1. Language

2. Language From cooing to communication “MOTHERESE”
In first months, babies are responsive to pitch , intensity and sound of language; people talk to babies w/ more varied pitch and intonation
CLICK PHOTO TO HEAR
“MOTHERESE”

3. Language
By 4-6 months, babies have learned basic sounds of their language, and over time lose ability to perceive speech sounds in another language
Between 6 months to 1 year, babies enter the babbling phase; infants become more familiar with the sound structure of their native language

4. Starting around 11 months, babies develop repertoire of symbolic gestures; gestures spur language learning
Between 18 months and 2 years, 2 and 3 word combinations are produced; 1st combinations have a telegraphic quality

5. Noam Chomsky – Is Language Innate?
Chomsky observed that children can figure out a sentence’s deep structure from the surface structure, therefore the brain must contain a language acquisition device that enables children to develop a language if they are exposed to it.

6. Language (Chomsky –Innate?)
Children all over the world go through similar stages of linguistics development
Children combine words in ways that adults never would, so they could not be simply imitating adults

7. Intelligence

8. What is “Intelligence”?
Intelligence – mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

9. g
After finding that schoolchildren's grades across seemingly unrelated subjects were positively correlated, Charles Spearman proposed that these correlations reflected the influence of a dominant factor, which he termed g for "general" intelligence 9

10. What is “Intelligence”?
Is a talented artist who can’t do math “unintelligent”?
Is a brilliant scientist who can’t follow a road map “unintelligent”?

11. Is intelligence one general ability, or several specific abilities?
Different cultures deem “intelligent” as whatever attributes enable success in those cultures
Different cultures deem “intelligent” as whatever attributes enable success in those cultures
Is intelligence one general ability, or several specific abilities?

12. Theory of Multiple Intelligences
Howard Gardner
Linguistic
Logical-Mathematical
Body-Kinesthetic
Spatial
Musical
Interpersonal
Intrapersonal
Naturalist
Existential

13. Linguistic – words and language
A person's ability to construct and comprehend language
Journalists, poets, novelists, storyteller

14. Logical-Mathematical – numbers and logic
ability to mentally process logical problems and equations, the type most often found on multiple choice standardized tests
Scientists, accountants, navigator, surveyor

15. Spatial – pictures
Our ability to comprehend shapes and images in three dimensions.
perceive and interpret that which we may or may not physically see (assemble puzzle, mold a sculpture, etc)
Artists, cab drivers, architects, chess player

16. Musical – music The ability to perform and compose music
Pianist, Composers, singers

17. Intrapersonal – self-awareness and reflection
allows us to tap into our being - who we are, what feelings we have, and why we are this way.
Self-help and motivational speakers, philosophers, therapists

18. Body-Kinesthetic - physical
Each person possesses a certain control of his or her movements, balance, agility and grace.
Athletes, dancers, craftsperson

19. Interpersonal – social skills
ability to interact with others, understand them, and interpret their behavior
Politicians, clergy, salesperson, teacher

20. Naturalistic – experience in the natural world
People who are sensitive to changes in weather patterns, love the outdoors or are adept at distinguishing nuances between large numbers of similar objects may be expressing naturalist intelligence abilities.
Rangers, Guides, Environmentalists, Zoologist

21. Existential Intelligence
Individuals who exhibit the proclivity to pose (and ponder)
questions about life death, and ultimate realities
Philosophers and Thinkers - Aristotle, Confucius, Einstein, Plato, Socrates

22. Triarchic Theory of Multiple Intelligences
Robert Sternberg
-Analytical
-Creative
-Practical

23. Analytical –
Assessed by intelligence tests, which present well-defined problems having single right answers; academic intelligence. Problem-solving strategies and their correct applications to real-life issues. Commonly referred to as “book smarts”.

24. Creative Intelligence
– the ability to effectively deal with novel situations by
drawing on existing skills and knowledge.

25. Practical Intelligence
the ability to adapt to the environment, reflecting was is commonly called “street smarts”.

26. Cluster Intelligence Louis Thurstone
There are seven different primary mental abilities.
The scores for each of the seven tests of intelligence is read separately in order to get a better understanding of strengths and weaknesses

27. Verbal comprehension (or Verbal Ability):
Found in such things as verbal reasoning, reasoning by analogy, and reading comprehension. It is "characterized primarily by its reference to ideas and the meanings of words."

28. Word fluency:
Facility with words in special contexts, such as anagrams, rhyming, etc.

29. Arithmetic computation
Number ability:
Arithmetic computation

30. Spatial ability:
The ability to mentally manipulate and visualize geometric relations; facility in spatial and visual imagery.

31. Associative memory:
The ability to make random paired associations that require rote memory; memorizing skills.

32. Perceptual speed:
Facility in finding or in recognizing particular items in a perceptual field.

33. General reasoning ability (or Induction):
Facility in finding rules or principles in test items, such as in a number series.

34. Emotional Intelligence
Salovey and Mayer
Gardner’s Multiple Intelligences PLUS:
Emotional Intelligence – superb social skills, manages conflicts well, and has great empathy for others

35. Intelligence Anomalies
Savant Syndrome – a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing; some people are functionally retarded in almost every aspect except for one very specific ability.

36. Creative Intelligence – Aha!
Andrew Wiles:
Creativity is the ability to produce ideas that are both novel and valuable
There are five components of a creatively intelligent person:
Expertise
Imaginative Thinking Skills
A Venturesome Personality
Intrinsic Motivation
A Creative Environment

37. Expertise is a well-developed base of knowledge
Imaginative Thinking Skills provide the ability to see new things, to recognize patterns, and to make connections

38. A Venturesome Personality tolerates ambiguity and risk, perseveres in overcoming obstacles, and seeks new experiences apart from the group
Intrinsic Motivation is the personal pleasure derived from the challenge of the work

39. A Creative Environment sparks, supports, and refines creative ideas.

40. Intelligence and the Brain
Correlational studies have suggested that brain size and intelligence are positively correlated
Brain analyses have suggested that more intelligent people have more neural connections

41. Intelligence and the Brain
Studies suggest that more intelligent people have faster perceptional skills and brain reaction speeds

42. Assessing Intelligence
How is intelligence determined?
Testing

43. Two Types of Intelligence Tests
Aptitude Test – a test designed to predict a person’s future performance; aptitude is the capacity to learn
Achievement Test – a test designed to assess what a person has already learned

44. One Example of an Achievement Test is an IQ Test
Intelligence Test – a written method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores
Student A got a 1300 SAT score, while Student B got a 900 SAT score. Student A is “more intelligent”.

45. IQ Tests
Stanford-Binet – the most widely used written intelligence test
Wechsler Adult Intelligence Scale (WAIS)– the most widely used intelligence test; contains verbal and performance (nonverbal) subtests

46. Factor Analysis
– a statistical procedure that identifies clusters of related items (factors) on a test; used to identify different dimensions of performance that underlie one’s total score
Along with your score on a test, there is a breakdown of your performances on individual sections of the test – 600 Verbal, 700 Math on a total SAT score of 1300

47. The 1st widely utilized intelligence Test
Alfred Binet
The 1st widely utilized intelligence Test
1904
Developed a test to identify French school children in need of alternative education 47

48. The Stanford-Binet IQ Test
1916 Louis Terman, Stanford University
Felt that IQ was inherited and that tests would be a great way to classify children
Adjusted the test for English speaking students and utilized a colleague’s formula to derive a person’s “IQ” or “Intelligence Quotient” 48

49. How do you determine IQ? Step 1
Mental Age – a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance.
A child who does as well as the average 8-year-old is said to have a mental age of 8.

50. How do you determine IQ? Step 2
Intelligence Quotient (IQ) – defined originally as the ratio of mental age (ma) to the chronological age (ca), multiplied by (MA / CA) X 100
An 8-year old student that takes an IQ Test scores as well the average 10-year old.
10/8 = 1.25 X 100 = 125 IQ

51. IQ Scale Over 140 - Genius or near genius
Very superior intelligence
Superior intelligence
Normal or average intelligence
Dullness
Borderline deficiency
Under 70 - Definite feeble-mindedness

52. Normal Curve – the 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

53. The “normal curve” for IQ ranges from 85-100, plus or minus 15
The “normal curve” for IQ ranges from , plus or minus 15. About 95% of all scores fall into the range of About .01% score below 55 or higher than 145.

54. Mental Retardation – a condition of limited mental ability, indicated by an intelligence score below 70 and difficultly in adapting to the demands of life; from mild, to profound

55. Constructing An Intelligence Test

56. 1. Establish A “Standard”
Standardization – defining meaningful scores by comparison with the performance of a pretested “standardization group”
The “control” test group (a representative sample of the entire population you are comparing scores to) scored an average of 1000 on the SAT. You scored a 1200 on the SAT. You are “above” the standard.

57. 2. Is The Test “Reliable”?
Reliability – the extent to which a test yields consistent results, and how well it can be replicated

58. 2. Checking Reliability
Split-Half Reliability – Half of the students answer all of the odd questions, the other half answer all of the even questions on a test. The scores should be similar if the test is consistently testing the same knowledge.
Equivalent Form – Students who receive Form A of a test should score similarly to those students who received Form B regarding the same information.

59. 3. Is The Test “Valid”?
Validity – the extent to which a test measures or predicts what it is supposed to

60. 3. Checking Validity
Content Validity – the extent to which a test samples the behavior that is of interest
If a test is supposed to test your knowledge of mathematical principles, the questions should be on math, not history or writing skills

61. 3. Checking Validity
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
Is a test is designed to measure mechanical aptitude, people who receive high scores should ultimately prove more successful in mechanical jobs than people that scored low

62. Reliability and Validity
It is possible to have a test that is reliable, but not valid. Such a test consistently measures something, but not what it is intended to measure.
IE. A vocabulary test given in math class is reliable as far as testing vocabulary, but is not a valid measure of a student’s mathematical intelligence.

63. Reliability and Validity
It is impossible to have a test that is valid, but not reliable. If individual scores fluctuate wildly, then they cannot consistently correlate with other scores, whatever those scores may be.
Tests cannot be accurately measuring a given set of material if scores on those tests vary wildly. On multiple tests of a single mathematical principal you score an 89, 34, 56, and a 99, the tests cannot have been consistently testing the same material, nor can they be good indicators that you know or don’t know the material.

64. What kinds of things may affect IQ?
Gender?
Race?
Wealth?
Genetics/Heritability?
Health Issues?

65. Genetic Influences
The intelligence scores of identical twins, raised together, are as similar as the scores of a single person taking the test twice
Twins raised separately have scores that are roughly 70% similar

66. Genetic Influences
A gene on chromosome #6 has been identified as potentially being the “IQ” gene. It has been found in 1/3 of children with very high intelligence scores.
By inserting an extra gene related to memory into fertilized mouse eggs, researchers have produced smarter mice

67. Genetic Influences
We cannot say what percentage of an individual’s intelligence is inherited (heritability), but we can say that differences amongst people can be attributed to their genetic makeup.

68. Environmental Influences
J. McVicker Hunt’s studies concluded that severe disadvantages, such as malnutrition, sensory deprivation, and social isolation reduce intellectual abilities
Head-Start type programs may help children prepare better for school, but not necessarily increase intelligence

69. School Effects
Those with high intelligence do better in school, go to school longer, and earn higher incomes

70. Ethnic Similarities and Differences
Racial groups differ in their average scores on intelligence tests, but differences within racial groups are greater.
High scoring people and groups are more likely to attain high levels of education and income.

71. Gender Similarities and Differences
Girls are:
More verbally fluent
Better spellers
More sensitive to touch, taste, and odor
More capable of remembering words and the locations of objects
Higher scoring in math computation tests
Better at detecting emotions
Higher scoring on tests of recognition

72. Gender Similarities and Differences
Boys:
Outnumber girls in special education classes
Talk later
Read later
Score higher on math problem solving tests
Score higher on tests of spatial ability
Score higher on tests related to the sciences
Are less emotionally sensitive

73. The Question of Bias