Chapter 8:

1. Chapter 8: Intelligence and Individual Differences in Cognition

2. Chapter 8: Intelligence and Individual Differences in Cognition Chapter 8 contains three modules: Module 8.1 What is Intelligence? Module 8.2 Measuring Intelligence Module 8.3 Special Children, Special Needs

3. What is Intelligence?

5. Use patternsof test performance as starting point to answer questions Provide evidence for general intelligence and specific intelligences 8.1 Psychometric Theories

6. Hierarchical View of Intelligence Why is this view a compromise between general and specific theories of intelligence?

7. Draws on research in child development, brain-damaged adults, and exceptional talent Proposes 9 intelligences Proposes schools should foster all intelligences Gardner’s Theory of Multiple Intelligences

8. Implications for Education Fostering all intelligences in school Capitalization on strongest intelligence of individual children Gardner’s Theory of Multiple Intelligences

9. Involves using one’s abilities skillfully to achieve personal goals Proposes three different kinds of abilities: analytic ability creative ability practical ability Sternberg’s Theory of Successful Intelligence

10. Measuring Intelligence

12. Used mental age to distinguish “bright” from “dull” children Created Stanford-Binet, which gives a single IQ score; average = 100 Binet and the Development of Intelligence Testing

13. Distribution of IQ Scores

14. Gives verbal and performance IQ scores and full-scale IQ Used as intelligence test and as a clinical tool WISC-IV

15. Contains five scales Measure mental and motor development and test behavior of infants from one to 42 months of age Infant Tests: Bayley Scales of Infant Development

16. Reliable in short term; less in longer term Valid as reasonable predictors of success in school and the workplaces Validity increased with dynamic testing Stability of Infant IQ Scores

17. Effects of heredity shown in family, twin, and adoption studies Effects of environment shown in home environment studies, historical change in IQ scores, and intervention programs Hereditary and Environmental Factors

18. Correlations of IQ for Family Members How does the information above provide evidence for hereditary factors?

19. Asian Americans have highest scores followed by European Americans, Hispanic Americans, and African Americans Group differences reduced when comparing groups of similar economic status Impact of Ethnicity and Socioeconomic Status

20. Strategies Culture-fair intelligence tests Stereotype threat Test-taking styles Let’s look at a culture-fair test item. Impact of Ethnicity and Socioeconomic Status

21. Culture-fair Test Item Select the piece that would complete the design correctly. Item based on experiences common to many cultures

22. Special Needs, Special Children

24. Gifted: someone with scores on intelligence tests of at least 130 Intelligence associated with convergent thinking Creativity is associated with divergent thinking Gifted and Creative Children

25. Examples of Creativity Number of responses and originality of responses used to measure creativity What would you put in the circles?

26. Intellectual Disability: substantially below average intelligence and problems adapting to environment; onset before age 18 Organic intellectual disability Familial intellectual disability Children with Intellectual Disability

27. Biomedical Social Behavioral Educational Risks Factors for Children with Intellectual Disability

28. Learning disabilities Normal intelligence Difficulty mastering academic material in absence of other conditions that explain poor performance Children with Learning Disabilities

29. Common varieties Developmental dyslexia Impaired reading comprehension Inadequate understanding of language and sound Mathematical disability Children with Learning Disabilities