinking, Language, & Intelligence Overview What Is Intelligence? Theories of Intelligence Assessing Intelligence Genetic and Environmental Influences on Intelligence Group Differences in Intelligence Test Scores Module 25 01 16 15

Intelligence is what you use when you don't know what to do. Jean Piaget Module 25 01 16 15

What is Intelligence? Intelligence (in all cultures) is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. Preview Question 8: Is intelligence a single general ability or several distinct abilities? Do we have an inborn general mental capacity (intelligence)? If so, can we quantify this capacity as a meaningful number? In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.” Module 25 01 16 15

General Intelligence Spearman proposed that general intelligence (g) is a general intelligence that underlies successful performance on a wide variety of tasks. Charles Spearman (1863-1945) Factor analysis identifies clusters of related items 25 88. Which of the following methods is used in studies designed to determine the primary components of intelligence? (AP99) (A) Test-retest (B) Alternate forms (C) Random sampling (D) Factor analysis (E) Standardization Link BBC Horizon Battle of the Brains http://www.youtube.com/watch?v=uJXz2Z3RLdw&feature=related&safety_mode=true&persist_safety_mode=1&safe=active A variety of people have their IQ’s tested. For example, people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, and a reasoning ability factor. Link Battle of the Brains 49:23 Module 25 01 16 15

Contemporary Intelligence Theories Howard Gardner (1983, 1999) supports the idea that intelligence comes in multiple independent forms. Gardner notes that brain damage may diminish one type of ability but not others. Savant pianist from 60 min 4/5 savants male Middle guy Kim Peak, rain man is based on him. Kim Peak video http://www.maniacworld.com/Kim-Peek-Video.html Derek Paravicini link at 60 min. http://www.cbsnews.com/video/watch/?id=6734911n Sacks defines savant http://www.cbsnews.com/video/watch/?id=4843067n&tag=mncol;lst;1 Artistic savant http://www.cbsnews.com/video/watch/?id=4087087n&tag=mncol;lst;7 Original rainman http://www.cbsnews.com/video/watch/?id=2405880n&tag=mncol;lst;4 Alonso Clemons on the right http://www.youtube.com/watch?v=2-j3lMjfh5E Savant sketches http://www.youtube.com/watch?v=ckqDX2XpdyY&feature=related&safety_mode=true&persist_safety_mode=1 Sacks Defines Savant Derek Paravicini 14:21 Kim Peak vid People with savant syndrome excel in abilities unrelated to general intelligence. Module 25 01 16 15

Gardner proposes eight types of intelligences Howard Gardner Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence. Module 25 01 16 15

Triarchic Theory Sternberg agrees with Gardner, but suggests three intelligences rather than eight. (1985, 1999, 2003) 1 predicts school success reasonably well but vocational success more modestly Analytical Intelligence: Intelligence that is assessed by intelligence tests. Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts). Module 25 01 16 15

Intelligence and Creativity Creativity is the ability to produce ideas that are both novel and valuable. It correlates somewhat with intelligence. Preview Question 9: What is creativity, and what fosters this ability? Academic intelligence does not equal creativity. 1 The greater the variety of expertise the more ways we can combine that expertise in novel ways 3 must be able to tolerate ambiguity & risk and persevere in overcoming obstacles 92. To score high on a test of creativity, a person’s answers should be (AP12) A. original and valuable B. normative and divergent C. normative and convergent D. unconscious and illogical E. simple and contextual Charles limb on creativity on ted http://www.ted.com/talks/charles_limb_your_brain_on_improv.html Expertise: A well-developed knowledge base. Imaginative Thinking: The ability to see things in novel ways, recognize patterns and make connections. A Venturesome Personality: A personality that seeks new experiences rather than following the pack. Intrinsic Motivation: A motivation to be creative from within, must enjoy challenges. A Creative Environment: A creative and supportive environment allows creativity to bloom. Creativity on TED Module 25 01 16 15

Emotional Intelligence: Components Description Perceive emotion Recognize emotions in faces, music and stories Understand emotion Predict emotions, how they change and blend Manage emotion Express emotions in different situations Use emotion Utilize emotions to adapt or be creative Emotional intelligence is the ability to perceive, understand, manage and use emotions (Salovey and others, 2005). The test of emotional intelligence measures overall emotional intelligence and its four components. Emotionally intelligent people are self aware, delay gratification for long term rewards It appears that EI can be diminished by brain damage…guy with tumor who was unable to feel Module 25 01 16 15

Emotional Intelligence: Criticism Gardner and others criticize the idea of emotional intelligence and question whether we stretch this idea of intelligence too far when we apply it to our emotions. Exact problem for Gardner not clear in text except that he thing applying the word intelligence to emotion is to broad. Kinda ironic for a guy who named 8 intelligences Module 25 01 16 15

Assessing Intelligence Intelligence test: a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores. Link Testing and Intel AM 27:08 Preview Question 11: When and why were intelligence tests created? Achievement tests – Assess learned knowledge Aptitude tests – predict ability to learn new skills. Testing and intelligence from AM #16 http://www.learner.org/vod/asx/ca-usc/Discovering_Psychology_Updated_16.asx Module 25 01 16 15

Alfred Binet Alfred Binet practiced a modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system. Identify kids with special needs in France in 1904 Assuming development follows same course -some develop more rapidly -brighter kids would be ahead in development and answer “older” questions The goal was to measure mental age 25 34. Alfred Binet’s most important contribution to psychology was in the area of (AP04) (A )Intelligence testing (B )Visual perception (C) Psychopathology (D) Comparative psychology (E) Classical conditioning 69. Alfred Binet’s efforts to measure intelligence were directed at (AP12) A. testing the worth of various theoretical definitions B. operationally defining one theory of intelligence C. predicting children’s success in school D. selection workers for successful job performance E. establishing the learning potential of French military recruits It was to be the beginning of a long and fruitful collaboration between the two scientists. By 1905, Binet and Simon had created their first test, labeled "New Methods for Diagnosing Idiocy, Imbecility, and Moron Status." Soon after, they introduced a revised version, for children aged three to 13, which was simply called the Binet-Simon Scale. It was revised once more in 1908, and then again in 1911. Based on their many years of observing children, Binet and Simon put together 30 tests of increasing difficulty… from unknown source. Module 25 01 16 15

The following is the formula of Intelligence Quotient (IQ) Lewis Terman In the US, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-Binet Test. The following is the formula of Intelligence Quotient (IQ) Terman worked at Stanford French age norms worked poorly in the US Intelligence Quotient introduced by William Stern: Mental age = chronological age then IQ = 100 Does not work for adults Assess performance relative to the average performance of others the same age Average is 100 and 2/3 of people are between 85 and 115 25 52. The intelligence quotient (IQ) has traditionally been based on the relationship between an individual's mental age and his or her (AP94) (A) Stage of cognitive development (B) Level of physiological development (C) Reading ability (D) Chronological age (E) Quantitative aptitude 25 25. According to the Stanford-Binet formula for an intelligence quotient (IQ), the IQ of a ten year- old child with a mental age of eight and a half years is (AP99) (A) 85 (B) 95 (C) 100 (D) 105 (E) 115 24. On individual intelligence tests such as the Stanford-Binet and Wechsler scales, an IQ of 100 indicated that the test taker (AP12) A. correctly answered all of the items on the test B. obtained the highest scores in the standardization sample C. scored average level for test takers of the same age D. scored above the level of the average American adult E. took as long as the average test taker to answer the test items. Add info about the termites Module 25 01 16 15

Aptitude and Achievement Tests Aptitude tests are intended to predict your ability to learn a new skill and achievement tests are intended to reflect what you have already learned. OBJECTIVE 9| Distinguish between aptitude and achievement tests, and describe the modern test of mental abilities, such as the WAIS. Module 25 01 16 15

David Wechsler Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for school-aged children. Module 25 01 16 15

WAIS WAIS measures overall intelligence and other aspects related to intelligence that are designed to assess clinical and educational problems. Verbal comprehension, perceptual organization, working memory, processing speed 11 subtests or areas, see pic Module 25 01 16 15

Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: Preview Question 12: By what criteria can we judge intelligence tests? Standardization Reliability Validity Module 25 01 16 15

Standardization Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison. Module 25 01 16 15

Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve. 25 54. The performance of the group on which an IQ test is standardized sets the (AP99) (A) Method of administration most suitable for the test (B) Extent to which IQ is determined by environment (C) Criteria for the diagnostic significance of intelligence (D) Degree of validity of the IQ test (E) Norms against which the performance of later test takers can be evaluated Talk about regression toward the mean. Module 25 01 16 15

Approximate Distribution of IQ Scores in the Population So how many Chinese of above average intelligence are there…. Let’s see, there are 1.3 billion Chinese,… 1.3 billion divided by 2 is about 650 million…. There are only about 333 million people in the US so there are more people of above average intelligence in China than there are PEOPLE in the US. Module 25 01 16 15

And 26 million in the top 2% or the highest SD…. There are 208 Million Chinese in the top two standard deviations alone…. And 26 million in the top 2% or the highest SD…. Module 25 01 16 15

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Reliability A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: Stanford Binet & Wais & wisc have reliabilities of .9 which is very high…..1.0 would be the highest 59. All of the following are reasons for requiring clearly specified procedures for the administration and scoring of assessment measures, such as standardized tests, EXCEPT to (AP12) A. allow comparisons among scores of various test takers B. reduce the possible effects of extraneous variables on scores C. increase the reliability and validity of the test scores D. decrease the amount of time needed to administer the test E. Increase the objectivity of the scoring procedures used. 98. The correlation between scores obtained on two halves of a single test yields information about the test’s (AP12) A. reliability B. validity C. frequency distribution of scores D. central tendency of scores E. standard error of measurement Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are. Test-Retest Reliability: Using the same test on two occasions to measure consistency. Module 25 01 16 15

Does the test measure what it is supposed to measure. Validity Does the test measure what it is supposed to measure. Predictive power of tests lessens as you get older. Past grades are better predictors. Tests not as predictive as they are reliable. 25 94. Which of the following is the most appropriate criterion for evaluating the predictive validity of an intelligence test? (AP99) (A) Intelligence quotient (B) Mental age (C) Chronological age (D) Scholastic aptitude (E) School grades 25 15. A test that fails to predict what it is designed to predict lacks (AP04) (A )Standardization (B) Norms (C) Fairness (D )Validity (E) Reliability 63. Which of the following types of validity is established by demonstrating that there is a correlation between scores on a test and later academic performance? (AP12) A. Content B. Predictive C. Face D. Concurrent E. Test-retest Content Validity: Refers to the extent a test measures a particular behavior or trait. Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait. Module 25 01 16 15

Stability or Change? Intelligence scores become stable after about seven years of age. In numerous studies the stability of intelligence scores has been determined (Angoff, 1988; Deary et al., 2004). OBJECTIVE 13| Describe the stability of intelligence scores over the life span. Module 25 01 16 15

Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different. Retarded males outnumber females by 2/1 Module 25 01 16 15

High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically. From Better Angels of Our Nature Steven Pinker He scoured the literature for all the Iterated Prisoner's Dilemma experiments that had been conducted in colleges and universities from 1959 to 2003.268 Across thirty-six experiments involving thousands of participants, he found that the higher a school's mean SAT score (which is strongly correlated with mean IQ), the more its students cooperated. Two very different studies, then, agree that intelligence enhances mutual cooperation in the quintessential situation in which its benefits can be foreseen. A society that gets smarter, then, may be a society that becomes more cooperative. Lahey 9e Modern society Persons with higher IQ scores do better in educational achievement, and obtain higher paying employment Average truck driver – IQ under 100 Average doctor or lawyer – IQ is 125 or more High correlation between educational and occupational success Module 25 01 16 15

Many are mainstreamed into regular classes. Mental Retardation Mentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves. Many are mainstreamed into regular classes. Talk about Kennedy center and experiences there It is possible to be so dumb that you don’t know it… Subjects scoring in the lowest quartile on tests of humor, grammar and logic predicted that they would score in the 62nd percentile when they actually scored in the 12th. Kruger and Dunning 1999 cited in Brain Candy From Better Angels of Our Nature Steven Pinker Intelligence itself is highly correlated with crime duller people commit more violent crimes and are more likely to be the victims of a violent crime and though we can't rule out the possibility that the effect of self-control is really an effect of intelligence or vice versa, it's likely that both traits contribute independently to nonviolence.109 Another clue that self-control is heritable is that a syndrome marked by a shortage of self-control, attention deficit hyperactivity disorder (which is also linked with delinquency and crime), is among the most heritable of personality traits.110 So far all the evidence that violence is released by a lack of self-control is correlational. It comes from the discovery that some people have less self- control than others, and that those people are likelier to misbehave, get angry, and commit more crimes. But the correlation doesn't prove causation. Module 25 01 16 15

Flynn Effect Flynn effect: In the past 60 years, intelligence scores have risen steadily by an average of 27 points. Diet? Only getting better on certain parts of the tests we are better at…(Flynn 2009 cited in Brain Candy) Spotting abstract patterns and at reordering scrambled pictures. Not better at memorizing sequences of numbers, scores for vocabulary and general knowledge are flat. Probably due to modern importance of discerning and connecting abstract ideas. Will we get dumber as we memorize less and less and rely more and more on things like Google for facts. From Better Angels of Our Nature Steven Pinker The implications are stunning. An average teenager today, if he or she could time-travel back to 1950, would have had an IQ of 118. If the teenager went back to 1910, he or she would have had an IQ of 130, besting 98 percent of his or her contemporaries. Yes, you read that right: if we take the Flynn Effect at face value, a typical person today is smarter than 98 percent of the people in the good old days of 1910. To state it in an even more jarring way, a typical person of 1910, if time-transported forward to the present, would have a mean IQ of 70, which is at the border of mental retardation. With the Raven's Progressive Matrices, a test that is sometimes considered the purest measure of general intelligence, the rise is even steeper. An ordinary person of 1910 would have an IQ of 50 today, which is smack in the middle of mentally retarded territory, between "moderate" and "mild" retardation.233 Obviously we can't take the Flynn Effect at face value. The world of 1910 was not populated by people who today we would consider mentally retarded. Module 25 01 16 15

Genetic and Environmental Influences on Intelligence Preview Question 13: Is intellect influenced more by heredity or by environment? No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?” Module 25 01 16 15

Genetic Influences Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence. Intelligence scores of identical twins reared together match very well. (test reliability .9) so .85 is very high. Scores of fraternal twins are less similar 70% of intelligence score variation attributed to genetics (bochard 1996) Identical twins similar amounts of grey matter (Thompson 2001) Researchers have used genetics to make mice that learn more quickly. (Tsien 2000) 25 79. The hypothesis that intelligence is in part inherited is best supported by the fact that the IQ correlation for (AP94) (A) Pairs of twins reared together is greater than the correlation for pairs of twins reared apart (B) Pairs of identical twins is greater than for pairs of fraternal twins (C) Pairs of fraternal twins is greater than the correlation for other pairs of siblings (D) Adopted children and their adoptive parents is greater than zero (E) Adopted children and their adoptive parents is greater than the correlation for the same children and their biological parents 25 14. The correlations between the IQ scores of identical twins reared apart are lower than those of identical twins reared together. This difference is best explained by which of the following? (AP04) (A )Heredity plays an important role in determining IQ (B) Environment plays an important role in determining IQ (C )Heredity plays no role in determining IQ (D )Environment plays no role in determining IQ (E) Heredity and environment play an equal role in determining IQ Module 25 01 16 15

Adoption Studies Adopted children show a marginal correlation in verbal ability to their adopted parents. As time passed adoptees scores matched adopted parents better 66. Which of the following results of correlational studies implies that the environment contributes to the determination of IQ? (AP12) A. Correlations are higher for identical twins than fraternal twins B. Correlations are higher for children and their biological parents than for children and their adoptive parents C. Correlations are higher for parents and their children than for husbands and wives. D. Correlations for two children in the same family are lower when one of the children is adopted than when both are the biological offspring of the parents E. Correlations for children and their adoptive parents are statistically significant and positive From Better Angels of Our Nature Steven Pinker Intelligence itself is highly correlated with crime, duller people commit more violent crimes and are more likely to be the victims of a violent crime and though we can't rule out the possibility that the effect of self-control is really an effect of intelligence or vice versa, it's likely that both traits contribute independently to nonviolence.109 Another clue that self-control is heritable is that a syndrome marked by a shortage of self-control, attention deficit hyperactivity disorder (which is also linked with delinquency and crime), is among the most heritable of personality traits.110 So far all the evidence that violence is released by a lack of self-control is correlational. It comes from the discovery that some people have less self-control than others, and that those people are likelier to misbehave, get angry, and commit more crimes. But the correlation doesn't prove causation. Module 25 01 16 15

Heritability The variation in intelligence test scores attributable to genetics. We credit heredity with 50% of the variation in intelligence. It pertains only to why people differ from one another, not to the individual. If environments become more equal the heritability of intelligence would… Increase Decrease Be unchanged Influence of genetics would increase if our environments were the same Raise kids in closets, same environment……heritability 100% Raise kids in closets and advanced homes, heritability decreases. In a world of clones heritability would be zero, because there is no variation genetically. Link What Makes a Genius BBC Horizon 58:55 http://www.youtube.com/watch?v=fLLBdbMXSmQ&feature=related&safety_mode=true&persist_safety_mode=1&safe=active Link What makes a Genius 58:55 Module 25 01 16 15

Environmental Influences Studies of twins and adopted children also show the following: Arch Gen Psychiatry. 2008;65(5):578-584. ABSTRACT Objective To assess whether prolonged and exclusive breastfeeding improves children's cognitive ability at age 6.5 years. Design Cluster-randomized trial, with enrollment from June 17, 1996, to December 31, 1997, and follow-up from December 21, 2002, to April 27, 2005. Setting Thirty-one Belarussian maternity hospitals and their affiliated polyclinics. Participants A total of 17 046 healthy breastfeeding infants were enrolled, of whom 13 889 (81.5%) were followed up at age 6.5 years. Conclusion These results, based on the largest randomized trial ever conducted in the area of human lactation, provide strong evidence that prolonged and exclusive breastfeeding improves children's cognitive development. http://archpsyc.ama-assn.org/cgi/content/full/65/5/578 Fraternal twins raised together tend to show similarity in intelligence scores. Identical twins raised apart show slightly less similarity in their intelligence scores. Module 25 01 16 15

Early Intervention Effects Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence. Iranian orphanage kids unable to sit up at 2 yrs or walk at age 4 (Hunt 1982) Siblings in impoverished families have more similar intelligence scores (Turkheimer 2003) This is a case of environment overriding genetic differences Lessen malnutrition, increase intelligence Romanian orphans with minimal human interaction are delayed in their development. Module 25 01 16 15

Schooling Effects Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores. Want to improve your intelligence…pay attention and participate. Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning Methodology/Principal Findings Children who received at least three years (M = 4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills). Duration of training also predicted these outcomes. Contrary to previous research, instrumental music training was not associated with heightened spatial skills, phonemic awareness, or mathematical abilities. http://www.plosone.org/article/info:doi%2F10.1371%2Fjournal.pone.0003566 To increase readiness for schoolwork, projects like Head Start facilitate leaning. Module 25 01 16 15

Ethnic Similarities and Differences To discuss this issue we begin with two disturbing but agreed upon facts: Preview Question 14: How, and why, do ethnic and gender groups differ in aptitude test performance? Why do groups differ in intelligence? How can we make sense of these differences? If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994). Lahey 9e 2007 Intelligence and achievement since 1930s African American scores average 15 points below whites Hispanic/Latino Americans average scores fall between those of whites and African Americans Asian Americans average 5 points higher than scores of whites Racial groups differ in their average intelligence scores. High-scoring people (and groups) are more likely to attain high levels of education and income. Module 25 01 16 15

IQ and Expectations Teachers expectations affect student performance. Teachers given IQ scores rated not gifted students as less curious and less interested, this was reflected in grades too. Second test, kids labeled as gifted had an increase of at least 10 pts. 20% of gifted group gained 30 pts. Rosenthal went on to study precisely that-what expectations mean for our children. In one line of research he showed that teachers' expectations greatly affect their students' academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked school kids in eighteen classrooms to complete an IQ test. The teachers, but not the students, were given the results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn't know was that the kids named as gifted did not really score higher than average on the IQ test-they actually had average scores. Shortly afterward, the teachers rated those not labeled gifted as less curious and less interested than the gifted students-and the students' subsequent grades reflected that. But what is really shocking-and sobering-is the result of another IQ test, given eight months later. When you administer an IQ test a second time, you expect that each child's score will vary some. In general, about half of the children's scores should go up and half down, as a result of changes in the individual's intellectual development in relation to his peers or simply of random variation. When Rosenthal administered the second test, he indeed found that about half the kids labeled "normal" showed a gain in IQ. But among those who'd been singled out as brilliant, he obtained a different result: about 80 percent had an increase of at least 10 points. What's more, about 20 percent of the "gifted" group gained 30 or more IQ points, while only 5 percent of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy. Wisely, Rosenthal hadn't falsely labeled any kids as being below average. The sad thing is that such labeling does happen, and it is reasonable to assume that the self-fulfilling prophecy also works the other way: that branding a child a poor learner will contribute to making the child exactly that. From Subliminal: How your unconscious mind rules your behavior. Module 25 01 16 15

Pic http://cheezburger.com/6096238080?siteId=37 Module 25 01 16 15

Ready to be offended… Birth Order, Family Size, and Intelligence Birth Order: 1. 2. 3. 4. 5. Average IQ Number of Siblings: __________________________________________________________________ 1 104 104 2 102 102 102 3 100 100 100 100 4 98 98 98 98 98 5 96 96 96 96 96 96 Average IQ: 100 99 98 97 96 Could this be due to childhood interactions? In a one child family the child will have more adult/advanced interactions. In a family with more kids the kids will be exposed to more kid/basic interactions... The more siblings, the lower is the intelligence of each child © POSbase 2008 Module 25 01 16 15

Birth Order, Family Size, and Intelligence The authors concluded that this means that large families do not result in less intelligent children, as some studies suggest, but less intelligent parents make larger families. Ouch... Most importantly, they found a correlation between the IQ of the mothers and family size. If this were not the case, we would see a birth order effect because the first child sometimes lives in a smaller family and should be more intelligent if family size affected intelligence. However, this was not the case. © POSbase 2008 Module 25 01 16 15

A Troublesome Inheritance In many spheres of life, Jews have made contributions that are far larger than might be expected from their numbers. Jews constitute 0.2% of the world’s population, but won 14% of Nobel Prizes in the first half of the 20th century, despite social discrimination and the Holocaust, and 29% in the second. As of 2007, Jews had won an amazing 32% of Nobel Prizes awarded in the 21st century.2 Jews have excelled not only in science but also in music (Mendelssohn, Mahler, Schoenberg), in painting (Pissarro, Modigliani, Rothko), and in philosophy (Maimonides, Bergson, Wittgenstein). Jewish authors have won the Nobel Prize in Literature for writing in English, French, German, Russian, Polish, Hungarian, Yiddish and Hebrew.3   The adaptation of Jews to capitalism is another such evolutionary process, though harder to recognize because the niche to which Jews are adapted is one that has required a behavioral change, not a physical one. Because of this adaptation, the Jewish population includes proportionately more individuals of higher cognitive capacity than do most others. It thus punches above its weight in endeavors requiring high intelligence. Traits like intelligence are distributed in the shape of a bell, with large numbers of people having the average value and progressively fewer as one moves toward either the higher or lower extreme. It takes only a slight upward shift in the average value to yield significantly more at the upper extreme. Average northern European IQ is 100, by definition, and 4 people per 1,000 in such a population would be expected to have IQs above 140 points. But among Ashkenazim, if the average IQ is taken as 110, then 23 Ashkenazim per 1,000 should exceed 140, the Utah team calculates, a proportion almost six times greater than that in northern Europe. This helps explain why the Jewish population, despite its small size, has produced so many Nobel Prize winners and others of intellectual distinction.   Module 25 01 30 15

Environmental Effects Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than the other. Link 2:54, Link 6:02 4. Children who are able to delay gratification 15 times as long as their more impatient peers score 210 points higher on their SATs. In one famous study, children were told they could eat two cookies if they delayed eating the first one. Those who could wait 15 minutes before eating the first cookie scored 210 points higher on their SATs than those who couldn’t wait more than one minute. Impulse control is a crucial factor in executive function. “Scientists know now that being a brainiac is not so much about IQ but about executive function,” Golinkoff asserts. “The ability to switch between tasks, hold things in your working memory, and inhibit impulses is much more connected with success than IQ.” John Medina. Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five. Seattle: Pear Press, 2010. http://www.thedailybeast.com/articles/2011/10/24/smarter-kids-and-how-they-got-that-way.html Link youtube http://www.youtube.com/watch?v=6EjJsPylEOY&safety_mode=true&persist_safety_mode=1&safe=active The marshmallow experiment is a famous test of this concept conducted by Walter Mischel at Stanford University and discussed by Daniel Goleman in his popular work. In the 1960s, a group of four-year olds were given a marshmallow and promised another, only if they could wait 20 minutes before eating the first one. Some children could wait and others could not. The researchers then followed the progress of each child into adolescence, and demonstrated that those with the ability to wait were better adjusted and more dependable (determined via surveys of their parents and teachers), and scored an average of 210 points higher on the Scholastic Aptitude Test. TED http://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html In this short talk from TED U, Joachim de Posada shares a landmark experiment on delayed gratification -- and how it can predict future success. With priceless video of kids trying their hardest not to eat the marshmallow. Module 25 01 16 15

Gender Similarities and Differences There are seven ways in which males and females differ in various abilities. 3. Remembering picture associations 6. but under perform girls at math computation 7. Shown film clips & asked what emotion was being expressed. Evolutionary psychologists think this is adaptive. 1. Girls are better spellers 2. Girls are more verbally fluent and are better at remembering words 3. Girls are better at nonverbal memory 4. Girls are more sensitive to touch, taste, and odor 5. Boys outnumber girls in counts of underachievement 6. Boys outperform girls at math problem solving & spatial ability tests 7. Women detect emotions more easily than men do Module 25 01 16 15

The Question of Bias Aptitude tests are necessarily biased in the sense that they are sensitive to performance differences caused by cultural differences. Preview Question 15: Are intelligence tests biased and discriminatory? The tests are valid. A score of 95 predicts slightly lower than average grades and this applies across sexes, racial and economic groups. Without these tests what would we rely on?.....looks? Skin color? The part of town you are from? However, aptitude tests are not biased in the sense that they accurately predict performance of one group over the other. Tests have reduced discrimination because they have limited the reliance on subjectivity. Module 25 01 16 15

Test-Takers’ Expectations A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype. This phenomenon appears in some instances in intelligence testing among African-Americans and among women of all colors. Give a math test to equally capable men and women, women did not do as well, EXCEPT when they have been led to expect that women do equally well (Spencer 1997) Women scored higher on math test with no males in their group. African Americans scored higher when tested by African Americans than by people of western European descent (Danso 2001) What can you do to combat this….believe in yourself. Your own worst enemy is you…. Your own worst enemy is you! Module 25 01 16 15

Girls underperform when they play chess against boys - real-life evidence of stereotype threat? Judit Polgár, chess grandmasterAn analysis of girls' performances in 12 US school chess tournaments has found they tend to underperform when playing against boys. The researchers Hank Rothgerber and Katie Wolsiefer believe this is the first real-life demonstration in children of a phenomenon known as "stereotype threat". This is when a person fears their performance will be used to bolster stereotypes about their social group. This fear then undermines their performance. Most examples of stereotype threat have been demonstrated in social psychology labs. This has led to concerns that the phenomenon may not be so relevant in real life, especially since some studies of real exam grades have failed to reveal any evidence of the effect. Rothgerber and Wolsiefer first surveyed 77 female school chess players and found they were familiar with the stereotype that men are better at chess than women (a stereotype reflected in the fact that there is only one woman, Judit Polgár, in the world's top 100 chess players; see pic). Next, the researchers analysed the outcomes of chess matches played by 219 girls (aged 5 to 15) in 12 tournaments rated by the United States Chess Federation. These official tournaments provide a pre-rating for each player based on their past performances, and a post-rating adjusted in line with their tournament performance. For comparison, the outcomes of tournament matches played by 195 boys were analysed. The girls lost more often to boys than they should have done given their and their opponents' prior skill ratings. Overall, they performed at 83 per cent of their expected success rate when playing boys. "Evidence of stereotype threat among young children, then, cannot be dismissed merely as an artefact of, or limited to experimental paradigms", the researchers said. Girls particularly underperformed (relative to their skill rating) when playing a male opponent with a higher rating than them (in this case they performed at 56 per cent of what was expected of them, on average); and when playing an older boy (managing an average of 73 per cent of their expected success). Younger girls were more susceptible than older girls to underperformance against boys. In contrast, there was no evidence of underperformance among the boys; in fact they often exceeded expectations. "This reinforces our interpretation that there is something specific to the interaction between female and male competitors that produced these performance deficits in females," said Rothgerber and Wolsiefer. The researchers' interpretation was supported by their further analysis of the girls' participation in future tournaments. Those who underperformed more against boys in the initial analysis tended to participate in fewer future tournaments during the ensuing year, consistent with the idea that stereotype threat can encourage people to disengage from an activity when they feel threatened. Rothgerber and Wolsiefer said their results suggest interventions to combat stereotype threat are needed at an early age. In the context of girls playing chess, they said possible remedies include providing female role models and reframing the game as a problem-solving activity. "Whatever the method of intervention, the findings indicate that for females to fully experience the cognitive and emotional benefits of chess, the earlier the intervention, the better", they concluded. _________________________________ Hank Rothgerber and Katie Wolsiefer (2014). A naturalistic study of stereotype threat in young female chess players. Group Processes and Intergroup Relations DOI: 10.1177/1368430213490212 http://bps-research-digest.blogspot.com/2014/01/girls-underperform-when-they-play-chess.html Module 25 01 16 15

According to the Experts Intelligence is what you use when you don't know what to do. Jean Piaget Module 25 01 16 15

End Add self control stuff? Call them other predictors of success,….the marshmallow test…. Module 25 01 16 15

Tacit Intelligence Everyday intelligence not taught in school Cognition, Language, and Intelligence Tacit Intelligence Everyday intelligence not taught in school General intelligence tests are limited Predicts success in school, complex occupations Cannot predict tacit intelligence Persons with low or limited general intelligence rarely have high tacit intelligence Persons with high general intelligence – more likely to have good practical knowledge across many areas Module 25 01 16 15

Birth Order, Family Size, and Intelligence The study of Rodgers et al. (2000): In popular culture, birth order was believed to influence intelligence. Indeed, many studies found that birth order influenced intelligence: The older the child, the more intelligent. However, most of those studies had a vital flaw (see also Ernst & Angst, 1983): Data were cross-sectional. They often assessed soldiers‘ birth order and intelligence. Contributor © POSbase 2008 Module 25 01 16 15

Birth Order, Family Size, and Intelligence Therefore, birth order was not analysed within-family, but between different families. This could lead to apparent birth-order effects that are not real if increasing sibship size decreases intelligence. This has to do with the fact that the youngest in a two-child family can not be a single child; the youngest of three children family can not be from a two-child family, etc. Look at the example in the next slide: © POSbase 2008 Module 25 01 16 15

Birth Order, Family Size, and Intelligence Birth Order: 1. 2. 3. 4. 5. Average IQ Number of Siblings: __________________________________________________________________ 1 104 104 2 102 102 102 3 100 100 100 100 4 98 98 98 98 98 5 96 96 96 96 96 96 Average IQ: 100 99 98 97 96 Although there is no difference between siblings within the family, average IQ for increasing birth order decreases because older children weigh more in calculating the average. © POSbase 2008 Module 25 01 16 15

Birth Order, Family Size, and Intelligence Therefore, it is necessary to have longitudinal data. That is why the authors analyzed data from a large, national longitudinal sample where they could compare intelligence of siblings within family. Indeed, the found the pattern presented in the last slides: There were significant effects of family size, but no effects of birth order. © POSbase 2008 Module 25 01 16 15

Birth Order, Family Size, and Intelligence These results have to be taken with some caution: The Parental IQ – Family Size correlation is not necessarily a biological phenomenon. It could just be fashionable in certain circles to have fewer children. If fashion in those same circles prescribed more children, the effect could turn; but this is an open question. © POSbase 2008 Module 25 01 16 15