1. Unit 11: Testing and Individual Differences

2. What is Intelligence?

3. Are you a MENSA candidate? 1.Friday 2.A 3.25 4.ANNIVERSARY 5.MENSA 6.B 7.B 8.B 9.Tom 10.HOUSE 11.Jane 12.9:00pm 13.B 14.A 15.E 16.Parachute 17.5 18.C 19.LAND 20.C

4. Are you a MENSA candidate? 1 pt for each correct answer 5 pts under 20 minutes 3 pts under 30 minutes 25 = Excellent candidate 20-25 = Would pass the test 14-19 = Very good candidate 10-13 = Fair candidate Below 10 = We all have bad days….

5. WHAT is intelligence? How can we best assess it? To what extent does it result from heredity rather than environment? What do test scores really mean?

6. Intelligence… A socially constructed concept What attributes enable success Ability to learn from – experience – solve problems – use knowledge to adapt to new situations. Intelligence Test? IQ?

7. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g) –An intelligence factor that underlies specific mental abilities and is measured by every task. Factor analysis –Statistical procedure that identifies clusters of related items on a test.

8. -Thurstone’s Counter Argument -Compared to athleticism…?

9. Theories of Multiple Intelligences Gardner’s Eight Intelligences –Linguistic –Logical-mathematical –Musical –Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal –Naturalist

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

12. Sternberg’s Three Intelligences –Analytical intelligence (academic problem-solving) –Creative intelligence –Practical intelligence Theories of Multiple Intelligences

13. Comparing Theories of Intelligence

15. Emotional Intelligence Perceive emotions –Recognize them in faces/music/stories Understand emotions –Predict them and how they change/blend Manage emotions –Express them in varied situations Adaptive/creative thinking

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

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

18. Assessing Intelligence

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

20. Alfred Binet: Predicting School Achievement Indentifying French school children in need of assistance Mental age –Level of performance typically associated with a certain chronological age. Mental aptitude is a general capacity that shows up in various ways.

21. Lewis Terman: The Innate IQ  Stanford-Binet Test  William Stern –Intelligence quotient (IQ) IQ = (mental age/chronological age) X 100 IQ of 100 is considered average World War I testing

22. Modern Tests of Mental Abilities Achievement tests –Designed to assess what a person has learned Aptitude tests –Designed to predict a person’s future performance –The capacity to learn

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

24. Wechler Adult Intelligence Scale

25. Principles of Test Construction Standardization: Defining meaningful scores by comparison with the performance of a pretested group. Normal (bell) curve: describes the distribution of physical and psychological attributes. –Most near average –Outliers

26. Normal Curve

27. Principles of Test Construction Standardization Flynn effect: rising or declining?

28. Principles of Test Construction Standardization Flynn effect

29. Principles of Test Construction Reliability: Extent to which a test yields consistent results, as assessed by the consistency of scores on 2 halves of the test, or on retesting. –Scores correlate –Test-retest reliability –Split-half reliability

30. Principles of Test Construction Validity Extent to which a test measures or predicts what it is supposed to. –Content validity: Behavior of interest –Predictive validity: Predicts the behavior

31. The Dynamics of Intelligence

32. Stability or Change? Intelligence testing through life

33. Stability or Change? Intelligence testing through life

34. Extremes of Intelligence The Low Extreme Intellectual disability: –Condition of limited mental ability. –IQ score of 70 or below –Difficulty adapting to demands of life –Varies from Mild to profound –Mental retardation Down syndrome –Extra copy of 21 st chromosome –Mainstreamed

35. 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

36. Extremes of Intelligence The High Extreme Terman’s study of gifted Sho Yano ---------------------- Self-fulfilling prophecy –“ungifted/gifted” students Appropriate developmental placement –Tracking students

37. Genetic and Environmental Influences on Intelligence

38. Twin and Adoption Studies Identical twin studies –Polygenetic –100% same genes Adoptive children studies

39. Heritability

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

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

43. Group Differences in Intelligence Test Scores Ethnic Similarities and Differences Ethnic similarities? Ethnic differences?

44. The Question of Bias Two meanings of bias –Popular sense –Scientific sense Test-taker’s expectations –Stereotype threat: Self-confirming concern that one will be evaluated based on a negative stereotype.

45. The End