1. Testing and Individual Differences
Unit 11

2. What is Intelligence? Understanding Shakespeare?
Being able to solve mathematical equations?
Development of a second or third language?
Understanding how to interact in social situations and with different groups of people?
Having necessary knowledge to survive in the wilderness?
Creating a masterpiece of artwork?
Having the ability to run down, catch, and throw a ball to a specific target?

3. Intelligence
The ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

4. General Intelligence (g)- factor, underlies specific mental abilities and is therefore measured by every task on an intelligence test.
Factor Analysis- statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie a person’s total score.
Charles Spearman

5. Howard Gardner

6. Gardner supports his theory
Brain damage has isolated specific intelligences in some individuals.
Experimental and psychological tasks support the idea of multiple intelligences.
Our core set of operations which are basic kinds of info-processing operations that deal with specific input.
Multiple intelligences are supported by our evolutionary history.
Savants, prodigies, and other exceptional individuals exist.

7. Robert Sternberg

9. Emotional Intelligence- THE ABILITY TO PERCIEVE, UNDERSTAND, MANAGE, AND USE EMOTIONS.
PERCEIVE- RECOGNIZE FACES, MUSIC, STORIES
UNDERSTAND- PREDICT THEM AND HOW THEY CHANGE AND BLEND.
MANAGE- KNOW HOW TO PROCESS THEM IN VARIED SITUATIONS.
USE- TO ENABLE ADAPTIVE OR CREATIVE THINKING

10. Perceptual Speed Test People who can perceive the stimulus very quickly tend to score higher on intelligence tests. (Deary & Strough, 1996)

14. Assessing Intelligence
Francis Galton- (Darwin’s cousin) infatuated with measuring human traits. Wanted to measure “natural ability” and encourage those with high ability to mate with one another.
At the 1884 London Exposition he assessed “intellectual strengths” based on people’s
Reaction time
Sensory Acuity
Muscular power
Body proportions
These measures did NOT yield accurate results.

15. Alfred Binet-
Along with Theodore Simon, developed “Mental Age” the level of performance typically associated with a certain chronological age.
Worried that his test would be used to label kids.
They made no assumptions as to WHY a child was slow, average or precocious.
His goal was to “identify children needing special attention”

16. Stanford-Binet Test Revised version of Binet’s test by Lewis Terman
William Stern then gave us the Intelligence Quotient. (IQ)
Not used today. The term “IQ” now stands for the expression of “intelligence test score”.
“ultimately result in the curtailing of the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency.” - Terman
Mental age
IQ=
x 100
Chronological age

17. Modern Tests of Mental Abilities
Achievement tests- reflect on what you have learned.
Aptitude tests- predict your ability to learn a new skill.

18. Wechsler Adult Intelligence Scale (WAIS)
Developed by David Wechsler
Today is the most widely used Intelligence test with a version for all age groups.
Yields scores for: Overall Intelligence, Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed.
Can give distinct scores for each area to help target reading or learning disabilities.
For these tests to be trusted they must meet certain criteria. They must be standardized, reliable, and valid.

19. Standardization-
Defining meaningful scores by comparison with the performance of a pretested group.
Standardizing is testing in conditions as similar as possible.
Norming involves taking the scores from a test and graphing them. Typically resulting in a Normal Curve.

21. Reliability and Validity
Reliability- extent to which a test yields consistent results.
Validity- extent to which a test measures or predicts what it is supposed to.
Content Validity- extent to which a test samples the behavior that is of interest. (AP Psych Exam= Psych info)
Predictive Validity- should predict the criterion of future performance. (Driver’s test)

22. The Flynn Effect- intelligence test scores are greatly improving worldwide. (20 Countries)
“The average person’s intelligence score 80 years ago, by today’s standards, would be a 76!”

23. Degrees of Intellectual Disability
Low Extreme- Intellectual Disability (mental retardation)
1% of the population
Males outnumber females by 50%.
Profound- Intelligence Scores below 20: Require constant aid.
Severe : perform simple work tasks under close supervision.
Moderate 35-50: 2nd grade level, may labor in sheltered workshops.
Mild 50-70: 6th grade level, with assistance may achieve self- supporting social and vocational skills.

24. Degrees of Intellectual Disability
High Extreme- “Gifted”
Intelligence scores-
: Bright Normal
: Superior
Above 130: Very Superior
Above 150: Truly Gifted

25. Genetic Influences
Identical twins reared together as similar as the same person taking the exam twice.
Raised apart, 70% similar. – Thomas Bouchard (1996a)
Fraternal twins scores are much less similar.

26. Environmental Influences
Experience and biology are intertwined.
Without early experiences and care children will have delayed development. (J. McVicker Hunt 1982)
But when presented with enriched environment and activities children will thrive.