1. Intelligence Should Intelligence be measured by IQ?? What Makes Us Smart IQ and Intelligence Documentary 10 People with the highest IQ’s in history

2. Origins of Intelligence Testing  Intelligence Test  a method of assessing an individual’s mental aptitudes and comparing them to those of others, using numerical scores

3. Origins of Intelligence Testing  Mental Age  a measure of intelligence test performance devised by Binet  chronological age that most typically corresponds to a given level of performance  child who does as well as the average 8-year-old is said to have a mental age of 8

4. Origins of Intelligence Testing  Stanford-Binet  the widely used American revision of Binet’s original intelligence test  revised by Terman at Stanford University

5. Origins of Intelligence Testing  Intelligence Quotient (IQ)  defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100  IQ = ma/ca x 100)  on contemporary tests, the average performance for a given age is assigned a score of 100

6. What is Intelligence?  Intelligence  ability to learn from experience, solve problems, and use knowledge to adapt to new situations

7. What is Intelligence?  Factor Analysis  statistical procedure that identifies clusters of related items (called factors) on a test  used to identify different dimensions of performance that underlie one’s total score  General Intelligence (g)  factor that Spearman and others believed underlies specific mental abilities  measured by every task on an intelligence test

8. Are There Multiple Intelligences?  Savant Syndrome  condition in which a person otherwise limited in mental ability has an exceptional specific skill  computation  Drawing Savant Examples Rain man Twin savants documentary (Kay and Flo)

9. Are There Multiple Intelligences?  Social Intelligence  the know-how involved in comprehending social situations and managing oneself successfully  Emotional Intelligence  ability to perceive, express, understand, and regulate emotions

10. Intelligence and Creativity  Creativity  the ability to produce novel and valuable ideas  expertise  imaginative thinking skills  venturesome personality  intrinsic motivation  creative environment

11. Brain Function and Intelligence  People who can perceive the stimulus very quickly tend to score somewhat higher on intelligence tests Stimulus Mask Question: Long side on left or right?

12. Assessing Intelligence  Aptitude Test  a test designed to predict a person’s future performance  aptitude is the capacity to learn  Achievement Test  a test designed to assess what a person has learned

13. Assessing Intelligence  Wechsler Adult Intelligence Scale (WAIS)  most widely used intelligence test  subtests  verbal  performance (nonverbal)

14. Simulated items similar to those in the Wechsler Intelligence Scales for Adults and Children. Copyright 1949, 1955, 1974, 1981, 1990 by The Psychological Corporation. Reproduced by permission. All rights reserved. "Wechsler Intelligence Scale for Children" and "WISC-III" are registered trademarks of The Psychological Corporation. Figure 10.1 Performance Items Similar to Those on the Wechsler Intelligence Scale for Children (WISC-III-R) zPicture completion What part is missing from this picture?

15. Simulated items similar to those in the Wechsler Intelligence Scales for Adults and Children. Copyright 1949, 1955, 1974, 1981, 1990 by The Psychological Corporation. Reproduced by permission. All rights reserved. "Wechsler Intelligence Scale for Children" and "WISC-III" are registered trademarks of The Psychological Corporation. Figure 10.1 Performance Items Similar to Those on the Wechsler Intelligence Scale for Children (WISC-III-R) zPICTURE ARRANGEMENT These pictures tell a story, but they are in the wrong order. Put them in the right order so that they tell a story.

16. Simulated items similar to those in the Wechsler Intelligence Scales for Adults and Children. Copyright 1949, 1955, 1974, 1981, 1990 by The Psychological Corporation. Reproduced by permission. All rights reserved. "Wechsler Intelligence Scale for Children" and "WISC-III" are registered trademarks of The Psychological Corporation. Figure 10.1 Performance Items Similar to Those on the Wechsler Intelligence Scale for Children (WISC-III-R) zBLOCK DESIGN Put the blocks together to make the picture on the right

17. Assessing Intelligence: Sample Items from the WAIS From Thorndike and Hagen, 1977 VERBAL General Information Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span PERFORMANCE Picture Completion Picture Arrangement Block Design Object Assembly Digit-Symbol Substitution

18. Assessing Intelligence  Standardization  defining meaningful scores by comparison with the performance of a pretested “standardization group”  Normal Curve  the 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

19. The Normal Curve

20. Getting Smarter?

21. Assessing Intelligence  Reliability  the extent to which a test yields consistent results  assessed by consistency of scores on:  two halves of the test  alternate forms of the test  retesting  Validity  the extent to which a test measures or predicts what it is supposed to

22. Assessing Intelligence  Content Validity  the extent to which a test samples the behavior that is of interest  driving test that samples driving tasks  Criterion  behavior (such as college grades) that a test (such as the SAT) is designed to predict  the measure used in defining whether the test has predictive validity

23. Assessing Intelligence  Predictive Validity  success with which a test predicts the behavior it is designed to predict  assessed by computing the correlation between test scores and the criterion behavior  also called criterion-related validity

24. Assessing Intelligence  As the range of data under consideration narrows, its predictive power diminishes Greater correlation over broad range of body weights 10 9 8 7 6 5 4 3 2 1 0 Little corre- lation within restricted range Football linemen’s success Body weight in pounds 180 250 290

25. The Dynamics of Intelligence  Mental 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

26. The Dynamics of Intelligence

27. Copyright © Houghton Mifflin Company. All rights reserved.10–27 Why Deficiencies? zRetarded children are deficient in metamemory yThe knowledge of how their memory works zRetarded children also have deficiencies in metacognition yThe knowledge of what strategies to apply, when to apply them, and how to deploy them in new situations so that new specific knowledge can be gained and different problems mastered

28. Copyright © Houghton Mifflin Company. All rights reserved.10–28 Learning Disabilities zDyslexia refers to difficulty in understanding the meaning of what one readsDyslexia yMay also have difficulty in sounding out and identifying written words zDysphasia is difficulty with understanding spoken words or with recalling the words necessary for effective speech zDysgraphia refers to problems with writing zDyscalculia is a difficulty with arithmetic

29. Genetic Influences  The most genetically similar people have the most similar scores

30. Genetic Influences  Heritability  the proportion of variation among individuals that we can attribute to genes  variability depends on range of populations and environments studied

31. Genetic Influences

32. Environmental Influences  The Schooling Effect

33. Group Differences  Group differences and environmental impact Variation within group Difference within group Poor soilFertile soil Seeds

34. Group Differences  The Mental Rotation Test Which two of the other circles contain a configuration of blocks identical to the one in the circle at the left? StandardResponses

35. Group Differences  Stereotype Threat  A self-confirming concern that one will be evaluated based on a negative stereotype