1. Objective 3/15/16 Provided notes & an activity SWBAT trace the origins of intelligence testing & describe the nature of intelligence Agenda: Do Now Notes Activity

2. Do Now: What is intelligence? Complete the following scale, rate each items in terms of its’ importance in constructing a definition of ‘intelligence’

3. Intelligence

4. Definition Psychologists disagree on the definition of “intelligence” David Wechsler’s Definition – Act purposefully – Think rationally – Deal effectively with the environment This is my “thinking rationally” face

5. Early Theories of Intelligence Charles Spearman – Believed intelligence is general – “g- Factor” – People who are bright in one area are usually bright in other areas as well L. L. Thurstone – Believed that intelligence is made up of seven distinct, independent abilities: spatial ability, perceptual speed, numerical ability, verbal meaning, memory, word fluency, reasoning – Did not believe in a g-Factor, but those who scored well in one of the seven areas tended to score well on others.

6. Early Theories of Intelligence R.B. Cattell Identified two clusters of mental abilities – Crystallized intelligence includes abilities such as reasoning and verbal skills – Fluid intelligence includes skills such as spatial and visual imagery, rote memory, and the ability to notice visual details While education can increase crystallized intelligence, it was not thought to have any effect on fluid intelligence

7. Howard Gardner Sees intelligence not as a single thing, but in multiplicity Studies people of low or exceptional abilities Savant Syndrome

8. Contemporary Theories of Intelligence Howard Gardner – Theory of Multiple Intelligences Logical-mathematical Linguistic Spatial Musical Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic

10. Contemporary Theories of Intelligence Robert Sternberg – Triarchic theory of intelligence posits three types of intelligence – Analytical intelligence includes the ability to learn how to do things, solve problems, and acquire new knowledge – Creative intelligence includes the ability adjust to new tasks, generate novel ideas, use new concepts, and respond well in new situations – Practical intelligence includes the ability to select contexts in which you can excel and solve practical problems

11. Creativity Defined as the ability to produce novel and socially valued ideas or objects Creativity and Intelligence – Early studies suggested that there was little relationship between the two, however, later research indicates otherwise: creative individuals tend to have higher IQs AND creative individuals are perceived as being more intelligent as well. IQ of at least 120 required to be creative, but it doesn’t mean you will be! Creativity and intelligence are not always used for good!

12. Creativity Creativity Tests – – Open-ended questions; scoring is based upon the number and originality of a person’s answers Torrance Test – Individuals create and explain a picture, its origins, and consequences from incomplete images Mednick’s Remote Association Test (RAT) – given three words – you come up with a fourth word that the other three can be combined with e.g. hand, lone, win (answer = some)Remote Association Test Sternberg’s Components of creativity – Expertise – Imaginative thinking skills – A venturesome personality – Intrinsic motivation – A creative environment

14. Activity Howard Gardner’s Theories of Multiple Intelligences & eminent people

15. Objective 3/17/16 Provided notes & an activity SWBAT distinguish between aptitude & achievement tests & evaluate psychologist’s contributions to intelligence testing. Agenda: 1.Do Now 2.Notes 3.Activity

16. Contemporary Theories of Intelligence Daniel Goleman – Proposed theory of emotional intelligence – Emotional intelligence has five components Knowing one’s own emotions Managing one’s own emotions Using emotions to motivate oneself Recognizing the emotions of other people Managing relationships Does emotional intelligence go too far?

17. Comparison of Contemporary Theories Gardner’s Multiple Intelligences Sternberg’s Triarchic Intelligences Goleman’s Emotional Intelligence Logical-Mathematical Linguistic Analytical Spatial Musical Body-Kinesthetic Creative InterpersonalPracticalRecognizing emotions in others and managing relationships IntrapersonalKnowing, managing, and motivating yourself with emotions

18. Neurological Measurement of Intelligence? Brain size seems to be modestly correlated with intelligence, but this is not always the case. Specific brain areas such as frontal and parietal lobes seem to be important regions The varying sizes of brain structure could result from nature and/or nurture Perceptual speed tends to indicate intelligence Neurological speed also tends to indicate intelligence

19. Intelligence Tests: Binet and Simon First test of intelligence, developed to identify children who might have difficulty in school Binet developed the concept of mental age in children Mental Age = age at which you perform intellectually - may or may not correspond with chronological age Goal was to use intelligence tests to improve children’s educational experience – not limit their opportunities with harmful labels

20. Intelligence Tests: Stanford-Binet Intelligence Scale Lewis M. Terman’s adaptation of the Binet-Simon Scale Terman’s goal was to measure “inherited intelligence” for purpose of eugenics The test was used on immigrants and army recruits – Results interpreted as justifying superiority of Anglo-Saxon people – Used to justify limits set on immigrants from southern and eastern Europe. Stanford-Binet measures four kinds of mental abilities – Verbal reasoning – Abstract/visual reasoning – Quantitative reasoning – Short-term memory I do look like the type who would use intelligence for eugenics, don’t I?

21. Intelligence Tests: Stanford-Binet Intelligence Scale Terman’s work served as the basis for William Stern of Germany to develop the concept of IQ, or Intelligence Quotient IQ = Mental Age/Chronological Age x 100 – Most common IQ score? – Problem of IQ calculation beyond adulthood solved through comparison with norms for every age group – Sample Problems: Mental Age = 8, Chronological age = 6, IQ = ? IQ = 150, Chronological age = 4. Mental age = ?

22. Intelligence Tests: Wechsler Scales The Wechsler Adult Intelligence Scale (WAIS) is the most commonly used test of intelligence for adults WAIS is divided into to 11 parts that focus on verbal abilities and on performance skills Also a version for children, Wechsler Intelligence Scale for Children (WISC) I have the most widely used intelligence test. Feels good man!

24. APTITUDE VS. ACHIEVEMENT? Achievement tests measure what you have already learned Aptitude tests measure your potential to learn. – There is a positive correlation between aptitude test results and intelligence tests. – e.g. correlation between SAT and IQ?

25. Principles of Test Construction All good intelligence must be all three of the following: – Standardized – Reliable – Valid Standardization - uniform rules for administering, taking and scoring the test based on comparing performance to that of a pretested group. – Norms – performance benchmarks established during test development used to establish “average” performance. – Representative Sample – group used to establish norms that adequately reflects the demographics of those who will be taking the test. – Standardization Sample – the group that determined the norms

26. Principles of Test Construction In a standardized intelligence test, scores should be distributed in a bell-shaped curve, or normal curve. Mode should be a 100, with the majority falling between 85-115. Due to the Flynn Effect, intelligence tests must be periodically restandardized to keep norms valid.

27. Principles of Test Construction Reliability - ability of a test to provide consistent and stable scores – Test-retest reliability – a method of measuring reliability where the same individual is given the test on two different occasions and scores are compared. Similarity in scores indicates good test-retest reliability – Split-half reliability – method of measuring reliability where the individual takes one test that is divided in half. Performance on each half is compared for similarity. – Alternate-form reliability – two different but similar forms of the test are given on separate occasions and scores are compared for similarity.

28. Validity - Ability of a test to measure what it purports to measure – Content validity – tests ability to cover the complete range of material (content) it is supposed to measure – Predictive validity – how well a test score predicts an individual’s performance in the future Correlation between SAT scores and first-year grades in college? +.5 – not great! Correlation between GRE and grad school grades? +.4 – even worse!

29. Scoring the IQ Test Raw Score - number of questions answered correctly; doesn’t tell much about performance Standard Score - score that tells you how you did compared to other test takers – a much better read of performance Percentile Score - what percentage of test takers you scored better than What does it mean to score in the 85 th percentile?

30. Intelligence: Stability vs. Change Intellectual ability does not seem to stabilize until age 7, but by age 4 performance on intelligence tests seems to predict future performance Ian Deary study seems to establish that intelligence does remain relatively stable over time. – All 10.5-11.5 year-olds in Scotland tested in 1932 – Follow up on the survivors done as recently as 2004 indicates intelligence tests remained consistent

31. Intelligence Extremes: Giftedness Definition – top 3% of IQ scores, typically over 132, – Superior IQ combined with ability in academics, creativity, and leadership – Giftedness is often in specific areas – “Globally” gifted people are rare – Some gifted children feel isolated and lonely, but most are well adjusted Specialized Programs of Study?

32. Intelligence Extremes: Intellectual Disability Definition – IQ < 70; lowest 3% of IQ scores – not a result of accident – onset before age 18 – substantial limitations in functioning Causes – drug abuse during pregnancy, genetic disorders such as Down Syndrome, lack of fetal nutrition Levels – Mild - 90% of cases – Moderate - 6% of cases – Severe - 3% of cases – Profound - 1% of cases Some people with retardation show savant performance on particular skills

34. Education and the Law All children are entitled to an education that is… – FREE – PUBLIC – APPROPRIATE Mainstreaming – keeping special needs kids in regular ed classes for whatever subject areas/activities they can handle Inclusion – rather than taking special needs kids out of regular ed classes for support, bring support personnel into regular ed classes so kids can stay with their peers. Leveling – separating children by ability into different classes

35. Intelligence Tests: Criticisms Test content and scores – Critics argue that IQ test measure a narrow set of skills – Some feel that the tests merely measure test taking ability – Tests may discriminate against minorities Use of intelligence tests – Could result in permanent labeling IQ and success – Relationship does exist, but may be the result of a self-fulfilling prophecy Cases of Alicia P. and Gladys Burr?

36. Return of the Great Debate Nature vs. Nurture Debate Some people are just born with the IQ of an oak tree… We can make our child smart If we play enough classical music!

37. Determinants of Intelligence Nature Arguments Biological similarities in Adoption Studies – IQ scores of child more closely correlated with biological mother than adoptive mother. Identical Twins reared apart – after identical twins reared together, identical twins reared apart have the highest correlation of IQ scores. Tryon’s Rats Study showed influence of nature (but also nurture) Raised apart but still smart. Is it true that we actually have no souls?

38. Correlation of IQ of Family Members

39. Determinants of Intelligence Nurture Arguments Isolated or Deprived Environments – individuals living in culturally or physically impoverished environments have lower IQ scores Adoption Studies and Improved Environment – children demonstrated elevated IQ scores after being moved from crowded orphanage to distributing them into less crowded adult wards – H.M. Skeels orphanange study – Capron and Duyme’s adoption study high vs. low SES

40. Determinants of Intelligence Family Size and Structure Belmont and Marolla (1973) Zajonc and Markus (1975) Intellectual Climate – numerical calculation of the level of intellect in a household, based on the number of family members and their ages. Example Calculation – adults = 30, teens = 15, children = 5, and newborns = 0: – 2 adults: 30+30=60/2=intellectual climate of 30 – 2 adults and a newborn: 30+30+0=60/3=intellectual climate of 20 Intellectual climate goes down most when there are many children born in rapid succession.

41. Determinants of Intelligence Which is more important – nature or nurture? – Both affect IQ scores Debate centers around the relative contribution of nature (heredity) and nurture (environment) to the development of intelligence

42. Determinants of Intelligence Sex Early Research (1970s) – males excel at math/spatial skill while females excel at verbal Hyde and Linn’s Meta-analysis (1988) – intellectual differences between males and females are so small that they are not statistically significant. Current Conclusions – Overall, men and women do not differ significantly in general intelligence – Women show slight advantage in verbal and mathematical computation skills while men show an advantage in spatial ability – Men are more likely to fall in the extremes of intelligence range – There is no explanation for why these minimal differences exist – are they cultural or inborn?

43. Determinants of Intelligence Culture – Difference in academic performance between American and Asian students are found from first grade through high school in mathematics and reading – May be related to a difference in cultural attitudes toward ability and effort Son, I’m only going to say this once. Get all A’s for the rest of your life, or I’ll throw this iguana at your face. Gulp.