Intelligence Tests and Psychological Experiments

1. Intelligence Tests and Psychological Experiments

2. Logical-mathematical • Deals with logic, abstractions, reasoning, numbers, and critical thinking • Emphasis on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation, and the ability to perform complex calculations

3. Spatial • Deals with spatial judgment and the ability to visualize with the mind's eye • Careers which suit those with this type of intelligence include artists, designers, and architects

4. Linguistic • People with high verbal-linguistic intelligence display a facility with words and languages • They are typically good at reading, writing, telling stories, and memorizing words along with dates

5. Bodily-kinesthetic • Deals with control of one's bodily motions and the capacity to handle objects skillfully • Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers

6. Musical • People with a high musical intelligence normally have good pitch and are able to sing, play musical instruments, and compose music • Careers that suit those with this intelligence include instrumentalists, singers, conductors, DJs, orators, writers, and composers

7. Interpersonal • Individuals who have high interpersonal intelligence are sensitive to others' moods, feelings, temperaments, and motivations • Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors, and social workers

8. Intrapersonal • Have a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions • Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy

9. IQ testing • An intelligence quotient, or IQ, is a score derived from one of several standardized tests designed to assess intelligence • IQ scores have been shown to be associated with such factors as morbidity and mortality, parental social status, and, to a substantial degree, parental IQ

10. Criticism of IQ testing • IQ tests only examine particular areas embodied by the broadest notion of "intelligence“ • Fail to account for certain areas which are also associated with "intelligence" such as creativity or emotional intelligence

11. The Rorschach Test • The Rorschach test is a psychological test in which subjects’ perceptions of inkblots are recorded and then analyzed • Some psychologists use this test to examine a person's characteristics and emotional functioning

15. Little Albert (1920) • Exposed a 9-month-old to a series of stimuli including a white rat, a rabbit, a monkey, masks, and burning newspapers and observed his reactions • He initially showed no fear of any of the objects

16. Little Albert (1920) • The next time he was exposed to the rat, they made a loud noise by hitting a metal pipe with a hammer • Naturally, Albert began to cry after hearing the loud noise • After repeatedly pairing the white rat with the loud noise, Albert began to cry simply after seeing the rat

17. Little Albert (1920)

18. Harlow’s Rhesus Monkeys (1957-1963) • Harlow’s most famous experiment involved giving young rhesus monkeys a choice between two different "mothers“ • One was made of soft terrycloth, but provided no food • The other was made of wire, but provided food from an attached baby bottle

19. Harlow’s Rhesus Monkeys (1957-1963) • Harlow removed young monkeys from their natural mothers a few hours after birth and left them to be "raised" by these mother surrogates • The experiment demonstrated that the baby monkeys spent significantly more time with their cloth mother than with their wire mother

20. Harlow’s Rhesus Monkeys (1957-1963) • In a later experiment, Harlow demonstrated that young monkeys would also turn to their cloth surrogate mother for comfort and security • Harlow allowed the young monkeys to explore a room either in the presence of their surrogate mothers or in her absence

21. Harlow’s Rhesus Monkeys (1957-1963) • Monkeys in the presence of their mother would use her as a secure base to explore the room • When the surrogate mothers were removed from the room, the monkeys would often freeze up, crouch, rock, scream, and cry

22. Harlow’s Rhesus Monkeys (1957-1963)

23. The Milgram Obedience Experiment (1961) • Milgram developed an intimidating shock generator, with shock levels from 30 to 450 volts • The switches were labeled "slight shock," "moderate shock,” "danger: severe shock,“ and “XXX”

24. The Milgram Obedience Experiment (1961) • Each participant took the role of a "teacher" who would then deliver a shock to the "student" every time an incorrect answer was produced

25. The Milgram Obedience Experiment (1961) • While the participant believed that he was delivering real shocks to the student, the student was actually an assistant in the experiment who was simply pretending to be shocked • As the experiment progressed, the participant would hear the learner plead to be released

26. The Milgram Obedience Experiment (1961) • Once the 300-volt level had been reached, the learner banged on the wall and demanded to be released • Beyond this point, the learner became completely silent

27. The Milgram Obedience Experiment (1961) • The experimenter then instructed the participant to treat this silence as an incorrect response and deliver a further shock • 65% of the participants in Milgram’s study delivered the maximum shocks

28. The Milgram Obedience Experiment (1961)

29. The Stanford Prison Experiment (1971) • Researchers set up a mock prison in the basement of Stanford University's psychology building, and then selected 24 undergraduate students to play the roles of both prisoners and guards • The volunteers were then randomly assigned to either the prisoner group or the guard group

30. The Stanford Prison Experiment (1971) • Prisoners were to remain in the mock prison 24-hours a day for the duration of the study • Guards, on the other hand, were assigned to work in three-man teams for eight-hour shifts • After each shift, guards were allowed to return to their homes until their next shift

31. The Stanford Prison Experiment (1971) • Researchers were able to observe the behavior of the prisoners and guards using hidden cameras and microphones • While the Stanford Prison Experiment was originally slated to last 14 days, it had to be stopped after just six days due to what was happening to the student participants

32. The Stanford Prison Experiment (1971) • The guards became abusive and the prisoners began to show signs of extreme stress and anxiety • While the prisoners and guards were allowed to interact in any way they wanted, the interactions were generally hostile or even dehumanizing

33. The Stanford Prison Experiment (1971) • The guards began to behave in ways that were aggressive and abusive toward the prisoners, while the prisoners became passive and depressed • Five prisoners began to experience such severe negative emotions, including crying and acute anxiety, that they had to be released from the study early

34. The Stanford Prison Experiment (1971) • Even the researchers themselves began to lose sight of the reality of the situation • The head researcher, who acted as the warden, overlooked the abusive behavior of the prison guards until a graduate student voiced objections to the conditions in the simulated prison and the morality of continuing the experiment

35. The Stanford Prison Experiment (1971)

36. Assignment • Charlie lives through two worlds/lives in the story • Illustrate how Charlie sees each of his worlds • Justify in writing why Charlie experiences the world in this way with evidence from the story

37. Works Cited • http://www.spannj.org/BasicRights/appendix_b.htm • http://en.wikipedia.org/wiki/Rorschach_test • http://crayfisher.wordpress.com/2012/03/27/a-racial-rorschach-test/ • http://rorschachreviews.com/ • http://psychology.about.com/b/2010/07/20/6-famous-psychology-experiments.htm • http://blog.lib.umn.edu/nich0185/myblog2/2012/01/baby-little-albert-experiment---how-unethical.html • http://blog.lib.umn.edu/nich0185/myblog/2011/11/attachment-theory-and-rhesus-monkeys.html • http://iws.collin.edu/blusk/LAB-EXPTL_DESIGN.html • http://zimbardofanclub.wikispaces.com/Criticisms+of+the+Stanford+Prison+Experiment