Intelligence & Creativity.  Defining Intelligence  The Stanford-Binet Intelligence Test Order of increasing difficulty Test-item construction Mental.

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Presentation transcript:

Intelligence & Creativity

 Defining Intelligence  The Stanford-Binet Intelligence Test Order of increasing difficulty Test-item construction Mental Age Determined (no longer used) Intelligence Quotient  (MA/CA)*100=IQ  **No Longer Used**

 The Wechslter Intelligence Test Verbal Performance: Problem solving  Picture completion  Object assembly  WAIS: Adult verbal, performance and a combined total  WISC: Children 6-16

 Other Theories Spearman Thurstone/Guilford Gardner Sternbert

Qualities of a Test  Reliability  Validity  Standardization

What is Intelligence?  Influence of Society on Definition of Intelligence What is worthwhile at the time  Is Intelligence Inherited? Heredity Twin Studies

 Issues in Intelligence Testing Individual v. Group Testing  Individual: One examiner, one test taker  Group: highly verbal test (less $$$$)

 Issues in Intelligence Testing Uses and Limits of IQ scores Court Cases  WASP  Cultural Bias – unfair measurement of cultural groups’ abilities

 The Effects of Mental Challenge Stimulation is important Development of brain cells Also: heredity, education, social class, environment, nutrition)

Personal Characteristics High Self-esteem Less gullible Harder to persuade Extremely intelligent people are actually quite well adjusted

 Present at birth  Mental Retardation Subaverage intellectual functioning so that such a person is not able to perform at the level appropriate for his/her age

 Basic Classifications IQ 70-90: Boderline Mental Retardation IQ 52-69: Mild Mental Retardation IQ 36-51: Moderate Mental Retardation IQ 20-35: Severe Mental Retardation IQ 19>: Profound Mental Retardation Physical Defects 20% suffer from physical defect

 Environmental Factors Nutrition is critical to brain development Infection Alcohol/drug abuse by pregnant mothers Lack of brain stimulation Poverty

 Methods of Treatment Mainstreaming: Keeping mentally retarded children in regular academic classrooms Social programs

Creativity: Mental processes that result in original, workable ideas  Tests of Creativity Set: solve problems similarly each time Breaking set: original, unusual, unexpected ideas to solve a problem  Creative Students Unpredictable, disruptive No relationship between creativity & IQ (correlation close to 0)