Myers’ Psychology for AP*

Myers’ Psychology for AP*
David G. Myers PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2010 *AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

Unit 11: Testing and Individual Differences

Unit Overview What is Intelligence? The ability to learn from experience , solve problems, and use knowledge to adapt to new situations Assessing Intelligence The Dynamics of Intelligence Genetic and Environmental Influences on Intelligence Click on the any of the above hyperlinks to go to that section in the presentation.

What is Intelligence?

What is Intelligence? Intelligence Savant syndrome Intelligence test

Is Intelligence One General Ability or Several Specific Abilities?
Spearman’s General intelligence (g) Factor analysis Comparison to athleticism Thurstone’s counter argument Thurstone identified seven clusters of primary mental abilties. g Thurstone identified seven clusters of primary mental abilties.

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

Is Intelligence One General Ability or Several Specific Abilities
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences

Is Intelligence One General Ability or Several Specific Abilities
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences Gardner proposes a ninth intelligence – existential intelligence – the ability to ponder large questions about life , death, and existence.

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 Triachic theory

Comparing Theories of Intelligence

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

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

Is Intelligence Neurologically Measurable? Brain Function
Perceptual speed Neurological speed

Assessing Intelligence

The Origins of Intelligence Testing
Francis Galton’s intelligence testing Reaction time Sensory acuity Muscular power Body proportions Not a successful undertaking – gave us statistical techniques that are still used – and nature v. nurture

The Origins of Intelligence Testing Alfred Binet: Predicting School Achievement
Indentifying French school children in need of assistance Mental age – the level of performance typically associated with a certain chronological age Chronological age

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 and immigrants led to immigration quotas – (eugenics)

Modern Tests of Mental Abilities
Achievement tests Aptitude tests

Modern Tests of Mental Abilities notice close correlation between intelligence scores and verbal and quantitative SAT scores Achievement tests what you have learned Aptitude tests predict your ability to learn a new skill

Modern Tests of Mental Abilities
Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC) 11 subtest Verbal and Performance test scores

Wechler Adult Intelligence Scale

Principles of Test Construction Standardization
Normal curve (bell curve)

Normal Curve

Flynn effect

Flynn effect – rise in intelligence test scores despite drop in college entrance aptitude scores

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

Principles of Test Construction Validity
Content validity-the extent to which a test samples the behavior that is of interest Criterion- test taps the pertinent behavior Predictive validity- intelligence test should have predictive validity – they should predict the criterion of future performance and to some extent they do More reliable than predictive - in early years (6 to 12) they are more predictive (+.6) SAT to first-year college grades (+.5) GRE – grad school performance (+.4)

The Dynamics of Intelligence

Stability or Change? Intelligence testing through life

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

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

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

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

Genetic and Environmental Influences on Intelligence

Twin and Adoption Studies
Identical twin studies Polygenetic Adoptive children studies

Heritability Heritability

Heritability

Environmental Influences
Early environmental influences Tutored human enrichment Targeted training Schooling and intelligence Project Head Start

Emotion-detecting ability Math and spatial aptitudes
Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math and spatial aptitudes

Ethnic similarities Ethnic differences
Group Differences in Intelligence Test Scores Ethnic Similarities and Differences Ethnic similarities Ethnic differences

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

The End

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.

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). Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’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. Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. 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.

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. 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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Definition Slides

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

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

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.

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.

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

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

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.

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

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.

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

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

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

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

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.

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.

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

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

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).

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.

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

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

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