1. Intelligence Theory Partner Work Find 1 other person that you don’t normally work with. Come up with a brief explanation, an image, and a mnemonic to help the class remember your assigned theory of intelligence. Put this on a poster so we can reference it throughout the unit. Theories of Intelligence Spearman’s g Factor Thurstone’s Primary Mental Abilities Sternberg’s Triarchic Theory Gardner’s Multiple Intelligences History of Intelligence Testing Alfred Binet - Mental Age Lewis Terman - Stanford-Binet Intelligence Test David Wechsler – Weschler Intelligence Scale Copyright © Allyn & Bacon 2007

2. What is Intelligence? Intelligence –Savant syndromeSavant syndrome Intelligence test

3. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g)General intelligence –Factor analysisFactor analysis –Comparison to athleticism Thurstone’s counter argument g

4. Factor Analysis

5. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences Gardner’s Eight Intelligences –Linguistic –Logical-mathematical –Musical –Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal –Naturalist

6. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences

7. Sternberg’s Three Intelligences –Analytical (academic problem- solving intelligence –Creating intelligence –Practical intelligence

8. Comparing Theories of Intelligence

9. Emotional Intelligence Emotional intelligence –Perceive emotions –Understand emotions –Manage emotions –Use emotions for adaptive or creative thinking

10. Assessing Intelligence

11. The Origins of Intelligence Testing Francis Galton’s intelligence testing –Reaction time –Sensory acuity –Muscular power –Body proportions

12. The Origins of Intelligence Testing Alfred Binet: Predicting School Achievement Alfred Binet –Indentifying French school children in need of assistance –Mental ageMental age –Chronological age

13. The Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-Binet –Lewis Terman –Intelligence quotient (IQ)Intelligence quotient (IQ) IQ = (mental age/chronological age) X 100 IQ of 100 is considered average World War I testing

14. Modern Tests of Mental Abilities Wechsler Adult Intelligence Scale (WAIS)Wechsler Adult Intelligence Scale (WAIS) –Wechsler Intelligence Scale for Children (WISC)

15. Wechler Adult Intelligence Scale

16. Modern Tests of Mental Abilities Achievement tests Aptitude tests

17. The End

18. Teacher Information Types of Files – 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.

19. Teacher Information Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple). – Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’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. – Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation. For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

20. Teacher Information Continuity slides – Throughout this presentation 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 kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.kkorek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022 262-253-3400 kkorek@germantown.k12.wi.us

21. Division title (green print) subdivision title ( blue print) xxx –xxx

22. Division title (green print) subdivision title ( blue print) Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

23. Definition Slide = add definition here

24. Definition Slides

25. Intelligence Test = a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.

26. Intelligence = mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

27. General Intelligence (g) = a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.

28. Factor Analysis = a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.

29. Savant Syndrome = a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

30. Emotional Intelligence = the ability to perceive, understand, manage, and use emotions.

31. Mental Age = a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8.

32. Stanford-Binet = the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

33. Intelligence Quotient (IQ) = defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca X 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

34. Achievement Tests = tests designed to assess what a person has learned.

35. Aptitude Tests = tests designed to predict a person’s future performance; aptitude is the capacity to learn.

36. Wechsler Adult Intelligence Scale (WAIS) = the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

37. Standardization = defining meaningful scores by comparison with the performance of a pretested group.

38. Normal Curve = a symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.

39. Reliability = the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting.

40. Validity = the extent to which a test measures or predicts what it is supposed to.

41. Content Validity = the extent to which a test samples the behavior that is of interest.

42. Predictive Validity = the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity).

43. Intellectual Disability = (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

44. Down Syndrome = a condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

45. Stereotype Threat = a self-confirming concern that one will be evaluated based on a negative stereotype.