1. Unit 11 Testing and Individual Differences

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 –mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Intelligence test –a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores. The socially constructed concept of intelligence varies from culture to culture. This natural healer in India displays his intelligence in his knowledge about his knowledge about medicinal plants and understanding of the needs of the people he is helping.

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

8. General intelligence (g)General intelligence –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. 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.

9. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g)General intelligence –Factor analysisFactor analysis –Found that those who score high in one area (ex. verbal intelligence) typically score higher than average in other areas (ex. spatial or reasoning). –Comparison to athleticism –Ability to run fast is different from eye-hand coordination several distinct abilities tend to cluster together. Thurstone’s counter argument –Gave 56 different tests and identifies 7 clusters of primary mental abilities. He did not rank people on single scale of general aptitude. g

10. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Savant syndrome –a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. –https://www.youtube.com/watch?v=Pn0GMLv Fj7chttps://www.youtube.com/watch?v=Pn0GMLv Fj7c –https://www.youtube.com/watch?v=Pn0GMLv Fj7chttps://www.youtube.com/watch?v=Pn0GMLv Fj7c

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

13. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Grit –the in psychology, grit is passion and perseverance in the pursuit of long-term goals.

14. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Sternberg’s Three Intelligences –Analytical (academic problem- solving) intelligence Assessed by traditional intelligence tests {predict school grades reasonably well and vocational success} –Creating intelligence Reacting adaptively to novel situations and generating novel ideas –Practical intelligence Required for everyday tasks –Ex. Managerial success

15. Sternberg’s Stumbling Blocks Intelligent people tend to make a mess of their lives. Why? – Lack of motivation – Lack of impulse control – Lack of perseverance and perseveration – Using the wrong abilities – Inability to translate thought into action – Lack of product orientation – Inability to complete tasks – Failure to initiate – Fear of failure – Procrastination – Misattribution of blame – Excessive self-pity – Excessive dependency – Wallowing in personal difficulties – Distractibility and lack of concentration – Spreading oneself too thick or too thin – Inability to delay gratification – Inability to see the forest for the trees – Lack of balance between critical, analytical thinking and creative, synthetic thinking – Too little or too much self- confidence

16. Emotional Intelligence

17. Emotional intelligence –the ability to perceive, understand, manage, and use emotions. Perceive emotions Understand emotions Manage emotions Use emotions for adaptive or creative thinking

18. Is Intelligence Neurologically Measurable?

19. Is Intelligence Neurologically Measurable? Brain Size and Complexity Brain size studies Brain complexity studies –Frontal and parietal Lobes –Neural plasticity –Gray matter (mostly neural cell bodies) versus white matter (axons).

20. Is Intelligence Neurologically Measurable? Brain Function Perceptual speed Neurological speed A stimulus is flashed before being overridden by a masking image. How long would you need to glimpse the stimulus at the left to answer the question? People who can perceive the stimulus very quickly tend to score somewhat higher on intelligence tests.

21. Module 61: Assessing Intelligence

23. Origins of Intelligence Testing

24. Francis Galton’s intelligence testing Fascination with measuring human traits “Natural Ability” –Reaction time –Sensory acuity –Muscular power –Body proportion Hereditary Genius

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

26. Origins of Intelligence Testing Alfred Binet: Predicting School Achievement 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.

27. Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-Binet –the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test. Lewis Terman New age norms Adding superior end

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

29. Modern Tests of Mental Abilities

30. Achievement tests –tests designed to assess what a person has learned. Aptitude tests –tests designed to predict a person’s future performance; aptitude is the capacity to learn.

31. Modern Tests of Mental Abilities Achievement tests Aptitude tests

32. Modern Tests of Mental Abilities Achievement tests Aptitude tests Close cousins: Aptitude & Intelligence scores A scatterplot shows the close correlation between intelligence scores and verbal and quantitative SAT scores.

33. Modern Tests of Mental Abilities Wechsler Adult Intelligence Scale (WAIS)Wechsler Adult Intelligence Scale (WAIS) –the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests. –Wechsler Intelligence Scale for Children (WISC) –Consists of 15 subtests

34. Principles of Test Construction

35. Principles of Test Construction Standardization Standardization –defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group. –Normal curve (bell curve)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.

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

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

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

43. Principles of Test Construction Standardization Normal curve (bell curve)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 –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. Scores correlate Test-retest reliability Split-half reliability

47. Principles of Test Construction Validity Validity –the extent to which a test measures or predicts what it is suppose to. –Content validityContent validity the extent to which a test samples the behavior that is of interest. –Criterion –Predictive validityPredictive 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).

48. Module 62: The Dynamics of Intelligence

50. Stability or Change?

51. Stability or Change? Aging and Intelligence Cross-Sectional Evidence Longitudinal Evidence –CohortCohort a group of people from a given time period.

52. Stability or Change? Aging and Intelligence Crystallized intelligence –our accumulated knowledge and verbal skills; tends to increase with age. Fluid intelligence –our ability to reason speedily and abstractly; tends to decrease during late adulthood.

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

54. Stability or Change? Stability Over the Life Span

55. Extremes of Intelligence

56. Extremes of Intelligence The Low Extreme 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 –Mental retardation

57. Extremes of Intelligence The Low Extreme –Down syndromeDown syndrome a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21. –Mainstreamed

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

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

61. Twin and Adoption Studies

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

63. Heritability

69. Environmental Influences

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

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

73. Group Differences in Intelligence Test Scores

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

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

76. The Question of Bias

77. Two meanings of bias –Popular sense –Scientific sense Test-taker’s expectations –Stereotype threatStereotype threat –a self-confirming concern that one will be evaluated based on a negative stereotype.

78. The End

79. 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.

80. 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

81. 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.

82. 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

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

84. 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

85. Definition Slide = add definition here

86. Definition Slides

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

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

89. 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.

90. 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.

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

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

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

94. 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.

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

96. 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.

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

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

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

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

101. 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.

102. 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.

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

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

105. 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).

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

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

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

109. 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

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

111. 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.

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