1. 1 Intelligence

2. 2 What is Intelligence? Intelligence - the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”

3.  Francis Galton (1822-1911)  was influenced by Charles Darwin  believed mental capacity was inherited (Nature v. Nurture)  believed we could breed a “superior” people

4.  16 American states (1907-1917) enforced sterilization laws – eliminating mentally retarded  1920’s Immigration Restriction Acts  immigrants would lower American intelligence.  Many people believed you could figure an intelligence level by the size of a person’s head.

5. 5 Howard Gardner Gardner proposes eight types of intelligences

6. 6 Robert Sternberg Sternberg (1985, 1999, 2003) agrees with Gardner, but suggests three intelligences rather than eight. 1.Analytical Intelligence: Intelligence that is assessed by intelligence tests. 2.Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas. 3.Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

7. 7 Emotional Intelligence Emotional intelligence is the ability to perceive, understand, and use emotions (Salovey and colleagues, 2005). The test of emotional intelligence measures overall emotional intelligence and its five characteristics.

8. Characteristics of EQ  Self-awareness  Management of feelings  (delay gratification)  Motivation  Empathy  Social skills

9. How EQ is different from IQ? a person can change their EQ but unable to change their IQ.

10. 10 Assessing Intelligence Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.

11.  Alfred Binet  chosen to test intelligence when law required all kids to go to school  1904 – came up w/ idea of mental age (MA)  MA = the chronological age that typically corresponds to a given level of performance

12.  William Stern  created Intelligence Quotient (IQ)  IQ = MA/CA x 100

13. 13 Aptitude and Achievement Tests Aptitude tests are intended to predict your ability to learn a new skill and achievement tests are intended to reflect what you have already learned.

14.  David Weschler  Intelligence Scale  Created most widely used test today  WAIS-R  (Weschler Adult Intelligence Scale-Revised)  Binet’s test (verbal) plus extra’s (non- verbal)

15. 15 WAIS WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

16. Meaning of IQ IQCategory% of Population 130+ 120-129 110-119 90-109 80-89 70-79 69-below

17. Meaning of IQ IQCategory% of Population 130+Very Superior 120-129 110-119 90-109 80-89 70-79 69-below

18. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129 110-119 90-109 80-89 70-79 69-below

19. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior 110-119 90-109 80-89 70-79 69-below

20. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119 90-109 80-89 70-79 69-below

21. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average 90-109 80-89 70-79 69-below

22. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109 80-89 70-79 69-below

23. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average 80-89 70-79 69-below

24. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89 70-79 69-below

25. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89Low Average 70-79 69-below

26. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89Low Average16 70-79 69-below

27. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89Low Average16 70-79Borderline 69-below

28. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89Low Average16 70-79Borderline6 69-below

29. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89Low Average16 70-79Borderline6 69-belowMentally Retarded

30. Meaning of IQ IQCategory% of Population 130+Very Superior2 120-129Superior7 110-119High Average19 90-109Average49 80-89Low Average16 70-79Borderline6 69-belowMentally Retarded2

31. WAIS CLASSIFICATION, %ile in the general population descriptions, | standard deviation High-IQ societies, | | IQ SD-15 - WAIS, WISC v = "here and down" | | | SD=16 - Binet, CTMM, Otis-Lennon | | | | PROFOUND RETAD.---v.13e-8 | 00 -07 IQ SD-23.7 - Cattell(Verbal) SEVERE RETARD.-----v.29e-4 -5.00 25 20 | SAT Verbal MODERATE RETARD.---v.0031 -4.00 40 36 | | GRE Verbal MILD RETARD.-------v.13 -3.00 55 52 | | | Miller Analogies BORDERLINE RETARD.-v 2.3 -2.00 70 68 | | | | SAT (old) Verbal+Math DULL-NORMAL--------v 9.1 -1.33 80 79 | | | | | ACT Composite** AVERAGE------------v25.0 -0.68 90 89 | | | | | | general pop. ave.---50.0 0.00 100 100 100 340 | | | | high sch. grad ave.-60.0 +0.25 104 104 106 370 | | 790 19 70.0 0.53 108 108 112 410 | | 860 21 BRIGHT-NORMAL------v75.0 0.68 110 111 116 430 | | 910 22 80.0 0.83 112 113 120 450 420 | 940 college grad ave.---84.1 1.00 115 116 124 470 440 38 980 23 90.0 1.29 119 120 130 500 470 43 1040 24 SUPERIOR-----------v9l.O 1.33 120 121 132 510 480 44 1060 25 93.0 1.47 121 122 135 530 500 47 1100 26 Ph.D. & M.D. ave.---95.0 1.63 125 126 139 550 530 52 1150 27 97.0 1.87 128 130 145 580 580 60 1190 28 VERY SUPERIOR------v97.8 2.00 130 132 147 590 600 65 1220

32. 32 Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: 1.Standardization 2.Reliability 3.Validity

33. 33 Standardization Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.

34. 34 Flynn Effect In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.

35. 35 Reliability A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: 1.Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are. 2.Reliability using different tests: Using different forms of the test to measure consistency between them. 3.Test-Retest Reliability: Using the same test on two occasions to measure consistency.

36. 36 Validity Reliability of a test does not ensure validity. Validity of a test refers to what the test is supposed to measure or predict. 1.Content Validity: Refers to the extent a test measures a particular behavior or trait. 2.Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.