1. Unit 11: Testing and Individual Differences

2. Unit Overview What is Intelligence? Assessing Intelligence The Dynamics of Intelligence Genetic and Environmental Influences on IntelligenceGenetic and Environmental Influences on Intelligence Click on the any of the above hyperlinks to go to that section in the presentation.

3. What is Intelligence?

4. Intelligence –Savant syndromeSavant syndrome Intelligence test

5. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g)General intelligence –Factor analysisFactor analysis –Comparison to athleticism Thurstone’s counter argument –7 clusters of primary mental abilities (word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory) g

6. 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

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

16. Sternberg’s Triarchic Theory of Intelligence –Analytical (academic problem- solving) intelligence –Creating intelligence –Practical intelligence

17. Comparing Theories of Intelligence

22. Emotional Intelligence Emotional intelligence –Perceive emotions –Understand emotions –Manage emotions M&M Study (2:35)M&M Study –Use emotions for adaptive or creative thinking

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

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

25. Assessing Intelligence

26. The Origins of Intelligence Testing Francis Galton’s intelligence testing –Reaction time –Sensory acuity –Muscular power –Body proportions

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

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

29. Modern Tests of Mental Abilities Achievement tests Aptitude tests

30. Modern Tests of Mental Abilities Achievement tests Aptitude tests

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

32. Wechler Adult Intelligence Scale

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

34. Normal Curve

41. Principles of Test Construction Standardization Flynn effect

42. Principles of Test Construction Standardization Flynn effect

43. Principles of Test Construction Reliability Reliability –Scores correlate between tests –Test-retest reliability –Split-half reliability

44. Principles of Test Construction Validity Validity –Content validityContent validity –Predictive validityPredictive validity

45. The Dynamics of Intelligence

46. Stability or Change? Intelligence testing through life

47. Stability or Change? Intelligence testing through life

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

49. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

50. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

51. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

52. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

53. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training ProfoundBelow 25 Require constant aid and supervision

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

55. Genetic and Environmental Influences on Intelligence

56. Twin and Adoption Studies Identical twin studies –Polygenetic Adoptive children studies

57. Heritability

64. Environmental Influences Early environmental influences –J. McVicker Hunt –Tutored human enrichment –Targeted training Schooling and intelligence –Project Head Start (1965)

65. Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal memory Sensation Emotion-detecting ability Math computation Math problem solving Spatial ability

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

67. The Question of Bias Two meanings of bias: –Popular sense Tests developed abilities, reflect in part your education and experiences –Scientific sense Predicts future behavior for only some groups of test takers Test-taker’s expectations –Stereotype threatStereotype threat

68. Definition Slides

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

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

71. 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.

72. Factor Analysis = a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie a person’s total score.

73. Savant Syndrome = a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. Savant SyndromeSavant Syndrome (0:48)

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

75. 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.

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

77. 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.

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

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

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

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

82. 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.

83. 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.

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

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

86. 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).

87. Predictive Validity The predictive power of aptitude tests diminishes as students move up the educational ladder – Children ages 6-12: +.6 – SAT: +.5 – GRE: +.4

88. 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.

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

90. The Mental Rotation Test

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