Unit 11: Intelligence, Testing & Individual Differences Day 1

1. Unit 11: Intelligence, Testing & Individual Differences Day 1

2. “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.

3. Unit 11: Testing & Individual Differences Theories of Intelligence

4. key name J.P. GUILFORD & L. THURSTONE 1887-1955 1897-1988 • Used factor analysis to determine that intelligence is comprised of several discrete abilities (for Guilford there are 180!)

5. 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.

6. key name Charles SPEARMAN 1863-1945 • “g-factor”/ general intelligence

7. Charles Spearman and The G-Factor • General intelligence (g): Spearman proposed that intelligent behavior is generated by a single quality within the human mind or brain. Spearman derived this theoretical entity, called the general factor, or simply g, through a new statistical technique that analyzed the correlations among a set of variables. This technique, called factor analysis, demonstrated that scores on all mental tests are positively correlated; this offered compelling evidence that all intelligent behavior is derived from one metaphorical pool of mental energy. http://www.indiana.edu/~intell/spearman.shtml

8. key name Howard GARDNER 1943 - ___ • “ 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 one intelligence (g factor) but instead multiple intelligences which are relatively independent of the others.

9. key name Howard GARDNER 1943 - ___ “Multiple Intelligences” - continued • Linguistic intelligence • Logical - mathematical intelligence • Musical intelligence • Bodily - kinesthetic intelligence • Visual - spatial intelligence Which 2 intelligences are valued the most in schools? • Intrapersonal intelligence • Interpersonal intelligence • Naturalist intelligence

10. Howard GARDNER • Derek - 60 Minutes • Lily the geography wiz! • “Multiple Intelligences” – con’t • The existence of savants, prodigies and other exceptional individuals supports Gardner’s theory: • The Real Rain Man Rain Man on Netflix: 37:50 -39:50 and 42:00

11. key name Robert STERNBERG 1949 - ______ • Triarchic theory of intelligence • Analytical (academic problem solving) • Creative (reacting to new situations & ideas) • Practical (everyday tasks – common sense)

12. Robert Sternberg Sternberg looked to overcome the fact that although IQ tests predicted school tests relatively well, they did less well predicting vocational success. “The true measure of success is not how well one does in school… …but how well one does.”

13. 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

14. Unit 10: Testing & Individual Differences How We Measure Intelligence

15. key name Alfred BINET 1857-1911 • Created an intelligence test that could measure the mental age of school children Mental age X 100 = IQ Chronologicalage

16. 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.

17. Mental age X 100 = IQ Chronologicalage What is the IQ of: a10-year-old with the mental age of a 12 year old? 12 X 100 = 120 10 an 8-year-old with the mental age of a 10 year old? 10 X 100 = 125 8 A 10-year-old with the mental age of a 9 year old? 9 X 100 = 90 10

18. key name Lewis TERMAN 1877-1956 • Invented the Stanford-Binet IQ Test • He revised Binet's test to work for large numbers of people in an attempt to measure what he thought was inherited intelligence.

19. key name David WECHSLER 1896-1981 • Creator of the most widely used intelligence tests today • WISC: Wechsler Intelligence Scale for Children • WAIS: Wechsler Adult Intelligence Scale • Verbal & performance scores

20. 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

21. 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

22. key name Raymond CATTELL 1905-1998 • Articulated the difference between fluid intelligence(ability to learn new things, quickly process and apply information) & crystalized intelligence(facts, "stuff") • Fluid intelligence decreases as we age, crystalized intelligence doesn’t.

23. http://historymatters.gmu.edu/d/5293 IQ Tests Go to War— Measuring Intelligence in the Army The army’s use of intelligence tests during World War I lent new credibility to the emerging profession of psychology, even as it sparked public debate about the validity of the tests and their implications for American democracy. Intelligence testing influenced American society long after the war that had launched it. The tests were revised for use in schools and promoted the “tracking” systems of segregating students into ability groups according to test results. Intelligence testing fueled eugenics programs and were also widely invoked by those who pressed successfully to restrict immigration to the United States. Match your wits with World War I-era recruits with questions from actual army intelligence tests.

24. Answer: C • 1. Bull Durham is the name of aA. chewing gumB. aluminum wareC. tobaccoD. clothing

25. Answer: B • 2. Seven-up is played withA. racketsB. cardsC. pinsD. dice

26. Answer: B • 3. The Merino is a kind ofA. horseB. sheepC. goatD. cow

27. Answer: A • 4. The most prominent industry of Minneapolis isA. flourB. packingC. automobilesD. brewing

28. Answer: D • 5. Garnets are usuallyA. yellowB. blueC. greenD. red

29. Answer: A • 6. The Orpington is a kind ofA. fowlB. horseC. graniteD. cattle

30. Answer: D • 7. George Ade is famous as aA. baseball playerB. comic artistC. actorD. author

31. Answer: A • 8. Soap is made byA. B. T. BabbittB. Smith & WessonC. W. L. DouglasD. Swift & Co.

32. Answer: C • 9. Laura Jean Libby is known as aA. singerB. suffragistC. writerD. army nurse

33. Answer: C • 10. An air-cooled engine is used in theA. BuickB. PackardC. FranklinD. Ford

34. Answer: B • 11. A house is better than a tent, becauseA. it costs moreB. it is more comfortableC. it is made of wood

35. Answer: A • 12. Why does it pay to get a good education? A. it makes a man more useful and happyB. it makes work for teachersC. it makes demand for buildings for schools and colleges

36. Answer: C • 13. If the grocer should give you too much money in making change, what is the right thing to do?A. buy some candy off him with itB. give it to the first poor man you meetC. tell him of his mistake

37. Answer: A • 14. Why should food be chewed before swallowing? A. it is better for the healthB. it is bad manners to swallow without chewing C. chewing keeps the teeth in condition  

38. Answer: B • 15. If you saw a train approaching a broken track you should A. telephone for an ambulanceB. signal the engineer to stop the trainC. look for a piece of rail to fit in

39. Answer: C • 16. If you are lost in a forest in the daytime, what is the thing to do? A. hurry to the nearest house you know ofB. look for something to eatC. use the sun or a compass for a guide

40. Answer: B • 17. It is better to fight than to run, because A. cowards are shotB. it is more honorableC. if you run you may get shot in the back

41. Answer: A • 18. Why should all parents be made to send their children to school? Because A. it prepares them for adult lifeB. it keeps them out of mischiefC. they are too young to work

42. Answer: C • 19. Why do some men who could afford to own a house live in a rented one? BecauseA. they don’t have to pay taxesB. they don’t have to buy a rented houseC. they can make more by investing the money the house would cost

43. Answer: B • 20. Why is beef better food than cabbage? Because A. it tastes betterB. it is more nourishingC. it is harder to obtain

44. Was this test a valid measure of intelligence? Was there bias? • Was this an ACHIEVEMENT TEST or and APTITUDE TEST? • Do you think the people who scored highest on this test were the best soldiers? (predictive validity)

45. 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.