1. David G. Myers PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2014 Myers’ Psychology for AP ®, 2e AP ® is a trademark registered and/or owned by the College Board ®, which was not involved in the production of, and does not endorse, this product.

2. Unit 11: Testing and Individual Differences

3. Unit 11 - Overview Introduction to Intelligence Assessing Intelligence The Dynamics of Intelligence Studying Genetic and Environmental Influences on IntelligenceStudying Genetic and Environmental Influences on Intelligence Group Differences and the Question of Bias Click on the any of the above hyperlinks to go to that section in the presentation.

4. Module 60: Introduction to Intelligence

6. Introduction Intelligence Intelligence test

7. Is Intelligence One General Ability or Several Specific Abilities?

8. Spearman’s General intelligence (g)General intelligence –Factor analysisFactor analysis –Comparison to athleticism Thurstone’s counter argument g

9. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Savant syndrome Gardner’s Eight Intelligences –Linguistic –Logical-mathematical –Musical –Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal –Naturalist Grit

11. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Grit

12. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Sternberg’s Three Intelligences Sternberg’s Three Intelligences –Analytical (academic problem- solving intelligence –Creating intelligence –Practical intelligence

13. Emotional Intelligence

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

15. Is Intelligence Neurologically Measurable?

16. Is Intelligence Neurologically Measurable? Brain Size and Complexity Brain size studies Brain complexity studies –Neural plasticity –Gray matter versus white matter

17. Is Intelligence Neurologically Measurable? Brain Function Perceptual speed Neurological speed

18. Module 61: Assessing Intelligence

20. Origins of Intelligence Testing

21. Francis Galton’s intelligence testing –Reaction time –Sensory acuity –Muscular power –Body proportions Hereditary Genius

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

23. Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-Binet –Lewis Terman –New age norms –Adding superior end

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

25. Modern Tests of Mental Abilities

26. Achievement tests Aptitude tests

27. Modern Tests of Mental Abilities Achievement tests Aptitude tests

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

29. Principles of Test Construction

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

31. Standardization Testing conditions that are as similar as possible – Examples

32. Norming Graphing results from a large sample of test- takers, in which the mean score is represented as the middle of a curve.

33. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

34. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

35. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

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

37. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

38. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

39. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

40. Principles of Test Construction Standardization Flynn effect

41. Principles of Test Construction Standardization Flynn effect

42. Principles of Test Construction Reliability Reliability – dependable, consistent scores.Reliability –Scores correlate –Test-retest reliability –Split-half reliability

43. Principles of Test Construction Validity Validity –Content validityContent validity Criterion –Predictive validityPredictive validity

44. Module 62: The Dynamics of Intelligence

46. Stability or Change?

47. Stability or Change? Aging and Intelligence Cross-Sectional Evidence Longitudinal Evidence –CohortCohort

48. Stability or Change? Aging and Intelligence It all depends –Crystallized intelligenceCrystallized intelligence –Fluid intelligenceFluid intelligence

49. Stability or Change? Stability Over the Life Span

50. Extremes of Intelligence

51. Extremes of Intelligence The Low Extreme Intellectual disability –Mental retardation –Down syndromeDown syndrome 21 st chromosome –Mainstreamed

52. Extremes of Intelligence The High Extreme Terman’s study of gifted Self-fulfilling prophecy Appropriate developmental placement

53. Module 63: Studying Genetic and Environmental Influences on Intelligence

55. Twin and Adoption Studies

56. Identical twin studies –Polygenetic –HeritabilityHeritability Adoptive children studies

57. Heritability

63. Environmental Influences

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

65. Module 64: Group Differences on the Question of Bias

67. Group Differences in Intelligence Test Scores

68. Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math and spatial aptitudes

69. Group Differences in Intelligence Test Scores Racial and Ethnic Similarities and Differences Ethnic similarities Ethnic differences

70. The Question of Bias

71. Two meanings of bias –Popular sense –Scientific sense Test-taker’s expectations –Stereotype threatStereotype threat

72. The End

73. 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.

74. Teacher Information Unit Coding – Just as Myers’ Psychology for AP 2e is color coded to the College Board AP Psychology Course Description (Acorn Book) Units, so are these Powerpoints. The primary background color of each slide indicates the specific textbook unit. Psychology’s History and Approaches Research Methods Biological Bases of Behavior Sensation and Perception States of Consciousness Learning Cognition Motivation, Emotion, and Stress Developmental Psychology Personality Testing and Individual Differences Abnormal Psychology Treatment of Abnormal Behavior Social Psychology

75. 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 and module title slide, a page 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. – 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.

76. 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

77. Division title (red print) subdivision title ( blue print) xxx –xxx

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

79. Definition Slide = add definition here

80. Definition Slides

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

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

83. 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.

84. 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.

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

86. Grit = the in psychology, grit is passion and perseverance in the pursuit of long-term goals.

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

88. 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.

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

90. 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, with scores assigned to relative performance above or below average.

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

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

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

94. Standardization = defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

95. 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.

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

97. Validity = the extent to which a test measures or predicts what it is suppose to.

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

99. 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).

100. Cohort = a group of people from a given time period.

101. Crystallized Intelligence = our accumulated knowledge and verbal skills; tends to increase with age.

102. Fluid Intelligence = our ability to reason speedily and abstractly; tends to decrease during late adulthood.

103. Intellectual Disability = a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life. Formerly referred to as mental retardation

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

105. Hereditability = the proportion of variation among individuals that we can attribute to genes. The hereditability of a trait may vary, depending on the range of populations and environments studied.

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