Myers’ PSYCHOLOGY (7th Ed)

1. Myers’ PSYCHOLOGY (7th Ed) Read Chapter 11 Orange Myers book Intelligence

2. Note-taking-Little Man Tate

3. What is Intelligence? • Intelligence • ability to learn from experience, solve problems, and use knowledge to adapt to new situations

4. What is Intelligence? • General Intelligence(g) • factor that Charles Spearman and others believed underlies specific mental abilities • measured by every task on an intelligence test

5. Are There OTHER Intelligences? Daniel Goleman Yellow Book p. 458 • Emotional Intelligence • ability to perceive, express, understand, and regulate emotions • people with high emotional intelligence are more in touch with their feelings • they can face setbacks without losing their motivation or optimism

6. Daniel Goleman Are There OTHER Intelligences? • Social Intelligence • the know-how involved in comprehending social situations and managing oneself successfully

7. Origins of Intelligence Testing • Stanford-Binet • the widely used American revision of Binet’s original intelligence test • revised by Lewis Terman at Stanford University

8. Origins of Intelligence Testing Alfred Binet • Intelligence Test • a method of assessing an individual’s mental aptitudes and comparing them to those of others, using numerical scores Theodore Simon

9. Origins of Intelligence Testing German psychologist William Stern developed this formula: • Intelligence Quotient (IQ) • defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100 • IQ = ma/ca x 100) • on contemporary tests, the average performance for a given age is assigned a score of 100

10. Origins of Intelligence Testing • Intelligence Quotient (IQ) • Example- • IQ = ma/ca x 100) • IQ = 10/8= 1.25 x 100= 125 IQ • IQ = 10/12= .8333 x 100= 83 IQ

11. Assessing Intelligence • Normal Curve • the symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes • most scores fall near the average, and fewer and fewer scores lie near the extremes

12. The Normal Curve

13. Normal body durability osteogenesis imperfecta brittle bones disease Stronger bones Sociology, Eleventh Edition

14. Social Relations- Attractiveness

15. Average Normal appearance Very beautiful/facial symmetry Low facial symmetry Sociology, Eleventh Edition

16. The Normal Curve ONLY 2% of people are Very Superior 130 and above Superior 120

17. What is Intelligence?

18. What is Intelligence?

19. Assessing Intelligence • Wechsler Adult Intelligence Scale (WAIS) • most widely used intelligence test • subtests • verbal • performance (nonverbal)

20. Assessing Intelligence • Wechsler Intelligence Scale for Children (WISC) • most widely used intelligence test • subtests • verbal • performance (nonverbal)

21. 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

22. Standard Responses Group Differences • The Mental Rotation Test Which two of the other circles contain a configuration of blocks identical to the one in the circle at the left?

23. Assessing Intelligence • Standardization • defining meaningful scores by comparison with the performance of a pretested “standardization group” • Like your AP exams

24. Assessing Intelligence • Factor Analysis • statistical procedure that identifies clusters of related items (called factors) on a test • used to identify different dimensions of performance that underlie one’s total score

25. Assessing Intelligence • Reliability • the extent to which a test yields consistent results • assessed by consistency of scores on: • two halves of the test • alternate forms of the test • retesting • Validity • the extent to which a test measures or predicts what it is supposed to

26. Assessing Intelligence • Predictive Validity • success with which a test predicts the behavior it is designed to predict

27. Assessing Intelligence • Content Validity • the extent to which a test samples the behavior that is of interest • driving test that samples driving tasks • Criterion • behavior (such as college grades) that a test (such as the SAT) is designed to predict • the measure used in defining whether the test has predictive validity

28. Genetic Influences • Heritability • the proportion of variation among individuals that we can attribute to genes • variability depends on range of populations and environments studied

29. Genetic Influences • The most genetically similar people have the most similar scores

30. Genetic Influences

31. Are There Multiple Intelligences? • Savant Syndrome (a.k.a.- autistic savant) • condition in which a person otherwise limited in mental ability has an exceptional specific skill • computation • drawing

32. The Dynamics of Intelligence • Mental Impairment (formerly retardation) • a condition of limited mental ability • indicated by an intelligence score below 70 • produces difficulty in adapting to the demands of life • varies from mild to profound • Down Syndrome • Mental impairment and associated physical disorders caused by an extra chromosome in one’s genetic makeup

33. The Dynamics of Intelligence

34. ESSENTIAL QUESTIONS:p. 456 Yellow Book Are there multiple forms of intelligence? SSPVB1- The student will analyze concepts related to the measurement and nature of intelligence.

35. Multiple Intelligences Howard Gardner, psychologist • Gardner rejects the idea that there is a single thing called “intelligence”

36. Multiple Intelligences Howard Gardner, psychologist • Gardner argues that there are at least eight independent kinds of intelligence that vary from person to person

37. Multiple Intelligences Howard Gardner, psychologist • Gardner states that a person could be high in some types of intelligences but low in others

38. Multiple Intelligences Howard Gardner, psychologist • For example, you might have a high form of linguistic (verbal) intelligence but a lower level of intelligence in math

39. Are There Multiple Intelligences? Howard Gardner • Verbal Linguistic • Logical/mathematical • Bodily/kinesthetic • Visual/spatial • Musical/rhythmic • Interpersonal • Intrapersonal • Naturalistic • Spiritual/ Metaphysical • Moral

40. Multiple Intelligences • “reading, writing, arithmetic” • schools tend to emphasize these skills which Gardner has labeled: • verbal linguistic- “reading, writing,…” • logical-mathematical- “ arithmetic” • Gardneridentifies these skills as two different intelligences • this explains why some students are good in English classes but not math classes or vice versa

41. Three-type Theory of Intelligence p. 457 Yellow Book Robert Sternberg, psychologist • Three ways of organizing intelligence: • analytic • practical • creative

42. Three-type Theory of Intelligence • Analytical intelligence • the ability to analyze, compare, and evaluate • stressed in schools • a traditional view of intelligence • matches most people’s views of intelligence

43. Three-type Theory of Intelligence • Creative intelligence • the ability to create, invent, and design • new ideas • expertise • adapt to new situations • imaginative thinking skills • venturesome personality • intrinsic motivation • A creative environment

44. Three-type Theory of Intelligence • Practical intelligence • a sort of “common sense” that helps you complete the various tasks you encounter • apply things • use things • do things

45. Three-Ring Model of Giftedness Joseph S. Renuzulli, Ed.D. , Educational Psychology Picture taken from http://www.hachettebookgroup.com/authors_Joseph-S-Renzulli-(1503244).htm Information taken from www.gigers.com/matthias/gifted/three_rings.html • Renzulli believes that there are three important elements that when combined demonstrate giftedness: • above average ability • creativity • task commitment

46. Three-Ring Model of Giftedness- Joseph S. Renuzulli, Ed.D. , Educational Psychology Chart from www.gigers.com/matthias/gifted/three_rings.html

47. Three-Ring Model of Giftedness • Above average ability This includes a difference between • General abilities - like processing information, integrating experiences, and abstract thinking • Specific abilities -like the capacity to acquire knowledge and perform in an activity.  (adapted from Renzulli & Reis, 1997: 9)

48. Three-Ring Model of Giftedness • Creativity includes • fluency, flexibility, and originality of thought • 2) being open to new experiences and idea • 3) being curious • 4) being willing to take risks • 5) being sensitive to aesthetic characteristics • (adapted from Renzulli & Reis, 1997: 9) • Creativity

49. Three-Ring Model of Giftedness • Task Commitment • Perseverance • Endurance • Hard work • Dedicated practice • Self-confidence • Belief in one's ability to carry out important work

50. ESSENTIAL QUESTIONS: What exactly is intelligence? Where does intelligence come from? SSPVB1- The student will analyze concepts related to the measurement and nature of intelligence.