1. Unit 11: Testing and Individual Differences

2. 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
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3. Module 60: Introduction to Intelligence

5. Introduction
Intelligence
Intelligence test

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

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

8. 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

10. 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

11. 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

12. Emotional Intelligence

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

14. Is Intelligence Neurologically Measurable?

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

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

17. Module 61: Assessing Intelligence

19. Origins of Intelligence Testing

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

21. 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

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

23. 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

24. Modern Tests of Mental Abilities

25. Modern Tests of Mental Abilities
Achievement tests
Aptitude tests

26. Modern Tests of Mental Abilities
Achievement tests
Aptitude tests

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

28. Principles of Test Construction

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

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
Flynn effect

38. Principles of Test Construction Standardization
Flynn effect

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

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

41. Module 62: The Dynamics of Intelligence

43. Stability or Change?

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

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

46. Stability or Change? Stability Over the Life Span

47. Extremes of Intelligence

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

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

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

52. Twin and Adoption Studies

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

54. Heritability

55. Heritability

56. Heritability

57. Heritability

58. Heritability

59. Heritability

60. Environmental Influences

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

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

64. Group Differences in Intelligence Test Scores

65. 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

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

67. The Question of Bias

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

69. The End

70. Definition Slides

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

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

73. 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.

74. 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.

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

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

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

78. 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.

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

80. 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.

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

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

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

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

85. 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.

86. 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.

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

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

89. 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).

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

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

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

93. 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

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

95. 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.

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