1. Thinking About Psychology The Science of Mind and Behavior 3e
Charles T. Blair-Broeker & Randal M. Ernst
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2012

2. Cognition Domain

3. Thinking and Intelligence

4. Intelligence and Intelligence Testing
Module 25
Intelligence and Intelligence Testing

5. Module Overview The Nature of Intelligence Intelligence Testing
Test Construction
Group Differences in Intelligence Test Scores
Click on the any of the above hyperlinks to go to that section in the presentation.

6. The Nature of Intelligence
Module 25: Intelligence and Intelligence Testing

7. Intelligence
The ability to learn from experience, solve problems, and use knowledge to adapt to a new situations.
Is intelligence one thing or are there multiple intelligences?

8. The Nature of Intelligence: Howard Gardner
Module 25: Intelligence and Intelligence Testing

9. Howard Gardner ( )
Author of a contemporary theory of multiple intelligences consisting of eight separate kinds of intelligence.

10. Gardner’s Types of Intelligence

11. Gardner’s Types of Intelligence

12. Gardner’s Types of Intelligence

13. Gardner’s Types of Intelligence

14. Gardner’s Types of Intelligence

15. Gardner’s Types of Intelligence

16. Gardner’s Types of Intelligence

17. Gardner’s Types of Intelligence

18. Careers connected to Multiple Intelligences

19. The Nature of Intelligence: Robert Sternberg
Module 25: Intelligence and Intelligence Testing

20. Robert Sternberg ( )
Author of a contemporary theory of multiple intelligences consisting of
analytical,
creative, and
practical intelligence.

21. Sternberg’s Types of Intelligence

22. Sternberg’s Types of Intelligence

23. Sternberg’s Types of Intelligence

24. The Nature of Intelligence: Emotional Intelligence
Module 25: Intelligence and Intelligence Testing

25. Emotional Intelligence
The ability to perceive, express, understand, and regulate emotions.
People high in emotional intelligence are more in touch with their feelings and the feelings of others.
Self-analysis activity

26. General Intelligence (g)
The factor that Charles Spearman believed underlies all mental intelligences.

27. Module 25: Intelligence and Intelligence Testing

28. Intelligence Testing: Alfred Binet
Module 25: Intelligence and Intelligence Testing

29. Alfred Binet ( )
Developer of the first test to classify children’s abilities using the concept of mental age.
Assumed children’s intellectual abilities grew every year (so a 7 yr old should be able to answer a harder question than a 6 yr old

30. Mental Age (MA)
The chronological age that corresponds to the difficulty of the questions a child can answer.
Theoretically, an average 8-year-old child should have the mental age of 8 years.

31. Chronological Age The actual age of a person
A person’s intelligence can be determined by comparing their mental age as determined by the intelligence test and their chronological age.

32. Intelligence Testing: Lewis Terman
Module 25: Intelligence and Intelligence Testing

33. Lewis Terman ( )
Adapted Binet’s tests for use in the United States as an intelligence test reported intelligence as a calculated IQ score.
Called the Stanford-Binet Intelligence Test

34. Intelligence Quotient (IQ)
Helped devise this number
The number that results from dividing mental age by chronological age and multiplying by 100.
IQ = (MA/CA) X 100
A score of 100 would be considered average

35. What is the IQ of:
A child who’s mental age is 12 but has a chronological age of 8?
A child who’s mental age is 12 but has a chronological age of 16?
This number method is no longer used. Here’s why. P. 542

36. Group Discussion
Is it better to separate students into ability groups or the have mainstreamed classes?
Are intelligence tests the only or the main way students are identified for special services in school? Other methods?
How could intelligence tests keep students back? Or help them succeed?

37. Intelligence Testing: David Wechsler
Module 25: Intelligence and Intelligence Testing

38. David Wechsler ( )
Developer of the most widely used individual intelligence tests in the United States, which were the first tests to report scores for both verbal and nonverbal scores.

39. Wechsler Intelligence Scales
Intelligence test, developed by Weschler which included:
Different tests for different age groups
Separate scores for verbal and nonverbal abilities
Subtests

40. Wechsler Adult Intelligence Test

42. Intelligence Testing: Group Tests
Module 25: Intelligence and Intelligence Testing

43. Group Intelligence Test
Originally designed for the army in World War I
Can be given to large numbers of people
Those supervising the test do not need extensive training
Are very easy to score
Not the most reliable

44. Module 25: Intelligence and Intelligence Testing
Test Construction
Module 25: Intelligence and Intelligence Testing

45. Test Construction: Achievement and Aptitude Tests
Module 25: Intelligence and Intelligence Testing

46. Achievement Tests
Tests that attempt to measure what the test-taker has accomplished.
i.e. classroom tests at the end of a unit

47. Aptitude Tests
Tests that attempt to predict the test-taker’s future performance and ability to learn
Examples: ACT and SAT (College entrance, program entrance, etc)

48. Test Construction: Reliability and Validity
Module 25: Intelligence and Intelligence Testing

49. Reliability
The extent to which a test yields consistent results, regardless of who gives the test or when or where it is given.

50. Types of Reliability
Test-retest reliability - taking the same test and receiving a similar score
Split-half - the score on one half of a test’s questions is similar to the score on the other half
Scorer reliability – the score of the test should be similar no matter which scorer is scoring the test

51. Validity
The extent to which a test measures or predicts what it is suppose to test.
Does an achievement test accurately measure accomplishments?
Does an aptitude test accurately measure the person’s future performance?
One needs to know the purpose of the test

52. Group Differences in Intelligence Test Scores
Module 25: Intelligence and Intelligence Testing

53. Group Differences in Testing
A number of studies show scoring differences between different racial, ethnic, and gender groups.
Are these differences due to nature or to nurture? Studies suggest environment is playing a heavy role.
Heredity and environment interact to produce intelligence in individuals.

54. Group Similarities in Testing

55. The End

56. Teacher Information Types of Files Animation
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.

57. Teacher Information Domain Coding Key Terms and Definitions in Red
Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards.
Scientific Inquiry Domain
Biopsychology Domain
Development and Learning Domain
Social Context Domain
Cognition Domain
Individual Variation Domain
Applications of Psychological Science Domain
Key Terms and Definitions in Red
To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

58. Teacher Information
Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
Continuity slides - Throughout this presentations 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 with any questions, concerns, suggestions, etc. regarding these presentations.
Kent Korek
Germantown High School
Germantown, WI 53022

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