1. Unit 11: Testing and Individual Differences Just like Unit 10, this unit encompasses 5-7% of the AP Exam you will ace next May…that means 5-7 questions will be on this topic. Again, only 3 days…full speed ahead!). Bring Slumdog to class!

2. Unit Overview What is Intelligence? Assessing Intelligence The Dynamics of Intelligence Genetic and Environmental Influences on IntelligenceGenetic and Environmental Influences on Intelligence Click on the any of the above hyperlinks to go to that section in the presentation.

3. What is Intelligence? What makes us intelligent or not so intelligent?

4. What is Intelligence? Intelligence Is sometimes defined as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Is socially constructed thus…it can be culturally specific. Intelligence tests?Intelligence test http://freeiqtest24.com/

5. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g)General intelligence –Factor analysisFactor analysis Statistical procedure that identifies clusters of related items. –Comparison to athleticism Not one thing but many Thurstone’s counter argument Clusters of mental abilities g

6. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences Savant syndrome LOW IQ but brilliant in a specific area. Gardner’s Eight Intelligences –Linguistic –Logical-mathematical –Musical –Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal –Naturalist

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

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

17. Comparing Theories of Intelligence

22. Emotional Intelligence (EQ) First called social intelligence. The ability to perceive, express, understand, and regulate emotions. Some studies show EQ to be a greater predictor for future success than IQ 11-*X

23. Is Intelligence Neurologically Measurable? Brain Size and Complexity Brain size studies Small +.15 correlation between head size and intelligence scores (relative to body size). Using an MRI we found +.33 correlation with brain size and IQ score. –What does your text say that research found p529? What about Neural plasticity? Gray matter versus white matter?

24. Is Intelligence Neurologically Measurable? Brain Function Perceptual speed Higher performing brains use less glucose than lower performing brains. Those who perceive quickly tend to score higher on IQ tests. Neurological speed Neurological speed is also a bit quicker.

25. Assessing Intelligence

26. The Origins of Intelligence Testing Francis Galton’s (Darwin’s cousin) pretty much created the 1st intelligence testing. –Reaction time –Sensory acuity –Muscular power –Body proportions Found that high achievers did not out score low achievers.

27. How do we Assess Intelligence? Alfred Binet and Theodore Simon set out to figure out a concept called a mental age (what a person of a particular age should know). They discovered that by discovering someone’s mental age they can predict future performance. Hoped they could use test to help children, not label them.

28. The Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-Binet –Lewis Terman (Stanford prof) –Standardized, reliable and valid –Intelligence quotient (IQ) William SternIntelligence quotient (IQ) IQ = (mental age/chronological age) X 100 IQ of 100 is considered average World War I testing, Eugenics

29. Clarify… Alfred Binet and Theodore Simon came up with the concept of “mental age” (which is the score achieved on the test). William Stern came up with the formula (mental age/chronological age) Lewis Terman used the formula with his Stanford-Binet test.

30. Terman and his IQ Test A 8 year old has a mental age of 10, what is her IQ? A 12 year old has the mental age of 9, what is his IQ? A boy has the mental age of 10 and an IQ of 200, how old is he? Used Binet’s research to construct the modern day IQ test called the Stanford-Binet Test. IQ=Mental age/Chronological age X 100.

31. Problems with the IQ Formula It does not really work well on adults, why? then his IQ would be 50!!!!!! If a 60 year old man does as well as an average 30 year old That makes no sense!!!!!

32. Modern Tests of Mental Abilities How do achievement tests andHow do achievement tests aptitude testsaptitude tests correlate?

33. Modern Tests of Mental Abilities Achievement tests –Measure what has been learned Aptitude tests –Predict your ability to learn a new skill

34. Modern Tests of Mental Abilities Wechsler Adult Intelligence Scale (WAIS)Wechsler Adult Intelligence Scale (WAIS) –Most widely used intelligence test –Standardized, reliable and valid –Wechsler Intelligence Scale for Children (WISC)

35. Wechler Adult Intelligence Scale

36. Principles of Test Construction Standardization Standardization –Normal curve (bell curve)Normal curve

37. Normal Curve

44. Principles of Test Construction Standardization Flynn effect

45. Principles of Test Construction Standardization Flynn effect

46. Principles of Test Construction Reliability Reliability –Scores correlate –Test-retest reliability –Split-half reliability

47. Principles of Test Construction Validity Validity –Content validityContent validity Criterion –Predictive validityPredictive validity Predicts future performance

48. The Dynamics of Intelligence

49. Stability or Change? Intelligence testing through life

50. Stability or Change? Intelligence testing through life

51. Extremes of Intelligence The Low Extreme Intellectual disability –Formerly known as mental retardation –Low test scores and difficulty adapting to demands of living independently –Down syndromeDown syndrome Extra 21 st chromosome –Mainstreamed

52. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

53. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

54. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

55. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

56. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training ProfoundBelow 25 Require constant aid and supervision

57. Extremes of Intelligence The High Extreme Terman’s study of gifted –1500 kids IQ>135 –Healthy, well-adjusted & academically successful…MDs, PhDs, JD’s etc no Nobel Prizes…. Tracking by aptitude may perpetuate self- fulfilling prophecy Appropriate developmental placement –Individualized for ability and understanding

58. Genetic and Environmental Influences on Intelligence

59. Twin and Adoption Studies Identical twin studies T. Bouchard estimates 70% of intelligence may be from genetic variation. Polygenetic says that many genes seem to variations be involved each gene accounting for much less than 1 % of intelligence. Adoptive children studies –Adoption enhances IQ scores of mistreated and neglected children. Adopted children IQ scores become more like their biological parents over time.

60. Heritability: the extent to which variations among individuals can be attributed to their differing genes.

61. Heritability

66. Environmental Influences Early environmental influences –Tutored human enrichment –Targeted training Schooling and intelligence –Project Head Start

67. Group Differences in Intelligence Test Scores Gender Similarities and Differences The similarities surpass the differences Social expectations? Females slightly surpass males in –Spelling –Verbal ability –Nonverbal ability –Sensation –Emotion-detecting ability Math and spatial aptitudes –Females have an edge in computation –Males have an edge in problem solving –Western (M) vs Eastern (F) countries

68. Ethnic Groups Group differences do not predict anything about individuals Individual differences within races are much greater than differences between races. Group differences may be due to provision of information and cultural opportunities Appropriateness of tests…?

69. The Question of Bias Two meanings of bias –Popular sense (“Slumdog” question) –Scientific sense (Validity: does it predict future behavior only for some takers?) Test-taker’s expectations –Stereotype threatStereotype threat Races Genders

70. The End

71. 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.

72. 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.

73. 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

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

75. 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

76. Definition Slide = add definition here

77. Definition Slides

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

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

80. 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.

81. 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.

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

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

84. 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.

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

86. 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.

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

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

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

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

91. 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.

92. 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.

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

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

95. 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).

96. 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.

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

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