1. Is Intelligence One General Ability or Several Specific Abilities?
Spearman’s General intelligence (g)
Factor analysis
Comparison to athleticism
Thurstone’s counter argument g

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

3. Sternberg’s Three Intelligences
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences
Sternberg’s Three Intelligences
Analytical (academic problem-solving intelligence
Creating intelligence
Practical intelligence

4. Comparing Theories of Intelligence

5. Emotional Intelligence
Perceive emotions
Understand emotions
Manage emotions
Use emotions for adaptive or creative thinking

6. Charles Spearman’s concept of g is most accurately defined as
A specific type of performance that is affected by intelligence.
One of seven fundamental abilities that determine behavior.
A single, underlying intellectual capacity measured by intelligence tests.
The ability to create novel solutions to complex situations.
The storehouse of knowledge and facts that we accumulate during our adult years.

7. The Origins of Intelligence Testing Alfred Binet: Predicting School Achievement
Indentifying French school children in need of assistance
Mental age
Chronological age

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

9. Modern Tests of Mental Abilities
Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)

10. Principles of Test Construction Fill In the Chart Below!
Standardization
Normal curve (bell curve)

11. Normal Curve

12. The Normal Distribution of IQ Scores
Many
Number of Persons
Normal Range
Few 10 20 30 40 50 60 70 80 90
110
120
130
140
150
160
170
180
190
200
100 IQ
Copyright © Allyn & Bacon 2007

13. Copyright © Allyn & Bacon 2007
Types of Tests
Objective tests can be scored easily by machine
In subjective tests, individuals are given an ambiguous figure or an open-ended situation and asked to describe what they see or finish a story
Inter-rater reliability measures how similarly two different test scorers would score a test
Copyright © Allyn & Bacon 2007

14. Modern Tests of Mental Abilities
Achievement tests
Aptitude tests

15. Principles of Test Construction Standardization
Flynn effect

16. Principles of Test Construction Validity
Content validity
Criterion
Predictive validity

17. Construct validity refers to the extent to which operationalizations of a construct (i.e., practical tests developed from a theory) do actually measure what the theory says they do. For example, to what extent is an IQ questionnaire actually measuring "intelligence"?
Content is a non-statistical type of validity that involves "the systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured" For example, does an IQ questionnaire have items covering all areas of intelligence discussed in the scientific literature?
Criterion validity evidence involves the correlation between the test and a criterion variable (or variables) taken as representative of the construct. In other words, it compares the test with other measures or outcomes (the criteria) already held to be valid. For example, employee selection tests are often validated against measures of job performance (the criterion), and IQ tests are often validated against measures of academic performance (the criterion).

18. Face validity is an estimate of whether a test appears to measure a certain criterion; it does not guarantee that the test actually measures phenomena in that domain. Indeed, when a test is subject to faking (malingering), low face validity might make the test more valid.
Face validity is very closely related to content validity. While content validity depends on a theoretical basis for assuming if a test is assessing all domains of a certain criterion (e.g. does assessing addition skills yield in a good measure for mathematical skills? - To answer this you have to know, what different kinds of arithmetic skills mathematical skills include ) face validity relates to whether a test appears to be a good measure or not. This judgment is made on the "face" of the test, thus it can also be judged by the amateur.

19. Principles of Test Construction Reliability
Scores correlate
Test-retest reliability
Split-half reliability

20. Which of the following psychometric properties is used to assess the extent to which the items on an intelligence test measure a person’s intelligence?
Internal Consistency, B. Split-Half Reliability
Standardization D. Construct Validity
E. Predictive Validity

21. The Psychology Aptitude Test (PAT) was administered to incoming college psychology majors. Their scores were later compared to their performance in the introductory psychology course, and high scores on the PAT were related to high grades in the course. Therefore, the PAT has
Adequate Standardization
Internal Consistency
Face Validity
Predictive Validity
Content Validity

22. Is Intelligence Neurologically Measurable? Brain Size and Complexity
Brain size studies
Brain complexity studies
Neural plasticity
Gray matter versus white matter

23. Is Intelligence Neurologically Measurable? Brain Function
Perceptual speed
Neurological speed

24. Heritability

25. Extremes of Intelligence The Low Extreme
Intellectual disability
Mental retardation
Down syndrome
21st chromosome
Mainstreamed

26. Extremes of Intelligence Classifications of Intellectual Disability
Level
Approximate Intelligence Scores
Adaptation to Demands of Life
Mild
50-70
May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate
35-50
May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe
20-35
May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Profound
Below 25
Require constant aid and supervision

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

28. The Question of Bias Two meanings of bias Test-taker’s expectations
Popular sense
Scientific sense
Test-taker’s expectations
Stereotype threat

29. The End

30. Teacher Information Types of Files Animation
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Animation
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Adding slides to this presentation
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31. 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).
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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 address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

32. 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.
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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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34. Division title (green print) subdivision title (blue print)
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35. Definition Slide
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36. Definition Slides

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

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

39. 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.

40. 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.

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

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

43. 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.

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

45. 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.

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

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

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

49. Standardization
= defining meaningful scores by comparison with the performance of a pretested group.

50. 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.

51. Reliability
= the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting.

52. Validity
= the extent to which a test measures or predicts what it is supposed to.

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

54. 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).

55. Intellectual Disability
= (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

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

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