2. 1 Myers’ PSYCHOLOGY (6th Ed) Chapter 11 Intelligence James A. McCubbin, PhD Clemson University Worth Publishers

3. 2 Origins of Intelligence zIntelligence Test ya method of assessing an individual’s mental aptitudes and comparing them to those of others, using numerical scores

4. 3 Origins of Intelligence zMental Age ya measure of intelligence test performance devised by Binet ychronological age that most typically corresponds to a given level of performance ychild who does as well as the average 8-year-old is said to have a mental age of 8

5. 4 Origins of Intelligence zStanford-Binet ythe widely used American revision of Binet’s original intelligence test xrevised by Terman at Stanford University

6. 5 Origins of Intelligence zIntelligence Quotient (IQ) ydefined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100 xIQ = ma/ca x 100) yon contemporary tests the average performance for a given age is assigned a score of 100

7. 6 What is Intelligence? zIntelligence ycapacity for goal-directed and adaptive behavior yinvolves certain abilities xprofit from experience xsolve problems xreason effectively

8. 7 What is Intelligence? zIQ is a score on a test yit is not something you have zIs intelligence singular or multiple abilities? zDoes it relate to speed of brain processing?

9. 8 Intelligence zIs intelligence culturally defined? zAre intelligence tests culture free?

10. 9 Are There Multiple Intelligences? zFactor Analysis ystatistical procedure that identifies clusters of related items (called factors) on a test yused to identify different dimensions of performance that underlie one’s total score zGeneral Intelligence (g) yfactor that Spearman and others believed underlies specific mental abilities ymeasured by every task on an intelligence test

11. 10 Are There Multiple Intelligences? zSavant Syndrome ycondition in which a person otherwise limited in mental ability has an amazing specific skill xcomputation xdrawing

12. 11 Are There Multiple Intelligences? zSocial Intelligence ythe know-how involved in comprehending social situations and managing oneself successfully zEmotional Intelligence zability to perceive, express, understand, and regulate emotions zcritical part of social intelligence

13. 12 Howard Gardner Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence.

14. 13 Brain Function and Intelligence zPeople who can perceive the stimulus very quickly tend to score somewhat higher on intelligence tests Stimulus Mask Question: Long side on left or right?

15. 14 Assessing Intelligence zAptitude Test ya test designed to predict a person’s future performance yaptitude is the capacity to learn zAchievement Test ya test designed to assess what a person has learned

16. 15 Assessing Intelligence zWechsler Adult Intelligence Scale (WAIS) ymost widely used intelligence test ysubtests xverbal xperformance (nonverbal)

17. 16 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. 17 David Wechsler Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers.

19. 18 WAIS WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

20. 19 Assessing Intelligence zStandardization ydefining meaningful scores by comparison with the performance of a pretested “standardization group” zNormal Curve ythe symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes ymost scores fall near the average, and fewer and fewer scores lie near the extremes

21. 20 The Normal Curve Ninety-five percent of all people fall within 30 points of 100 Number of scores 55 70 85 100 115 130 145 Wechsler intelligence score Sixty-eight percent of people score within 15 points above or below 100

22. 21 Getting Smarter? zIntelligence test performance has been rising

23. 22 Assessing Intelligence zReliability ythe extent to which a test yields consistent results yassessed by consistency of scores on: xtwo halves of the test xalternate forms of the test xretesting the same individual zValidity ythe extent to which a test measures or predicts what it is suppose to

24. 23 Assessing Intelligence zContent Validity ythe extent to which a test samples the behavior that is of interest xdriving test that samples driving tasks zCriterion ybehavior (such as college grades) that a test (such as the SAT) is designed to predict ythe measure used in defining whether the test has predictive validity

25. 24 Assessing Intelligence zPredictive Validity ysuccess with which a test predicts the behavior it is designed to predict yassessed by computing the correlation between test scores and the criterion behavior yalso called criterion-related validity

26. 25 Assessing Intelligence zAs the range of data under consideration narrows, its predictive power diminishes. zTherefore, the predictive power of aptitude tests scores diminish as students move up the educational ladder. 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

27. 26 The Dynamics of Intelligence zMental Retardation ya condition of limited mental ability yindicated by intelligence scores below 70 yproduces difficulty in adapting to the demands of life yvaries from mild to profound zDown Syndrome yretardation and associated physical disorders caused by an extra chromosome in genetic make-up

28. 27 The Dynamics of Intelligence Degrees of Mental Retardation Level Typical Intelligence Scores Percentage of the Retarded Adaptation to Demands of Life Mild 50-70 85% May learn academic skills up to sixth-grade level. Adults may, with assistance, achieve self-supporting social and vocational skills. Moderate 35-49 10 May progress to second-grade level. academically. Adults may contribute to their own support by labor in sheltered workshops. Severe 20-34 3-4 May learn to talk and perform simple work tasks under close supervision but are generally unable to profit from vocational training. Profound Below 20 1-2 Require constant aid and supervision.

29. 28 The Dynamics of Intelligence zCreativity ythe ability to produce novel and valuable ideas ycomponents of creativity xexpertise ximaginative thinking skills xventuresome personality xintrinsic motivation xcreative environment

30. 29 Genetic Influences zThe most genetically similar people have the most similar scores Similarity of intelligence scores (correlation) Identical twins reared together Identical twins reared apart Fraternal twins reared together Siblings reared together Unrelated individuals reared together

31. 30 Genetic Influences zHeritability ythe proportion of variation among individuals that we can attribute to genes yvariability depends on range of populations and environments studied

32. 31 Genetic Influences 0.35 0.30 0.25 0.20 0.15 0.10 0.05 0.00 3 years 16 years Child-parent correlation in verbal ability scores Children and their birth parents Adopted children and their birth parents Adopted children and their adoptive parents

33. 32 Genetic Influences zThe Schooling Effect Grade 6 Grade 5 Grade 4 110 115 120 125 130 135 140 145 150 Age in months 118 115 112 109 106 103 100 97 IQ gains relative to grade 4 baseline

34. 33 Genetic Influences zGroup differences and environmental impact Variation within group Difference within group Poor soilFertile soil Seeds

35. 34 Genetic Influences zThe Mental Rotation Test of Spatial Abilities Which two circles contains configuration of blocks identical to the one in the circle at left? StandardResponses