1. Myers’ Psychology for AP®, 2e
David G. Myers
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2014
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.

2. Unit 11: Testing and Individual Differences

3. Unit 11 - Overview Introduction to Intelligence Assessing Intelligence
The Dynamics of Intelligence
Studying Genetic and Environmental Influences on Intelligence
Group Differences and the Question of Bias
Click on the any of the above hyperlinks to go to that section in the presentation.

4. Module 60: Introduction to Intelligence

6. Introduction
Intelligence
Intelligence test

7. Is Intelligence One General Ability or Several Specific Abilities?

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

9. Gardner’s Eight Intelligences
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences
Savant syndrome
Gardner’s Eight Intelligences
Linguistic
Logical-mathematical
Musical
Spatial
Bodily-kinesthetic
Intrapersonal
Interpersonal
Naturalist
Grit

11. Is Intelligence One General Ability or Several Specific Abilities
Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences
Grit

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

13. Emotional Intelligence

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

15. Is Intelligence Neurologically Measurable?

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

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

18. Module 61: Assessing Intelligence

20. Origins of Intelligence Testing

21. Origins of Intelligence Testing
Francis Galton’s intelligence testing
Reaction time
Sensory acuity
Muscular power
Body proportions
Hereditary Genius

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

23. Origins of Intelligence Testing Lewis Terman: The Innate IQ
Stanford-Binet Test
Lewis Terman
New age norms
Adding superior end

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

25. Modern Tests of Mental Abilities

26. Modern Tests of Mental Abilities
Achievement tests
Aptitude tests

27. Modern Tests of Mental Abilities
Achievement tests
Aptitude tests

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

29. Principles of Test Construction

30. Principles of Test Construction Standardization
Normal curve (bell curve)

31. Principles of Test Construction Standardization
Normal curve (bell curve)

32. Principles of Test Construction Standardization
Normal curve (bell curve)

33. Principles of Test Construction Standardization
Normal curve (bell curve)

34. Principles of Test Construction Standardization
Normal curve (bell curve)

35. Principles of Test Construction Standardization
Normal curve (bell curve)

36. Principles of Test Construction Standardization
Normal curve (bell curve)

37. Principles of Test Construction Standardization
Normal curve (bell curve)

38. Principles of Test Construction Standardization
Flynn effect

39. Principles of Test Construction Standardization
Flynn effect

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

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

42. Module 62: The Dynamics of Intelligence

44. Stability or Change?

45. Stability or Change? Aging and Intelligence
Cross-Sectional Evidence
Longitudinal Evidence
Cohort

46. Stability or Change? Aging and Intelligence
It all depends
Crystallized intelligence
Fluid intelligence

47. Stability or Change? Stability Over the Life Span

48. Extremes of Intelligence

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

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

51. Module 63: Studying Genetic and Environmental Influences on Intelligence

53. Twin and Adoption Studies

54. Twin and Adoption Studies
Identical twin studies
Polygenetic
Heritability
Adoptive children studies

55. Heritability

56. Heritability

57. Heritability

58. Heritability

59. Heritability

60. Heritability

61. Environmental Influences

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

63. Module 64: Group Differences on the Question of Bias

65. Group Differences in Intelligence Test Scores

66. 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

67. Ethnic similarities Ethnic differences
Group Differences in Intelligence Test Scores Racial and Ethnic Similarities and Differences
Ethnic similarities
Ethnic differences

68. The Question of Bias

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

70. The End

71. 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.

72. Teacher Information Unit Coding
Just as Myers’ Psychology for AP 2e is color coded to the College Board AP Psychology Course Description (Acorn Book) Units, so are these Powerpoints. The primary background color of each slide indicates the specific textbook unit.
Psychology’s History and Approaches
Research Methods
Biological Bases of Behavior
Sensation and Perception
States of Consciousness
Learning
Cognition
Motivation, Emotion, and Stress
Developmental Psychology
Personality
Testing and Individual Differences
Abnormal Psychology
Treatment of Abnormal Behavior
Social Psychology

73. 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 and module title slide, a page 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.
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.

74. 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

75. Division title (red print) subdivision title (blue print)
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76. Division title (red print in text) subdivision title (blue print in text)
Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

77. Definition Slide
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78. Definition Slides

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

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

81. 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.

82. 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.

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

84. Grit
= the in psychology, grit is passion and perseverance in the pursuit of long-term goals.

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

86. 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.

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

88. 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, with scores assigned to relative performance above or below average.

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

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

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

92. Standardization
= defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

93. 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.

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

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

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

97. 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).

98. Cohort
= a group of people from a given time period.

99. Crystallized Intelligence
= our accumulated knowledge and verbal skills; tends to increase with age.

100. Fluid Intelligence
= our ability to reason speedily and abstractly; tends to decrease during late adulthood.

101. Intellectual Disability
= a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life.
Formerly referred to as mental retardation

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

103. Hereditability
= the proportion of variation among individuals that we can attribute to genes. The hereditability of a trait may vary, depending on the range of populations and environments studied.

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