1. 1 Myers’ PSYCHOLOGY (7th Ed) Chapter 11 Intelligence James A. McCubbin, PhD Clemson University Worth Publishers

2. 2 Origins of Intelligence Assessments/Inventories (“Testing”)  Plato: Saw & noted individual differences  Intelligence Test: * Binet (1905 +-)  method of assessing an individual’s mental aptitudes & comparing them to those of others, using numerical scores  Testing Paris school kids to ID those who were low & needed help

3. 3  Mental Age  measure of intelligence test performance devised by Alfred Binet, Paris, late 1800’s  Why? to ID slower kids in Paris school system to help them do better  chronological age: actual age  mental age: if a child does as well as the average 8-year-old is said to have a of 8  Stanford-Binet: widely used American revision of Binet’s original intelligence test (1914-15)  revised by Terman at Stanford University  Stern designed the intelligence quotient (IQ) 

4. 4  Intelligence Quotient (IQ)  Originally, ratio of mental age (ma) to chronological age (ca) multiplied by 100  IQ = ma ÷ ca x 100 (ma/ca x 100)  on contemporary tests, the avg performance for a specific age is assigned a score of 100  Most intellg. tests (including the Stanford-Binet) no longer compute an “IQ” score (reification: p. 422)  What IS Intelligence?  ability to learn from experience, solve problems, & use knowledge to adapt to new situations  Is determined by a social definition & varies from culture to culture, era to era

5. 5 What is Intelligence?  Factor Analysis  statistical procedure that identifies clusters of related items (called factors) on a test  ID’s different performance dimensions that underlie our total score  These factors indicate a basic ability level  Eugenics: Terman & others belief that genetics was the predominate factor in IQ --was a “scientific” sort of racism…no major basis in modern psych…Basically said some races, etc., were genetically better than others. Who used these ideas?

6. 6 Spearman’s G Factor:  Spearman’s General Intelligence (g factor)  Spearman & others said one single factor (a general factor) underlies specific mental abilities  This factor is measured by every task on an intelligence test  g = general

7. 7 Most commonly administered intelligence assessments:  WISC-IV: most commonly used IQ test for ages 6-16  WAIS -III is for adults.  WIPPSI-III is for preschoolers.  Others also use the Stanford-Binet, 5th edition, or the Kaufman ABC-II battery for children. NOTE: Roman numerals reflect the multiple revisions of the tests since their original versions.

8. 8 Are There Multiple Intelligences?  Savant Syndrome  condition in which a person otherwise limited in mental ability has an exceptional specific skill… --often (NOT always..) related to autism  Computation  Drawing (EX below)  Social Intelligence  the know-how involved in comprehending social situations & managing oneself successfully  Emotional Intelligence p.426  ability to perceive, express, understand, & regulate emotions

9. 9 Intelligence & Creativity  Creativity: the ability to produce novel and valuable ideas…  Those = creative usually have at least avg. or above avg. g factor  Things that make this possible:  Expertise (have knowledge base)  imaginative thinking skills (outside the box)  venturesome personality (take chances)  intrinsic motivation  creative environment

10. 10 Brain Function and Intelligence  People who can perceive the stimulus very quickly tend to score somewhat higher on intelligence tests  P. 430: processing speed, perceptual speed & neurological speed are all involved Stimulus Mask Question: Long side on left or right?

11. 11 Assessing (“Testing”!!) Intelligence  Aptitude Test: designed to predict a person’s future performance  looks at abilities…what you should be able to do  aptitude is the capacity to learn  Achievement Test  test designed to assess what person has learned  Wechsler Adult Intelligence Scale (WAIS)  most widely used intelligence test (WWI)  2 subtests 1) verbal 2) performance (nonverbal)  WAIS-R = revised adult test;  WISC-R = revised kids’ test

12. 12 Assessing Intelligence: Weschler added Performance Component in 1939 b/c of problems assessing those w/ some verbal disadvantages Sample Items from the WAIS From Thorndike and Hagen, 1977 VERBAL response General Info Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span PERFORMANCE Picture Completion Picture Arrangement Block Design Object Assembly Digit-Symbol Substitution

13. 13 WAIS-R EX’s: Visual Analogies…..block design….. pic sequencing…..WAIS-R performance assessment kit

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15. 15 Assessing Intelligence  Standardization  defining meaningful scores by comparison w/ the performance of a pre-tested standardization group to create a norm Normal Curve  symmetrical bell-shaped curve that describes the distribution of many physical & psych. attributes  most scores fall near the avg, & fewer & fewer scores lie near the extremes 

16. 16 Study sessions for MARCH Sat. March 2412:00 – 1 :30AP Psy1.5 Thurs. March 293:45 – 5 :00AP Psy1.5 Sun. April 12 :00 – 4 :00AP Psy2.0 Wed. April 45:30 – 7 :00AP Psy1.5 Sat. Apr.711:30 – 1:30AP Psy 2.0 Sat. Apr.141:30 – 3:30 (after ACT) AP Psy 2.0

17. 17 Normal Curve: (aka at times as the bell curve

18. 18 Kids getting smarter?! Who’d a thunk it… Flynn effect: Consistent worldwide rise in IQ scores, even though achievement scores like SAT dropped …WHY?  

19. 19 Why Flynn Effect (James Flynn, 1987, 1999 ) occurs… It’s a mystery…but could be lots of things…  Test sophistication: assessments are better now…more accurately assess  Nutrition: taller, smarter, longer life expectancies  More formal educations for more ppl  More stimulating environment b/c of t___?  Less kid-diseases that might cause handicaps  Smaller families = more parental resources (time, money, effort) on each kid ------------- So....Why are SAT scores down? Probably b/c more ppl and more diverse ppl taking SAT now instead of just the middle & upper middle class.

20. 20 Assessments of Intelligence (aka Testing)  Reliability & Validity  Reliability: extent to which a test yields consistent results assessed by consistency of scores in 3 ways:  two halves of the test  alternate forms of the test  retesting  Validity: How well a test measures or predicts what it is supposed to EX: Does SAT predict success in the 1 st year of college? 3 aspects to validity… Content validity Predictive validity Criterion validity

21. 21 Assessing Intelligence: 3 major considerations: 1. Content Validity: extent to which a test samples a behavior that is of interest EX: Driving test that samples driving tasks… DOES it evaluate the content you want to look at? 2. Criterion validity  Some behavior that a test is designed to predict EX: Are college grades being predicted by SAT performance? …or... In driving, do 3 pt. turns, parking, handling the car in tight spaces, etc., represent things you will need to do while driving?  the measure (part of the operational definition) used in defining whether the test does have predictive validity  Criterion is what they are shooting for, trying to do

22. 22 3. Predictive Validity  success w/ which a test predicts the behavior it is designed to predict  assessed by computing the correlation between test scores and the criterion behavior (behav. you’re interested in)  aka criterion-related validity  This is whether it can give good predictions RE: the behavior looked at… or not EX: DOES the SAT predict success in college? Generally, yes. BUT…GRE (graduate record exam)…not as much b/c all are higher performing…

23. 23 Assessing Intelligence: (436) Relating body wt. & success to predict… The larger the sample the better it can predict  As the range of data under consideration narrows (goes from larger to smaller range ), its predictive power diminishes  BTW: What is this type of graph called? Greater correlation over broad range of body wts. (Lg. #) 10 9 8 7 6 5 4 3 2 1 0 Little correlation w/in restricted range (sm. #) Football linemen’s success Body weight in pounds 180 250 290

24. 24 The Dynamics of Intelligence: The Low extreme of Intelligence:  Mental Challenged (formerly retardation)  a condition of limited mental ability  indicated by an intelligence score below 70  produces difficulty in adapting to the demands of life  varies from mild to profound  Down Syndrome  retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup…mom’s age…

25. 25 The Dynamics of Intelligence: Know this chart! (p. 439)

26. 26 Heritability: the proportion of variation among individuals that we can attribute to genes; variability depends on range of populations & environments studied  Intelligence heritability = about 50%  The most genetically similar people have the most similar scores

27. 27 Genetic Influences : P sychologists look at both twin studies plus biological parents vs. adoptive parents studies

28. 28 Environmental Influences : The Schooling Effect : IQ’s tend to rise during the school year…& drop during summer…& drop after schooling stops… So…a good argument for year-round school?...Asian students vs. N. American students?

29. 29 What’s wrong with this picture???

30. 30 Group Differ. & Environ.Factors: The Seed Analogy: Group differences & the impact of environment:  Same seeds (genetics)  …but different soil…levels of fertilizer…water….sun  these = so a differing environ. Would they grow the same? Variation within group Difference within group Poor soilFertile soil Seeds

31. 31 Group Differences: Gender KNOW the general male & female tendencies toward certain abilities… (from info p.448-9) Do these stronger abilities apply to ALL males or females? The Mental Rotation Test : spatial understanding Which of the other circles contain a configuration of blocks identical to the “standard” fig. (left)? StandardResponses

32. 32 Stereotype Threat  Self-confirming concern/belief: negative stereotypes give us “true” evaluation  Relates to “self-fulfilling prophecy” & placebo effect: believing something IS true increase chance it happens: “I will probably score low” = scoring lower Students told they are at a disadvantage on a test tend to do worse than those who are told the test should be one they do well on… EX’s: “You are not likely to do as well on this as usual…” …OR “You should do very well on this b/c it is written in a way that will show your strengths…” Also Afri.-Amer. or females taking test w/ only that group perform better than in mixed groups Summary: What you think & believe about YOU affect how you perform!

33. 33 High vs. low extremes of intelligence :  Myth: High IQ kids are mal-adjusted, weird, socially inept….this is NOT TRUE -There is a high correlation for high IQ & healthy, well-adjusted, academically successful adults… Most thrive, though some are isolated more as kids b/c they don’t fit in w/ immature other kids  Remember: “giftedness” is a socially defined trait & not a “naturally occurring trait” like eye color or height (what is this called?)  Brain size (relative to body size) IS slightly positively correlated to intelligence

34. 34 Big debate: tracking (segregating by ability level):  Often = low income & minority put into low levels, which encourages the stereotype threat… which...tends to widen, not shrink, the gap betwn. lo & hi especially in elementary school Best idea may be, like China & Japan:  Avoid tracking thru elementary

35. 35 Theories of Multiple Intelligences (pp. 424-426) Is there 1 kind? …or 2? …or 3?..or 8? Spearman: 1 basic general intel. (g factor) Gardner: said there are 8: -verbal -movement (kinesthetic) -math -understanding ourselves (emot.) -music -understanding others (emot.) -spatial analysis/visual -understanding our physical (art) environment (“street smarts”) Sternberg’s Big 3: -analytical: academic problem solving—1 right answer -creative intell.: react to novel situations & use novel ideas -practical intel.: deal w/ everyday problems, come up w/ multiple solutions

36. 36 “Hey, I don’t have time to exercise!!”

37. 37 Some review ?’s How does head size correlate with intelligence? (p. 429) Can you assess an infant’s possible intelligence?

38.  Artificial Intelligence (AI)  designing & programming computer systems to…  …do intelligent things  …simulate human thought processes (parallel)  intuitive reasoning  learning  understanding language (272 Baron’s )  Computer Neural Networks  computer circuits that mimic brain’s interconnected neural cells & perform tasks much like humans…  learning to recognize visual patterns  learning to recognize smells 38

39. 39 PPL to know RE: Intelligence & intelligence assessments: Binet Flynn Gardner Spearman Sternberg Terman Wechsler

40. 40 Scoring Assessments Emotional Intelligence Assess.: On Items 5 28 33 (If put 1, change to 5 2 = 4 3 stays 3 4 =2 5 = 1 Then ADD all together…those #’s you changed + #’s you had at beginning for those NOT changed -------------------------------- 1. Friday 11. JANE 2. PY (silver anniversary) 12. 9:00 PM 3. 25 13. b (both grow in ground) 4. anniversary 14. a. Alternate #’s go up by 2 & down 1 (from 1 – 10) 5. MENSA 15. e: only on not man-made art 6. b 16. PARACHUTE 7. b 17. 5 8. b 18. c 9.TOM 19. LAND 10. HOUSE 20. # of lines goes down opposite w/ stick & stick alternates lo L/top R