1. M25 – Intelligence - 2
Ability to learn from experience, solve problems, and use knowledge to adapt to new situations

2. Review Single vs. multiple intelligences Intelligence vs. creativity
Spearman / Gardner / Sternberg
Intelligence vs. creativity
5 conditions of creativity: Expertise, imaginative thinking skills, venturesome personality, intrinsic motivation, creative environment
Social intelligence: The capacity to understand and conduct oneself successfully in a variety of social situations
EI: ability to perceive, express, understand, and regulate emotions
EI used to manage and moderate emotions, delay gratification, control impulses, have empathy, and handle others’ emotions
Assessment of intelligence: Intelligence tests

3. How do we assess intelligence?
Intelligence Test
a method of assessing an individual’s mental aptitudes and comparing them to those of others, using numerical scores
Intelligence is what intelligence tests measure
Origins:
Availability of public (free) education in Paris and the problems of immigrant children in schools (1904)
Request by minister of education to test children
Binet (pediatrician) was contracted do design a test
Revision: Stanford Binet test by Terman
French norms did not work well for American children

4. Sample Items from 1911 Binet-Simon Test

5. Measurement of Intelligence: Binet’s Mental age
A measure of intelligence test performance devised by Alfred Binet
Based on the assumption that all children follow the same course of development but at different speeds
Chronological age that most typically corresponds to a given level of performance
Child who does as well as the average 8-year-old is said to have a mental age of 8
9 year old child performing at the level of a typical 7 year old is behaving less intelligently than his age mates.
Mental age:
The original measure of intelligence test performance devised by Alfred Binet
Children with below average mental ages would need special education
However these tests were designed for french children for a specific purpose-
American Researchers realized that they were not good in identifying the capacities of children attending american schools
So they revised the tests, also extended the upper range of items to identify superior adults.
They also derived the famous term IQ – the intelligence quotient – just for an easier interpretation.
child who does as well as the average 8-year old is said to have a mental age of 8
9 year old child performing at the level of a typical 7 year old is a slow learner.

6. Measurement of Intelligence: Terman’s IQ
Terman’s Intelligence Quotient (IQ)
defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100
IQ = (ma/ca x 100)
The formula works well for children, but not adults.
Revisied (today’s) IQ
On contemporary tests, IQ is measured relative to the average performance of those who are at a similar age
The formula works well for children, but not for adults. MA does not continue to increase with CA, but levels off as we get older.
Rather assign IQ scores based on a person’s relative performance to same-age peers.
Intelligence Quotient (IQ)(zeka katsayısı)
defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100
IQ = (ma/ca x 100)

7. The Normal Curve
People who have cognitive capacities typical of their age group – are in the majority.
two-thirds of all people scoring between
the average performance for a given age is assigned a score of 100; two-thirds of all test takers score between

8. From Thorndike and Hagen, 1977
Most commonly used Intelligence Test: Wechsler Adult Intelligence Scale (WAIS)
Has 11 subsets and yields 3 scores:
General intelligence,
verbal,
performance (non-verbal)
From Thorndike and Hagen, 1977
VERBAL
General Information
Similarities
Arithmetic Reasoning
Vocabulary
Comprehension
Digit Span
PERFORMANCE
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Digit-Symbol substitution
most widely used intelligence test
Has 11 subtests- yields 3 scores:
overall intelligence
verbal
performance (nonverbal)
Can be used to identify possible learning problems and to provide clues to cognitive strenghths a teacher or an employer migth built upon.
also has versions for school aged and pre-school children

9. The Wechsler Verbal Scales
WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

10. The Wechsler Performance Scales

11. About intelligence testing
What do intelligence tests measure?
How are intelligence tests used?
Is the idea of testing “fair”?
Intelligence tests?
OSS test?
TOEFL test?
What are possible misuses of intelligence tests?
How are intelligence tests constructed?

12. What do the intelligence tests measure?
Tests may be designed to predict a person’s future performance or what he/she has learned
Aptitude - the capacity to learn
Achievement - what one has already learned
This distinciton is mostly in theory – it is not easy to develop an aptitiude tests that does not rely at least in part on past achievement.

13. To use or not to use intelligence tests:
Uses of intelligence tests:
Place individuals in ‘gifted’ or ‘remedial’ classes
Assess mental ‘deficiencies’
Assist in recruitment and placement
BUT intelligence tests are subject to misuse:
Labeling and limiting opportunities
Tests may be biased towards some groups
Should make sure that tests have good psychometrics
Should not be used as the “ sole” indicator of cognitive ability.

14. What makes psychological tests credible?
Standardization
To evaluate an individual’s performance, we need to compare it to a “relevant” group: the use of the normal curve
Defining meaningful scores by comparing them to a pretested /representative group (the standardization sample)
Reliability
Validity
Psychological tests must meet three criteria. They must be
Standardized, Reliable and Valid
Reliable: the extent to which a test yields consistent results
assessed by consistency of scores on:
two halves of the test (consistency within the test)
Retesting (consistency across applications)
Validity
the extent to which a test measures or predicts what it is supposed to measure
Content Validity
the extent to which a test samples the behavior that is of interest
driving test that samples driving tasks
Predictive Validity
success with which a test predicts the behavior it is designed to predict
assessed by computing the correlation between test scores and the criterion behavior
also called criterion-related validity

15. Interpreting Scores: The Normal Curve
Standardization:
The procedure by which existing nare used to interpret an individual’s test score
You got 72 in the midterm- is this good or bad?
NUmber of correct responses on a test does not mean much – should be compared to a basis – of other’s performance.
Defining meaningful scores by comparison with the performance of a pretested “standardization group”
Standardized test results typically form a normal distribution – a symmetrical bell-shaped pattern (curve) that describes the distribution of many physical and psychological attributes
To make meaningful comparisons – while desinging the test – first give it to a representative sample of individulas.
Based on their performances – create standards.
Form this curve and norms --- cut of points based on deviaton scores for specific demographic groups- by age/ gender/educational level etc.
Form this curve and norms (based on deviaton scores) for specific demographic groups – the standardization groups

16. Some exam scores’ distribution

17. What makes psychological tests credible?
Standardization
To evaluate an individual’s performance, we need to compare it to a “relevant” group: the use of the normal curve
Defining meaningful scores by comparing them to a pretested /representative group (the standardization sample)
Reliability
Tests should yield consistent results – scores should not be dependent upon the situation
The extent to which a test yields consistent results over time or using different subsets of questions
Validity
Extent to which a test measures what it was intended to measure
Content validity
Predictive validity --- ÖSS scores predict college success (GPA)?
Psychological tests must meet three criteria. They must be
Standardized, Reliable and Valid
Reliable: the extent to which a test yields consistent results
assessed by consistency of scores on:
two halves of the test (consistency within the test)
Retesting (consistency across applications)
Validity
the extent to which a test measures or predicts what it is supposed to measure
Content Validity
the extent to which a test samples the behavior that is of interest
driving test that samples driving tasks
Predictive Validity
success with which a test predicts the behavior it is designed to predict
assessed by computing the correlation between test scores and the criterion behavior
also called criterion-related validity

18. Nature / Nurture debate on intelligence
Scientific question  Can intelligence be “created” by supportive environments?
Political question  Are those who are successful in the society “born” to be successful?
IMPORTANT BECAUSE HAS A LOT OF POLITICAL IMPLICATIONS:

19. Nature's Influence on IQ Scores
The greater the genetic similarity between two individuals, the more similar are their IQ scores.

20. Nurture's Influence on IQ Scores
Individuals who are raised together are more similar in their IQ scores than individuals who are reared apart.
Adoption may enhance children’s intelligence scores.

21. Heritability of intelligence
50-70% of person-to-person variability of intelligence may be attributed to genetic factors
HERITABILITY DOES NOT PERTAIN TO ONE INDIVIDUAL – but only to why people differ from one another
Heritability estimates depend on the conditions of the population being studied
In identical environmental conditions heritability estimates will increase
In environments that vary widely, environment effect will be greater than the heritability effect.
Heritability estimates refer to normative conditions
Extreme conditions may override genetic effects (e.g., extreme deprivation)
Genes and environment INTERACT!

22. Is Intervention Possible?
Remember the Turkish Early Enrichment Project (Prof. Çiğdem Kağıtçıbaşı)
A 4-year longitudinal project involving early childhood enrichment and mother training in the low income areas of Istanbul.
@ the fourth year, the traning group children:
- Had significantly higher scores on Stanford-Binet Intelligence Test. and
- Surpassed the control group in mathematics and general ability tests

23. Group differences in intelligence
There are group differences in intelligence scores
E.g. Gender, ethnicity, socio-economic status (SES), cultures etc.
Even if intelligence is highly heritable, group differences may not be due to genetic factors
Historical trends in intelligence
Changes in standard of living, nutrition, education
Group difference in standard of living - SES
Group differences in cultural practices
Group differences in responses to testing
Are group differences in intelligence scores indicative of TEST BIAS?
“Bias” is scientifically defined as the inability of a test to predict the future performance of all groups equally.

24. Why Intelligent people fail
Sternberg (1986), conventional intelligence tests tell us little about performance in everyday life and suggest a number of reasons why so-called intelligent people fail:
lack of motivation
lack of impulse control
lack of perseverance
fear of failure
procrastination
inability to delay gratification
too little/too much self-confidence
Sternberg suggests that if intelligence properly defined and measured it MUST translate into real-life success
Note: Artificial intelligence (AI) is the intelligence of machines and the branch of computer science which aims to create it. Major AI textbooks define the field as "the study and design of intelligent agents,"[1] where an intelligent agent is a system that perceives its environment and takes actions which maximize its chances of success.[2

25. Getting Smarter?