2. Candy Friday! Will your class qualify? Go over Procedures Quiz * Psychological Testing Brainstorming * Learning Styles/Multiple Intelligence Inventories * Take * Record on class sheet * How to Do Well in Class Reading HW/ Coming up: Read chapters 13 and 14 by Friday! Take notes- you can use them on the quizzes! Goal(s): Be able to discuss reliability, validity, and norms of personality/psychological assessment techniques. 1. Grab the bell work sheet as you walk in. It is on the side counter. To Do As You Walk In:

3. * Complete these quietly. * You can listen to music during.

4. * Record both your main (aka highest score) learning style(s) and multiple intelligence(s) next to your name on the record sheet that is being passed around!

5. * Let’s go over it!

6. * Pass it up * In rows, to whoever is closest to the middle of the room * Make sure your name is on it!

7. * What kinds of qualities do you believe a test needs to have in order to be a “good” psychological test? Explain your answer. * Hint- think about the test you just took, some of the wording, who is looking at it, etc.

8. * Let’s share!

10. * Psychological Testing- tools for measuring and predicting human behavior * Career * Desires, interests, attitudes * Reveal psychological problems * Lots of info, not time consuming

11. * Mental Ability Tests * Achievement & Aptitude Tests * Neuropsychological Tests * Interest and Attitudes * Personality Tests * Specific Clinical Tests

13. Reliability: The extent to which a test yields consistent results

14. Validity: The extent to which a test measures or predicts what it is suppose to measure

15. Norms: test scores of a large group who have taken the test in the past

17. * Psychological tests are usually administered and interpreted by a psychologist * A psychologist studies psychopathology, along with academic courses and supervision in psychological testing, are an integral part of the doctoral degree in clinical psychology. * A counselor who has had the appropriate academic courses and supervision may administer occupational tests or achievement and aptitude tests, but most counselors have not received the training to administer personality tests. * Academic courses and supervision in psychological testing are usually not a part of a psychiatrist’s medical training, so most psychiatrists can ethically administer only some specific clinical tests that are straight-forward check-lists of symptoms.

19. 8 th period- place chairs on top of desks please! Write your name and ALWAYS explain your answer. Since the 1980s, many businesses have routinely administered integrity tests (lie-detectors), to their employees. U.S. businesses lose billions of dollars each year to employee theft. Labor organizations, however, complain that integrity tests are neither reliable nor valid. They claim that many honest people have been ruined by the potentially false scoring of these tests. Which position do you side with (the employer or the labor unions) and why?

20. * Fairness and usefulness of a test- notes HW/ Coming up: Read chapters 13 and 14 by Friday! Take notes- you can use them on the quizzes! Goal(s): Be able to discuss reliability, validity, and norms of personality/psychological assessment techniques. 1.Be sure to have your book on your desk so I know which book is whose! 2.Work on the bell work quietly and individually. To Do As You Walk In:

22. 1. Using your own words, define reliability. 2. Define what validity is using your own words! * Provide an example of a test that would be valid. 3. Explain what the standardization of a test is (two main ways). Why do we standardize tests? 4. Write an explanation of percentile ranking. 5. What does it mean to be in the 99 th percentile? 6. What is a norm of a test? Read pg. 344-347, individually- you can listen to music quietly- and answer these in your notes. Once done with these questions, grab two handouts from the side counter: multiple intelligence inventory and learning styles questionnaire. Work on those quietly until everyone is done with these notes. These questionnaires are due tomorrow at the beginning of class!

23. Test- retest reliability Measurement stable over time for one person? Will you get similar score a month from now on the same test? Interscorer/ scorer reliability Measurement stable over time for different people? Different people grade it the same? Same person grades the same test differently? Split-half reliability Split test into two parts Results should be similar for each part Reliability: A test’s ability to yield the same results for most people under similar circumstances

24. 2. Validity- what the test measures and how well it does so. * A psychology final exam that measures what the student recalled after studying the concepts.

25. 3. Standardization: a. Administered the SAME way every time b. Establish some kind of a norm for the test

26. * 4. Percentile ranking- scores ACTUALLY received placed in order, from highest to lowest

27. * 5. 99 th percentile- you ranked higher than 99% of everyone else who took it.

28. 6. Norms Norm-based tests mean that the score for an individual is interpreted by comparing his/her score with the scores of a group of people who define the norms (averages) for the test. ACT score

30. 8 th period- place chairs on top of desks please! Write your name and ALWAYS explain your answer. Explain the importance of the following in psychological testing: Validity Reliability Norms

31. * Charles Manson Documentary HW/ Coming up: Read chapters 13 and 14 by Friday! Take notes- you can use them on the quizzes! Complete part 1 of HR Job Project by Friday! Goal(s): Be able to discuss biological and situational influences on the formation of personality. 1.Be sure to have your book on your desk so I know which book is whose! 2.Work on the bell work quietly and individually. To Do As You Walk In:

32. * Part 1- due this Friday * Part 2- due next Friday

33. * Record both your main (aka highest score) learning style(s) and multiple intelligence(s) next to your name on the record sheet that is being passed around!

34. How is the power of suggestion at hand in the case of Charles Manson? What is surprising/strange about these murders? Movie’s making you uncomfortable? Please let me know. Thought of the Day Write down one biological factor that you think shaped how Charles Manson behaved. Write down one situational influence on Charles Manson’s behavior.

35. 8 th period- place chairs on top of desks please! Write your name and ALWAYS explain your answer. Write down one biological factor (genes) that you think shaped how Charles Manson behaved. Write down one situational influence (the environment and people around you) on Charles Manson’s behavior.

36. * Intelligence Notes * Emotional Intelligence Article HW/ Coming up: Read chapters 13 and 14 by tomorrow! Take notes- you can use them on the quizzes! Complete part 1 of HR Job Project by tomorrow! Goal(s): Be able to explain and discuss intelligence, IQ, and emotional intelligence. 1.Work on the bell work quietly and individually. To Do As You Walk In:

37. * Part 1- due this Friday * Part 2- due next Friday

38. * If you haven’t yet… * Record both your main (aka highest score) learning style(s) and multiple intelligence(s) next to your name on the record sheet that is being passed around!

39. * Take out your books and leave them on your desks so I can see. * These need to be brought with you every day! * Asked to go get swiped if you don’t have your book and you have to go get it from your locker and you come back late! * Today, you get a raffle ticket for having your book on you!

40. Marshmallows! 1 now or 2 later

41. * Intelligence- no universal definition * Ability to acquire new ideas and new behavior and to adapt to new situations

42. * IQ- an intelligence quotient that is a score derived from one of several standardized tests designed to assess intelligence * Accurately predict success in schools, colleges, and universities

44. Is success in school or the ability to take a test a real indication of intelligence? Why or why not?

47. Usually, IQ tests measure the ability to solve certain types of problems, but do NOT directly measure the ability to pose those problems or to question the validity of problems posed by others.

48. Is your intelligence based on the genes for human intelligence you inherited from your parents or the environment that you grow up in? In your notes, write a short answer to that question.

49. Both! Twin studies show that siblings separated and raised apart will have more of a difference in IQs.

50. * Read the TIME Reports The EQ Factor Article on pg. 372-373 in your book and answer the questions that are provided, #1 and #2, IN YOUR NOTES * If you want, TAKE NOTES as you read it. * Listening to music is fine now. * If you don’t finish- homework. * Do NOT turn in once done- work on something else quietly. * Goal- be able to define and discuss emotional intelligence. Class discussion to follow

51. Use details provided by the writer to mentally walk through each step in the process being described to create a mental picture.

52. * Gratification: pleasure * Emotional intelligence: how the mind processes feelings; the ability of a person to understand his or her feelings * Buoyant: cheerful, having a positive outlook * Resilient: ability to adjust or overcome trouble * Quaint: old-fashioned or unfamiliar * Neuroscientists: scientists who study the nerves and nervous tissue and their relation to behavior and learning * Evolutionists: those who support the theory that species of living things change over long periods of time * Neocortex: the portion of the cerebral cortex seen at the surface (only found in mammals); responsible for many complex functions * Elation: great happiness * Somatic: relating to the body * Dividends: payments made out of profits

53. Marshmallows!

54. 1. Purpose of the marshmallow test? How does it demonstrate EQ? * To see if young children can delay gratification * Reason over impulse is a sign of emotional intelligence Link between those who delayed gratification on the marshmallow test and academic achievement? * Delayed gratification as children- scored much higher on the SATs when they were teenagers 2. Is EQ the same as morality? How are they related? Can you teach EQ to children? * Emotional skills are morally neutral * Emotional intelligence can work with moral values for good, but also can be used to do great harm without moral values * People can be trained

55. * With a partner, using pages 349-create a graphic organizer that shows the various types of intelligence identified by Charles Spearman, L.L. Thurstone, Howard Gardner, and Robert Sternberg.

56. 8 th period- place chairs on top of desks please! Write your name and ALWAYS explain your answer. What are some differences between IQ and EQ? Explain.

57. Candy Friday! Does your class qualify? * Personal Evaluation Inventory * Objective Personality Tests * Practice Test * Get to Know Your Psych II Groups HW/ Coming up: Nothing Goal(s): Be able to list forms of personality assessment techniques. Be able to explain the characteristics of objective assessment techniques. 1.Work on the bell work quietly and individually. To Do As You Walk In:

58. Pass up the bell works to one person and have them walk it to the TURN IN desk.

59. *…*…

60. Complete the personal evaluation inventory. Should only take you about two minutes. Don’t forget to write your name on it! We will pass it up the usual way in about two minutes!

61. 1. Observation 2. Interviews 3. Self-report personality tests 4. Peer ratings

62. * Objective tests: * Limited/forced choice format * Agree/disagree, true/false, etc. * Specific scoring key * ex. Myers-Briggs Test

63. 1.Take this objective personality test. It is a Jungian Topology Questionnaire. Do NOT write your answers on it, but record them in your notes. You CAN listen to music as you are working on this. 2. Record what your personality type is in your notes. 3. Write down whether or not you agree to the description of your supposed personality based on this test. Explain why you agree or disagree. 4. Once done: a) Place the handout on the side counter. b) Be ready to share your answers! c) Stay quiet until everyone else is done. You can work on the extra credit or anything else you have. Terms Ingenious: clever, inventive Sentimental: excessively prone to feelings of tenderness, sadness, or nostalgia

64. Let’s share your thoughts!

65. 1. When I call your name: 1. Come up here. 2. Grab your sticker and PLACE it someplace visible so you know which color you are. This will be needed every time we work in groups! 3. Remember which group and designated spot in the room I place you in, so you know where to go once we begin working in groups in a few minutes. Get to Know Your Psych II Group Instructions

66. 1. Goal- get each others’ contact info. 2. Follow instructions on the handout. 3. These are the procedures for working in groups EVERY TIME: * Remember your group’s name and where you will sit. * Arrange desks so that you face your group members. * Sit in a chair, not desk. * Keep your voices down to talking level. * Help your group AND complete your specified role, based on which sticker you receive. 4. Let Ms. Bors know if you were not placed in a group. Get to Know Your Psych II Group Instructions

67. * Blue Sticker Students from each group- you will always pick up the handout from me with the instructions. * Raise your hands!

68. * If they are not here, then the Green Sticker Students will get the handout. * Raise your hands!

69. * Silver Sticker Students- your job will be to always put materials and the posters back on the side counter. * Raise your hands!

70. * Yellow- make sure that desks are put back the way they were before- means. * Raise your hands!

71. * Red Sticker Students- you will fill in for either silver or yellow if they aren’t here. * Raise your hands!

72. * Red- Recorder… The Recorder takes notes summarizing team discussions and decisions, and keeps all necessary records. * Blue- Reporter… The Reporter reports the small group’s work to the whole class. * Silver- Timekeeper… The Timekeeper keeps track of the time and makes sure that the group finishes their task on time. * Green- Gatekeeper… The Gatekeeper makes sure that everyone is on task. * Yellow(s)- Main Facilitator… The Main Facilitator leads the discussion, making sure that everyone within the group is participating. * Someone not here- you all take over his/her job

73. So… Reporters will tell us what your group’s similarity was

74. * Move your desks back! * Send your designated people to turn this in.

75. Let’s draw!

76. Pick up any no names! Place the no names in the missing work, after having put your name on there, to receive credit!

77. 8 th period- place chairs on top of desks please! Write your name and ALWAYS explain your answer. How was the personality test you took today an objective personality test? Explain what you thought of it, the results, and any other thoughts you have on it.