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Activity: Mensa Workout

Activity: Mensa Workout. Take (an abbreviated version of) the Mensa workout. You have 12 minutes. Mensa Workout: Tally your Score. 1600 (sally likes perfect squares) 6 (1 typist types 1 page in 2 minutes) 21:00 C 5 (1/10 of 400 is 40, 1/4 of 40 is 10, 1/2 of 10 is 5) 20

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Activity: Mensa Workout

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  1. Activity: Mensa Workout Take (an abbreviated version of) the Mensa workout. You have 12 minutes.

  2. Mensa Workout: Tally your Score • 1600(sally likes perfect squares) • 6 (1 typist types 1 page in 2 minutes) • 21:00 • C • 5 (1/10 of 400 is 40, 1/4 of 40 is 10, 1/2 of 10 is 5) • 20 • 10 (each syllable is worth 5) • 25(apples=7, bananas=8, strawberries=3, cherries=2) • 10 meters( sqrt(3*3 + 4*4) * 2. They make 2 right ∆ ) • 8(Circle has one line, octagon has eight) • It is not really sensible to rely on something that has not yet happened and may not ever happen. • No(the other 800 elephants can be any mix of all blue and pink and green stripes)

  3. Mensa Workout: Your ‘IQ’ • 12/ 12 – 100% (you’re in!) • 11 / 12 – 92% (close but no banana) • 10 / 12 – 83% (hmmmm, work on it) • 9 / 12 – 75% (well… maybe another day) • 8 / 12 – 66% (ditto) • 7 / 12 – 58% (ditto) • 6 / 12 – 50% (average) • 5 / 12 – 42% (having a bad day?) • 4 / 12 – 33% (owie) • 3 / 12 – 25% (double owie) • 2 / 12 – 17% (triple owie) • 1 / 12 – 8% (are you conscious?) • 0 / 12 – 0% (are you alive?) How ya’ feeling now? Ready to learn??

  4. Intelligence: Outline • What is Intelligence? • What is IQ? • What does IQ predict? • Factors that Influence IQ scores • The general psychometric approach • Various Theories of Intelligence • Sternberg’s Computational Theory of IQ • Barab & Plucker’s Distributed Intelligence Approach

  5. What is Intelligence? • Activity: • Summarize in a single sentence what intelligence means to you. • List up to 5 attributes that characterize highly intelligent people______________________________________ • Observation: Intelligence means different things to to different people • “adaptive thinking or action” (Piaget, 1997) • abstract thinking, effective problem solving (Sternberg, 1997) • analogical reasoning, discerning pattern, speed of processing (~Mensa)

  6. What is IQ? • Intelligence quotient (IQ): A numerical measure of a person’s performance on an intelligence test relative to the performance of other examinees • Test Norms: standards of normal performance on IQ tests based on the average & range of scores of a large, representative sample of test takers • IQ = MA/CA = 100

  7. What does IQ predict? • IQ tests measure intellectual performance, not capacity • A person’s IQ can vary considerably over time • Schooling, which largely reflects cultural values, actually improves IQ test performance What does IQ Predict? • Scholastic Achievement • grades, likelihood of dropping out or graduating HS, likelihood of completing college • Occupational Status/Performance • White-collar workers consistently score higher in IQ than manual blue-collar workers (er…) • IQ correlates with performance on the job • Health, Adjustment, Life Satisfaction • Terman longitudinal study: High IQ children tended to walk/talk sooner, exhibit better health, better emotional adjustment, more moral maturity, more leadership • HOWEVER… twice as likely to show depression, feelings of social isolation

  8. Factors that Influence IQ Why do people differ so dramatically in IQ? • Nature (Hereditary Influences) • Roughly 1/2 of the variation in IQ scores results from genetic differences (twin studies, adoption studies) • Nurture (Environmental Influences) • Small to moderate correlation btwn IQs of children in same house but genetically unrelated (adoption studies) • Social & Cultural Correlates – Best predictors of children’s IQ related to home environment: • Infancy • Parental involvement • Age-appropriate play materials • Variety in daily stimulation • Preschool • Parental warmth • Stimulation of language & academic behaviors

  9. Intelligence: Outline • What is Intelligence? • What is IQ? • What does IQ predict? • Factors that Influence IQ scores • The general psychometric approach • Various Theories of Intelligence • Sternberg’s Computational Theory of IQ • Barab & Plucker’s Distributed Intelligence Approach

  10. General Psychometric Approach • A theoretical perspective that portrays intelligence as a trait (or set of traits) on which individuals differ • Goal: to identify precisely what those traits might be & to measure them • Responsible for the development of standardized intelligence tests P r o b l e m : Little agreement on the structureof intelligence…

  11. Spatial ability Perceptual speed Numerical reasoning Verbal meaning Word fluency Memory Inductive reasoning Theories of Intelligence • Alfred Binet • Single Component: Mental age: measure of intellectual development reflecting level of age-graded problems a child is able to solve • Spearman’s g • General factor (g) + somespecial abilities (s) specific to particular tests • Thurstone ‘s view • Spearman’s g really equals 7 “primary mental abilities” • Guildford • 5 Content x 6 Mental Operations x 6 Products180 distinct mental abilities • Hierarchical Models of Intelligence • model of the structure of intelligence in which a broad, general ability factor (g) is at the top of the hierarchy, with a number of specialized ability factors nested underneath

  12. Sternberg’s Triarchic Theory of Intelligence • Criticism of other models: Too strong a focus on what child knows rather than processes by which knowledge is acquired, retained & used to solve problems. • Sternberg’s triarchic theory of intelligence - a recent computational theory of intelligence that emphasizes three aspects of intelligent behavior not normally tapped by IQ tests: • The context of the action (cultural/historical period) • The person’s experience with the task/situation(response to novelty or automation) • The information-processing strategies the person applies to the task/situation (problem representation, strategies, monitoring, efficiency, speed)

  13. Distributed Intelligence Approach (Barab & Plucker) • Distributed Cognition • Cognition is distributed among individuals • Knowledge is socially constructed thru collaborative efforts to achieve shared objectives in cultural surroundings • Information is processed between individuals & the tools& artifacts provided by culture • Where then lies IQ? • An individual’s competence is situation specific • What makes one person-in-situation more intelligent than another is its contextualized functional value • The ability to act intelligently is accomplished or engaged rather than possessed • Educators must develop smart contexts, not smart people

  14. Activity Read: “What you see is what you get” in light of the film just viewed. Write a 1-2 paragraph response to the article.

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