Chapter 11 pt. 1: Measuring “Intelligence”

1. Chapter 11 pt. 1: Measuring “Intelligence”

2. Agenda 1. Bell Ringer: Review and Catch Up 2. Lecture: Day 1 Intelligence (25) - Rain Man Trailer 3. WAIS Test Items (10) 4. Which Intelligence are you? (5) 5. Crash Course Intelligence (12) 6. Racism and Intelligence (30) • Discussion

3. Measuring Intelligence • Intelligence Tests: tests for assessing a person’s mental abilities and comparing them with the abilities of other people, by means of numerical scores.

4. Origins of Intelligence Tests • Alfred Binet, a French psychologist, is most often considered to be the pioneer of the intelligence testing movement. • What was Binet’s purpose for developing his tests? • Assumed children follow the same course of intellectual development, but some develop faster and slower than others

5. Alfred Binet and Intelligence Tests • Binet’s looked to identify a child’s: • Mental Age: chronological age that most typically corresponds to a given level of performance. • A child who does as well as the average 8-year-old is said to have a mental age of 8. • Binet did not believe his test measured inborn intelligence. • Tests predicted how well the children handled schoolwork • Purpose was to ID children who need help

6. Agree or Disagree. Discuss with your partner. “The children of successful and cultured parents test higher than children from wretched and ignorant homes for the simple reason that their heredity is better.” -Lewis Terman, 1916

7. Lewis Terman and Intelligence Tests • Lewis Terman, an American psychologist at Stanford, adapted Binet’s test in an attempt to measure what he thought was inherited intelligence. • Stanford-Binet: refers to the widely used revision of Binet’s original intelligence test.

8. IQ Tests • In an attempt to measure inherited intelligence, tests developed the “IQ.” • IQ: (intelligence quotient): defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100 • IQ = ma/ca x 100) • Not used today; not accurate for adults • on contemporary tests it is the average performance for a given age is assigned a score of 100

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

10. “Intelligence” is Hard to Define • Intelligence is often defined as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. • Intelligence is not a “thing” it is an abstract concept…an IQ is simply a score on an intelligence test.

11. Discuss with your partner What types of things are usually NOT measured on an IQ test that might illustrate “intelligence?”

12. Is Intelligence a Singular Ability? • To measure general ability within specific mental abilities a statistical method is used called: • Factor Analysis: used to identify clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one’s total. • Ex: People who do well on vocabulary items also usually do well on paragraph comprehension…which are both related to the verbal intelligence factor.

13. Charles Spearman and The G-Factor • General intelligence (g): Spearman’s belief that there was a factor that underlies specific mental abilities and was therefore measured by every task on an intelligence test. • Ex. Intelligence is one thing (verbal skills) translates in other fields of knowledge too (like math skills). • Ex2. Being athletic means many things not just one skill like playing basketball. You can also be a good runner. • Specific intelligences tended to be positively correlated.

14. Broadening Theory of Intelligence • Savant Syndrome: a condition in which a person otherwise limited in mental ability has an exceptional specific skill. • Many are autistic • 4/5 are male • Does this relate to the g-factor?

15. Howard Gardner and Multiple Intelligences • From a biological point of view, Gardner has noted that brain damage often may diminish some abilities but not others. • Gardner argues humans do not have an intelligence but instead multiple intelligences which are relatively independent of the others.

16. Gardner’s Multiple Intelligences • Gardner argues there are 8 intelligences: • Verbal Linguistic :Processing information through reading, writing, speaking, and listening. • Logical-mathematical : Processing information through working with numbers and patterns. • Musical: Processing information through working with rhythm, melodies, moods, patterned sounds. What do traditional IQ tests measure?

17. Gardner’s Multiple Intelligences 4. Visual Spatial: Processing information through images, visualizing and drawing. 5. Intrapersonal: Processing information personally through reflection, visualization and finding the meaning to something. 6. Interpersonal: Processing information by sharing, cooperating, teaching, and relating. 7. Body-kinesthetic :Processing information through touch, movements, and dramatics.

18. Gardner’s Multiple Intelligences • Naturalist: Processing information through outdoor activities, sensitive to environment, enjoys animals, notices patterns and things from nature easily.

19. Robert Sternberg and “Successful Intelligence” • Sternberg looked to overcome the fact that although IQ tests predicted school tests relatively well, they did less well predicting vocational success. • Sternberg’s 3 Aspects of Intelligence: 1. Analytical Intelligence: (academic problem solving) 2. Creative Intelligence: (reacting to new situations and creating new ideas) 3. Practical Intelligence: (often required for everyday tasks, “common sense”)

20. More “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 -critical part of social intelligence

21. Multifactor Emotional Intelligence Scale (MEIS) Measures how people: 1. Perceive emotions 2. Understand emotions 3. Regulate emotions

22. Intelligence and Creativity • Creativity- ability to produce ideas that are both novel and valuable 5 Parts • Expertise • Imaginative Thinking Skills • Venturesome Personality • Intrinsic Motivation • A Creative Environment

23. Is Intelligence Neurologically Measurable? • correlation between head size and intelligence score. • correlation between brain size and intelligence score. • What effects the size of your brain?

24. Is Intelligence Neurologically Measurable? • Einstein’s brain was 15% larger in the parietal lobe’s lower region…center for mathematical processing and spatial information. But smaller in some other regions.

25. Mask Stimulus Question: Long side on left or right? Brain Function: How fast does your brain work? • Perceptual Speed: People who can perceive the stimulus very quickly tend to score somewhat higher on intelligence tests

26. Assessing Intelligence: Aptitude vs. Achievement Test • Aptitude Tests: are tests designed to predict a person’s future performance. • SAT’s and GRE’s • Achievement Test: a test designed to assess what a person has learned. • Midterm Psych exam, chapter 3 history test, etc.

27. Assessing Intelligence • Wechsler Adult Intelligence Scale (WAIS) • most widely used intelligence test • subtests • verbal • performance (nonverbal) • Also a WISC (Wechsler Intelligence Test for Children).

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

29. WAIS SAMPLE

30. WAIS SAMPLE

31. Exit Ticket Which intelligence do you think you are? Do you hold more than one intelligence? If so, list which ones you are in your notes and explain why.