1. Origins of Intelligence Assessments/Inventories (“Testing”)
Plato: Saw & noted individual differences
Intelligence Test: *Binet ( )
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

2. 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 an IQ of 100
Stanford-Binet: widely used American revision of Binet’s original intelligence test ( )
revised by Terman at Stanford University
Stern designed the intelligence quotient
(IQ) 

3. Intelligence Quotient (IQ)
Originally, ratio of mental age (ma) to chronological age (ca) multiplied by 100
IQ = ma ÷ ca x (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

4. 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?

5. 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

6. 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.

7. 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

8. 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

9. Brain Function & Intelligence
People who can perceive the stimulus FLASHED very quickly tend to score somewhat higher on intelligence tests
P. 430: processing speed, perceptual speed & neurological speed are all involved in assessing the final intellig. Score.
BUT…is that valid? Is FASTER actually BETTER?
Idea is that faster can process MORE info
Stimulus
Mask
When FLASHED, is Long side on left or right?

10. 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

11. From Thorndike and Hagen, 1977
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

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

13. Assessing Intelligence
Standardization
defining meaningful scores by comparison w/ the performance of a pre-tested standardization group to create a norm…what is “normal”
Normal Curve
symmetrical bell-shaped curve that describes the distribution of many physical & psych. Attributes
PEAK (mid-point) of curve = 50th percentile—mid-point… ½ higher than that & ½ lower than that…
most scores fall near the avg, & fewer & fewer scores lie near the extremes 

14. Divergent vs. convergent thinking: ADD!
2 kinds of thinking: Convergent: 1 right answer – like IQ on tests (damage to left parietal can hurt this kind) Divergent: More creative.. “outside the box” Damage to the FRONTAL lobe can hurt this type

15. Normal Curve: (sometimes aka the bell curve) 3 magic #’s: 68 (15 pts
Normal Curve: (sometimes aka the bell curve) 3 magic #’s: (15 pts. above or below mid-pt.) (or 95) (inclusive of 99.7%) So..what’s mentally challenged & “genius” ? (Psy’s HATE “genius”)

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

17. Test sophistication: assessments are better now…more accurately assess
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.

18. 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 1st year of college?
3 aspects to validity…
Content validity
Predictive validity
Criterion validity

19. 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
the measure (part of the operational definition) used in defining whether the test does have predictive validity (next slide )
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?
Criterion is what they are shooting for, trying to do

20. 3. Predictive Validity (aka criterion-related validity)
How good a test is at predicting
compute the correlation between test scores & the “target” behavior (behavior you’re interested in)
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…

21. Assessing Intelligence: (436) Relating body wt
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
Little
correlation
w/in
restricted
range (sm. #)
Football linemen’s
success
Body weight in pounds

22. The Dynamics of Intelligence: The Low extreme of Intelligence:
Mentally Challenged
(previously called “mental retardation” or mentally handicapped but M-C is the preferred reference)
a condition of limited mental ability
indicated by an intelligence score at or below 70
produces difficulty in adapting to the demands of life
varies from mild to profound

23. Down Syndrome
A type of retardation & associated physical disorders caused by an extra chromosome in one’s genetic makeup…
Usually related to mom’s age (older moms)…
(extra #21 chromosome for a total of 47 chromosomes)

24. The Dynamics of Intelligence: Know chart. (p
The Dynamics of Intelligence: Know chart! (p. 439) Supreme Court Hearing on executing mentally challenged:

25. Heritability: 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

26. Genetic Influences: psychologists look at both twin studies & biological parents vs. adoptive parents

27. So…a good argument for year-round school?
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?

28. What’s wrong with this picture???

29. Group differences & impact of environment: The Seed Analogy:
Same seeds (genetics)
…but different soil…levels of fertilizer…water….sun  these = so a differing environ. Would they grow the same?
HEAD START: Data from research on Head Start programs (public “pre-school” to helped kids from lo-socio-econ. environments) show H-S kids are less likely to repeat grades than those in similar environments NOT in Head Start
Variation within group
Difference within group
Poor soil
Fertile soil
Seeds

30. 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)?
Standard
Responses

31. Group Differences
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…
“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 African-Amer. or females taking test w/ only that group perform better than in mixed groups
Summary:
What you think & believe about YOU affects how you perform!

32. 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 (what is this called?)
Brain size (relative to body size) IS slightly positively correlated to intelligence

33. This is “gifted” kids separated into other classes/schools
Big debate: tracking:
This is “gifted” kids separated into other classes/schools
(segregating by ability level):
Often this means 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

34. Pitfalls in Diagnostic Labeling of High OR Low Intelligence:
To what do you think the term “diagnostic labeling” refers?
If we determine someone is of HIGH IQ…Or…LO IQ, what might make that a problem? How might the following be involved in that consideration?
Motivation? (either hi or lo?)
Stereotype threat?
Flynn Effect?
Reification?
*****GO BACK to slide # 29 to H-S notes!!!

35. Sternberg’s Big 3: Theories of Multiple Intelligences (pp. 424-426)
Is there 1 kind? …or 2? …or 3? ..or 8?
Remember: Spearman: 1 basic general intel. (g factor)
Sternberg’s Big 3:
Analytical intelligence:
academic problem solving—
there’s 1 right answer
Creative intelligence:
react to novel situations
& use novel ideas
Practical intelligence:
deal w/ everyday
problems & come up
w/ multiple solutions

36. Howard Gardner: Theory of 8 Multiple Intelligences Verbal
Movement (kinesthetic)
Math
Understanding ourselves (our emotions/feelings)
Music
Understanding others (emotion—reading
others)
Spatial analysis/visual (art)
Understanding our physical environment
(naturalistic world)

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

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

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

40. ANSWERS to PRACTICE Test from class…
1.A 2.D 3.D 4.A 5.D 6.C 7.D 8.B 9.E 10.D 11.C 12.C 13.B 14.D 15.D 16.D 17.E
18.C
19.D
20.E
21.D
22.B
23.D
24.C
25.C
26.C
27.D
28.D
29.B
30.D
31.D
32.E
33.B
34.C