Aguiar ap intelligence and testing 2 18
-
Upload
jmclaugh813 -
Category
Education
-
view
401 -
download
0
Transcript of Aguiar ap intelligence and testing 2 18
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 1 Theories of Intelligence
• Learning Goals:– Students should be able to answer the following:
1: What arguments support intelligence as one general mental ability, and what arguments support the idea of multiple distinct abilities?
2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ?
3: What makes up emotional intelligence?
2
Fact or Falsehood…• 1. Research suggests that a common ingredient of expert performance in chess,
dancing, sports, and music is about a decade of intense daily practice. • 2. Some rationally smart people have difficulty processing and managing social
information. • 3. There is a modest positive correlation between brain size and intelligence score. • 4. Highly educated people die with more synapses than their less-educated peers. • 5. The concern with individual differences in intelligence is strictly a twentieth-
century American phenomenon. • 6. Today’s Americans score higher on intelligence tests than Americans did in the
1930s• 7. Among the intellectually disabled, males outnumber females by 50 percent. .• 8. As adopted children grow older, their intelligence scores become more similar to
those of their biological parents than to those of their adoptive parents. • 9. Recent research findings support a “Mozart effect,” that is, that having infants
listen to classical music boosts their cognitive ability. • 10. Aptitude scores are a much better predictor of the college performance of Whites
than of Blacks.
•
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Use your brain #1
• You are participating in a race. You overtake the second person. What position are you in?
• Answer: If you answered that you are first, then you are absolutely wrong! If you overtake the second person and you take his place, you are second!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Does Intelligence Predict Success?
• Correlation between IQ scores and occupational status is +.37
• Correlation between IQ scores and income is +.21
• Correlation between IQ scores and job performance is +.50
• What conclusion can you draw from these findings?
5
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Abilityto
learnfrom
experience,acquire
knowledgeand
adapt
ntelligence
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Intelligence
• Intelligence is socially constructed thus…Can be culturally specific. According to this definition, are
both Einstein and Babe Ruth intelligent?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Intelligence
• Important Terminology:
• General Intelligence: factor that underlies specific mental abilities and is therefore measured by every task on an intelligence test. (combination of factors)
• Factor Analysis: a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.
• IQ (Intelligence Quotient)….we will break this down later. Based on 100 point average. Sd of 15.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Basic Theories of Intelligence
• Spearman’s Factor Theory– Factor g (General) & Factor s (Specific)– A single underlying intelligence correlated with specifics– Developed Factor Analysis
• Thurstone’s Theory of Seven Primary Abilities– 56 different tests that identified 7 primary abilities– Examples: Word fluency, Perceptual Speed, Memory– Later becomes the SAT
• Howard Gardner’s Mulitple Intelligence Theory– Based on Savant Syndrome– Has little research basis and statistical evidence
• Sternberg’s Triarchic Theory– Creativity, Practical, Analytic
• Mayer and Salovey’s Emotional Intelligence Theory– Also Known as EQ– Made popular by Dan Goleman in 1995
9
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Spearman’s “G” Theory
S1
S2
S3
G
7.4 How do psychologists define intelligence?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Charles Spearman and his g factor
• Used factor analysis and discovered that what we see as many different skills is actually one General Intelligence.
• If you are good at one subject you are usually good at many others.
Jack Bauer is good at torturing, bomb defusing, shooting, figuring out evil plots and saving the country. Is there anything he cannot do?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Howard Gardner and Multiple Intelligences
• Gardner believed that there exists at least 7 different types of intelligences.
1. Linguistic2. Logical-mathematical3. Spatial4. Musical5. Body-kinesthetic6. Intrapersonal7. Interpersonal8. Naturalist
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 22
Contemporary Intelligence Theories
Howard Gardner (1983, 1999) supports Thurstone’s idea that intelligence comes in multiple forms. Gardner notes that brain damage may diminish one type of ability but not others.
People with savant syndrome excel in abilitiesunrelated to general intelligence.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Savant
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Robert Sternberg and his Triarchic Theory
• Most commonly accepted theory today.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Sternberg’s Three Aspects of Intelligence
Gardner Simplified• Analytical (academic
problem solving).• Creative (generating
novel ideas)• Practical (required
for everyday tasks where multiple solutions exist).
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Goleman and his EQ
• Emotional Intelligence
• Interpersonal and intrapersonal intelligences.
• Maybe EQ is a better predictor for future success than IQ.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Emotional Intelligence (EQ)
• First called social intelligence.
• The ability to perceive, express, understand, and regulate emotions.
• Some studies show EQ to be a greater predictor for future success than IQ
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 28
Emotional Intelligence: Components
Component Description
Perceive emotion Recognize emotions in faces, music and stories
Understand emotion Predict emotions, how they change and blend
Manage emotion Express emotions in different situations
Use emotion Utilize emotions to adapt or be creative
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Use your brain #2
• You are participating in a race. If you overtake the last person, then you are...?
• Answer: If you answered that you are second to last, then you are wrong again. Tell me, how can you overtake the LAST person?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Intelligence Theories Review: Who Said It?
1. “If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.”
2. “Intelligence means a particular quantity derived from statistical operations. Under certain conditions the score of a person at a mental test can be divided into two factors, one of which is always the same in all tests…”
3. “We define intelligence as the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions.”
4. “Well, first of all, we did lots of studies where we show practical intelligence doesn't correlate with G. We have probably two dozen studies that practical intelligence better predicts job success than IQ.”
30
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 1 Theories of Intelligence
Reflect on Learning Goals
Learning Goals
1: What arguments support intelligence as one general mental ability, and what arguments support the idea of multiple distinct abilities?
2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ?
3: What makes up emotional intelligence?
Self-Rating Level of Understanding
4.0I can…•Identify and describe the terms associated with the learning goal questions.•Explain the answer to the learning goal questions with specific details.•Apply the main concepts of the learning goal to myself or other topics related to the course.
★ 3.0 ★I can…•Identify and describe the terms associated with the learning goal questions.•Explain the answer to the learning goal questions with specific details.
2.0I can…•Identify and describe the terms associated with the learning goal questions.
1.0 •I need help in understanding the learning goals!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 2 Intelligence Findings
• Learning Goals:
– Students should be able to answer the following:
4: To what extent is intelligence related to brain anatomy and neural processing speed?
32
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 33
Is Intelligence Neurologically Measurable?
Recent Studies indicate some correlation (about +.33) between brain size and intelligence. As brain size decreases with age, scores on verbal intelligence tests also decrease.
Gray matter volume is above average in people with high intelligence.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Intelligence & the Brain
• Brain Anatomy– Small positive correlation between
brain size and IQ– Brain size decreases with age as does
verbal intelligence• Brain Function
– Frontal Lobe contains workspace for organizing information
• Perceptual Speed ★– Those who perceive quickly tend to
score higher on intelligence tests• Neurological Speed ★– Those who score high on intelligence
tests tend to have faster brain response times
34
Example Reaction Time Test for Intelligence
How many green X’s?
X
XX
VF
V
V
F
V
V
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Einstein’s Brain
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 36
Brain Function
Studies of brain functions show that people who score high on intelligence tests perceive stimuli faster, retrieve information from memory quicker, and show faster brain response times.
People with higher intelligence respond correctly and quickly tothe above question.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Intelligence & Creativity
• Creativity is…– The ability to produce original and
valuable ideas– More divergent thinking (generating
multiple solutions to a problem– Little correlation with intelligence past
120– Stems from frontal lobe
• Components of Creativity– Expertise ★– Imaginative Thinking– Adventuresome Personality ★– Intrinsic Motivation ★– Creative Environment (Think Google)
• Bottom Line– Creativity & Intelligence are not linked
37
2 minutes: Think of as many uses for a paperclip as you can
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Critical Thinking…
• Many schools subscribe to the idea that perceptual and neurological speed are indicative of intelligence. These schools assess students with timed tests, and students who are identified as requiring special education are given extended time for taking tests. This type of practice implicitly communicates that schools equate processing speed with intelligence.
• Do you think these practices are helpful or harmful to learning?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 2 Intelligence Findings Reflect on Learning Goals
Learning Goals
4: To what extent is intelligence related to brain anatomy and neural processing speed?
Rating Student Evidence4.0
ExpertI can teach someone else about intelligence and its relationship to brain anatomy and neural processing speed
3.0 Proficient
I can explain how intelligence and its relationship to brain anatomy and neural processing speed works
2.0 Developing
I can identify terms associated with intelligence and its relationship to brain anatomy and neural processing speed, but need to review this concept more.
1.0 Beginning
I don’t understand this concept and need help!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 3 Assessing Intelligence and Modern Intelligence
• Learning Goals:
– Students should be able to answer the following:
5: When and why were intelligence tests created?
40
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
History of Intelligence Testing
• Sir Francis Galton– Father of Behavior Genetics (coined term nature/nurture)– First to document theories of intelligence through inheritance• Alfred Binet & Theodore Simon ★– Designed a test to identify student’s reasoning abilities and
place them into appropriate classes– Measured “mental age” through reasoning abilities
• Lewis Terman ★– Stanford Professor who modified Binet’s Test for American
Students (1916)– Created the Stanford-Binet Intelligence Test– Believed in Eugenics and want people tested for reproductive
purposes• William Stern★– Coined the Term Intelligence Quotient (IQ)– Formula: Mental Age/Chronological Age (x) 100
41
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
How do we Assess Intelligence?
• Alfred Binet and Theodore Simon set out to figure out a concept called a mental age (what a person of a particular age should know).
• They discovered that by discovering someone’s mental age they can predict future performance.
• Hoped they could use test to help children, not label them.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Origins of Intelligence Testing
Mental Age a measure of intelligence test performance devised by Binet
chronological age that most typically corresponds to a given level of performance
child who does as well as the average 8-year-old is said to have a mental age of 8
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Origins of Intelligence Testing
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
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Terman and his IQ Test
• Used Binet’s research to construct the modern day IQ test called the Stanford-Binet Test.
• IQ=Mental age/Chronological age X 100.
• A 8 year old has a mental age of 10, what is her IQ?
• A 12 year old has the mental age of 9, what is his IQ?
• A boy has the mental age of 10 and an IQ of 200, how old is he?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
SBIQ
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Problems with the IQ Formula
• It does not really work well on adults, why?
then his IQ would be 50!!!!!!
If a 60 year old man
does as well as an average 30 year old
That makes no sense!!!!!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Types of Tests
Aptitude• Measure ability or
potential.
Achievement• Tests that measure
what you have learned.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Modern Intelligence Tests
• Stanford-Binet Intelligence Test– Originally adapted by Lewis Terman– In its 5th revision and still in use today
• Army Alpha Test– First developed during World War I by Robert Yerkes– Considered the first mass distributed intelligence test
• Wechsler Intelligence Tests ★– Wechsler Adult Intelligence Scale (WAIS) and WISC– Subscales in include verbal and performance assessments
• Wonderlic Cognitive Abilities Test– 12 minutes, 50 questions– Short Business IQ tests that correlate well with intelligence– Also used to scout NFL draft picks
• Internet IQ Tests– Mensa.org– Not good predictors of IQ
49
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Modern Tests of Mental Abilities
• Wechsler Adult Intelligence Scale (WAIS) consists of 11 subtests and cues us in to strengths by using…..
Factor Analysis
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Wechsler Tests
• More common way to give IQ tests….does not use the formula but uses the same scoring system.
• WAIS• WISC• WPPSI
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Assessing Intelligence: Sample Items from the WAIS
From Thorndike and Hagen, 1977
VERBAL
General Information Similarities Arithmetic ReasoningVocabularyComprehensionDigit Span
PERFORMANCE
Picture Completion Picture ArrangementBlock DesignObject AssemblyDigit-Symbol Substitution
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Wechler Adult Intelligence Scale
Army Alpha Test Sample (Yerkes)1. A company advanced 6 miles and retreated 2 miles. How far was it then from its first
position?2. A dealer bought some mules for $1,200. He sold them for $1,500, making $50 on each mule.
How many mules were there?3. Thermometers are useful because
A. They regulate temperatureB. They tell us how warm it isC. They contain mercury
4. A machine gun is more deadly than a rifle, because it A. Was invented more recentlyB. Fires more rapidlyC. Can be used with less training
5. For these next two items, examinees first had to unscramble the words to form a sentence, and then indicate if the sentence was true or false.
a. happy is man sick always ab. day it snow does every not
6. The next two items required examinees to determine the next two numbers in each sequence.
a. 3 4 5 6 7 8b. 18 14 17 13 16 12
7. A portion of the Army Alpha required examinees to solve analogies.a. shoe — foot. hat — kitten, head, knife, pennyb. eye — head. window — key, floor, room, door
8. In these next two examples, examinees were required to complete the sentence by selecting one of the four possible answers.
a. The apple grows on a shrub, vine, bush, treeb. Denim is a dance, food, fabric, drink
54
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Sample Intelligence Test Questions
55
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 56
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Quick Section Assessment
1. According to the Stanford-Binet formula for an intelligence quotient (IQ), the IQ of a ten-year-old child with a mental age of eight and a half years is
A. 85B. 95C. 100D. 105E. 115
2. Alfred Binet’s efforts to measure intelligence were directed atA. Testing the worth of various theoretical definitionsB. Operationally defining one theory of intelligenceC. Predicting children’s success in schoolD. Selecting workers for successful job performanceE. Establishing the learning potential of French military recruits
57
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 3 Assessing Intelligence and Modern Intelligence
Reflect on Learning Goals
Learning Goals
5: When and why were intelligence tests created?
Rating Student Evidence
4.0 Expert
I can teach someone else about with when and how intelligence tests created.
3.0 Proficient
I can explain how with when and how intelligence tests created.
2.0 Developing
I can identify terms associated with when and how intelligence tests created, but need to review this concept more.
1.0 Beginning
I don’t understand this concept and need help!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 4 Principles of Test Construction
• Learning Goals:
– Students should be able to answer the following:
6: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?
59
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Aptitude vs. Achievement Testing
• Aptitude Test ★– Predict a New Skill– Most predictive of aptitude of
elementary school age children
• Achievement Test ★– Measures what has been
learned– Example: AP Psychology Test
The SAT: Aptitude or Achievement?
60
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Basic Principles of Test Construction
• Standardization of Tests– Making sure everyone administers the test in
the same way to make it fair.– ‘Norming’ the Test ★
• Defining scores based on a pretested group (compare scores)
• Has to be done every few years to keep scores valid
• Normal Distribution ★– The Bell Curve or Normal Curve– 68% of people fall between -1 and +1 standard
deviations of the mean– 95% of people fall between -2 and +2 standard
deviations of the mean
61
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Normal “Bell” Curve
62
Z-Score or standard deviationZ-Score or standard deviation
Sammi’s intelligence score is one standard deviation above the mean. Approximately what percent of people did Sammi out-score on his intelligence test?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
The Flynn Effect
The Flynn effect is the substantial and long-sustained increase in both fluid and crystallized intelligence test scores measured in many parts of the world from roughly 1930 to the present day
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
The Flynn Effect
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Principles of Test ConstructionPrinciples of Test Construction
• Reliability – Are the scores consistent?– Split-Half Reliability: Dividing the
test into two equal halves (odds/evens) and assessing how consistent the scores are.
– Test-Retest Reliability: Take the test one day and then take it again a few weeks later to compare the scores.
– Inter-rater Reliability: Two people observing the same behavior should score it the same way
65
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Principles of Test ConstructionPrinciples of Test Construction
• Validity: Does the test measure what it is suppose to?– Achievement/Classroom Tests
• Content Validity: – Does the exam actually test what it is
suppose to? – Example: A poorly designed physics
test has questions on it that were not covered in class or by the textbook.
• Face Validity:– On the surface, does the test appear
to measure the subject matter
66
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Principles of Test ConstructionPrinciples of Test Construction
Validity: Does the test measure what it is suppose to?–Aptitude/Psychological Measures
• Criterion-Related/Predictive Validity: – Refers to the function of a test in predicting/relating to
a particular behavior– Example: An aptitude test designed to predict if a
person will be a good pilot should correlate to pilot performance scores
• Construct Validity: – When measuring a construct like personality you
should correlate your results with a variety of different measures to eliminate or confirm it works.
67
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Construct Validity ExampleConstruct Validity Example
68
Newly Developed Extraversion Test
Social Introversion on MMPI
Social Discomfort Scale
Sociability Scale on the CPI
Intelligence Score on Wonderlic
Outgoingness scale on the MPI
-.73
-.82
+.78
+.91
-.03
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
I.Q.
UNRELIABLE &INVALID
Visualizing Reliability & Validity
I.Q.
RELIABLE &VALID
I.Q.
RELIABLEBUT INVALID
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section Assessment
1. A test that is labeled an achievement test is most likely to be given to
A. predict an individual’s ability to succeed in a particular jobB. allow a student to be exempted from a college courseC. assess the mental age of a gifted eight-year-oldD. determine whether a person is an extrovert or an introvertE. investigate an individual’s cognitive style
2. The performance of the group on which an IQ test is standardized sets the
A. method of administration most suitable for the testB. extent to which IQ is determined by environmentC. criteria for the diagnostic significance of intelligenceD. degree of validity of the IQ testE. norms against which performance of later test takers can be
evaluated
70
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section Assessment
In a normal distribution of a standardized test, the mean is 85 with a standard deviation of 10. Daria scores in the 98th percentile. What is the approximate score Daria received?A)85B)75C)100D)105E)115
71
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section Assessment
1. All of the following are reasons for requiring clearly specified procedures for the administration and scoring of assessment measures, such as standardized tests, EXCEPT to
A. allow comparisons among scores of various test takersB. reduce the possible effects of extraneous variables on scoresC. increase the reliability and validity of the test scoresD. decrease the amount of time needed to administer the testE. increase the objectivity of the score procedures used
2. In a normal distribution, approximately what percent of the scores occur within one standard deviation above and below the mean?
A. 5%B. 16%C. 33%D. 68%E. 97%
72
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 4 Principles of Test Construction
Reflect on Learning Goals
Learning Goals
6: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?
Rating Student Evidence4.0
ExpertI can teach someone else about, the difference between aptitude and achievement tests, In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught
3.0 Proficient
I can explain, the difference between aptitude and achievement tests with no major errors or omissions.
2.0 Developing
I can identify terms associated the difference between aptitude and achievement tests, but need to review this concept more.
1.0 Beginning
I don’t understand this concept and need help!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 5: The Dynamics of Intelligence
• Learning Goals:
– Students should be able to answer the following:
7: How stable are intelligence scores over the life span?
– 8: What are the traits of those at the low and high intelligence extremes?
74
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Does Intelligence Change Over Time?
By age 3, a child’s IQ can predict adolescent IQ scores.Depends on the type of intelligence, crystallized or fluid.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Intelligence: Stability vs. Change
• About age 7 intelligence stabilizes• Habituation at age 2-7 months is an
early sign of intelligence• Early readers tend to have higher
intelligence (early talkers do not)• Scottish Longitudinal Study shows
that intelligence at age 11 still correlates at age 77 (r = +.66)
• Flynn Effect Reasons:– Increase in education– Increase in technology– Better nutrition– Smaller family sizes (increased
individual attention)
76
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Extreme Intelligences: Low End
• Mental Retardation/Intellectual Disability
– IQ of 70 or below– AND difficulty adapting to normal
life– About 75% are caused by unknown
environmental influences (Some causes are F.A.S., infections, chromosomal abnormalities such as down syndrome, nutrition, and trauma)
– Most are Male
77
Because of the Flynn Effect more people are diagnosed as mentally retarded, but more can lead productive lives
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Extreme Intelligences: Low End
• Mental Retardation/Intellectual Disability
– IQ of 70 or below– AND difficulty adapting to normal
life– About 75% are caused by unknown
environmental influences– Most are Male
78
Because of the Flynn Effect more people are diagnosed as mentally retarded, but more can lead productive lives
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Extreme Intelligences: Low End
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
The Dynamics of Intelligence
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Willowbrook
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Serbian Institutions
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Extreme Intelligences High End
• Gifted Intelligence (130 or above)– Terman’s Longitudinal Study
• 1500 with IQ of 150 (Average)• Well Adjusted• Emotionally Stable• Socially Mature• Better Health
• Above average success in career– Ellen’s Winner Study
• 180 or above• Socially isolated• Emotional issues
83
Sho YanoAced SATs at age 8Graduated College age 12, Doctor at age 21
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Extreme Intelligences High End
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Extreme Intelligences High End
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Learning Goals:
86
Rating Student Evidence4.0
ExpertI can teach someone else about the stability of intelligence scores over the life span In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught
3.0 Proficient
I can explain, the stability of intelligence scores over the life span) with no major errors or omissions.
2.0 Developing
I can identify terms associated the stability of intelligence scores over the life span, but need to review this concept more.
1.0 Beginning
I don’t understand this concept and need help!
7: How stable are intelligence scores over the life span?
8: What are the traits of those at the low and high intelligence extremes?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 6 Genetic and Environmental Influence on Intelligence
• Learning Goals:
– Students should be able to answer the following:– 9: What does evidence reveal about hereditary
and environmental influences on intelligence?
87
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 88
Genetic and Environmental Influences on Intelligence
No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Genetic Influences Heritability
the proportion of variation among individuals that we can attribute to genes
variability depends on range of populations and environments studied
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Heritability
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 97
Adoption Studies
Adopted children show a marginal correlation in verbal ability to their adopted parents.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Environmental Influences in Intelligence
• Identical twins raised apart are slightly less correlated in their intelligence scores
• Fraternal twins have more correlated scores than ordinary siblings
• Early childhood neglect correlates with lower intelligence scores
• Intelligence scores rise in the fall months and decline in the summer months
98
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 99
Schooling Effects
Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores.
To increase readiness for schoolwork,projects like Head Start facilitate leaning.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 100
Early Intervention Effects
Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence.
Romanian orphans with minimalhuman interaction are delayed in their development.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Neglect on Intelligence: Genie Wiley
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Learning Goal: 9: What does evidence reveal about hereditary and
environmental influences on intelligence?
102
Rating Student Evidence4.0
ExpertI can teach someone else about what evidence reveals about hereditary and environmental influences on intelligence. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught
3.0 Proficient
I can explain, what evidence reveals about hereditary and environmental influences on intelligence with no major errors or omissions.
2.0 Developing
I can identify terms associated with what evidence reveals about hereditary and environmental influences on intelligence, but need to review this concept more.
1.0 Beginning
I don’t understand this concept and need help!
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section 7 Gender and Cultural Differences and Testing Bias
• Learning Goals:
– Students should be able to answer the following:
10: How and why do gender and racial groups differ in mental ability scores?
103
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
The differences between men and women as they relate to mental abilities.
1. Girls are better spellers
2. Girls are verbally fluent and have large vocabularies
3. Girls are better at locating objects
4. Girls are more sensitive to touch, taste, and color
5. Boys outnumber girls in counts of underachievement
6. Boys outperform at math problem solving, but under perform at math computation
7. Women detect emotions more easily than men do
104
* Testosterone in the womb may increase visual spatial skills (like playing chess)
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 105
Ethnic Similarities and Differences
1. Racial groups differ in their average intelligence scores.
2. High-scoring people (and groups) are more likely to attain high levels of education and income.
To discuss this issue we begin with two disturbing but agreed upon facts:
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 106
Racial (Group) Differences
If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994).
White-Americans Black-Americans
Average IQ = 100 Average IQ = 85
Hispanic Americans
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 107
Environmental Effects
Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than another.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition 108
Reasons Why Environment Affects Intelligence
1. Races are remarkably alike genetically.
2. Race is a social category.
3. Asian students outperform North American students on math achievement and aptitude tests.
4. Today’s better prepared populations would outperform populations of the 1930s on intelligence tests.
5. White and black infants tend to score equally well on tests predicting future intelligence.
6. Different ethnic groups have experienced periods of remarkable achievement in different eras.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
More possible explanations for why different ethnic groups average different intelligence scores.
• Why do Asians outperform Whites on math and aptitude tests?
• Why do Blacks, Native Americans and Hispanics have slightly lower intelligence scores than Whites?– Reason # 1: Genetics and
Heritability– Reason # 2: Socioeconomics
Disadvantage– Reason # 3: Stereotype
Threat/Vulnerability– Reason # 4: IQ Tests are Culturally
Bias
109
Why do we have such stereotypes?
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Reason # 1: Genetic and Heritability Components
• Some argue that the heritability of intelligence is about 60-80%, meaning that the variation of intelligence from one person to another is more likely due to genetics– This DOES NOT mean that you inherit 60-80% of your
intelligence from your parents!!!– Some researchers see this to mean that genetics among
groups (like Blacks and Hispanics) play a role in determining intelligence scores.
• HOWEVER-:– Race is much more a social category and not biological– White and black infants tend to score equally well on tests
predicting future intelligence.– People raised in similar environments tend to have similar
test scores
110
Possible explanations for why different ethnic groups average different intelligence scores.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Reason # 2: Socioeconomics Disadvantages
• People who grow up in poorer communities tend to:– Have lesser nutrition and
doctor’s visits– Have larger family sizes– Be from single-parent
households– Are exposed to fewer books– Have less privacy to
concentrate on studying– Attend poorer-quality schools– May be influenced by crime and
drugs
112
Possible explanations for why different ethnic groups average different intelligence scores.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Reason # 3: Stereotype Threat/Vulnerability
• A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype
• This phenomenon appears in some instances in intelligence testing among African-Americans and among women of all colors.
113
Possible explanations for why different ethnic groups average different intelligence scores.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Reason # 4: Culture Unfair IQ Testing
• Who creates most IQ tests?• Do IQ tests measure knowledge more
than ability?• Are questions culturally specific?
– Cup & Saucer, “L, el and ell”• Hungarians and Italian immigrants of the
early 1900’s were seen as feeble-minded because of low IQ test scores.
• Today’s tests are seen as unbiased because they put more emphasis of ability and are given in a variety of languages
• How would you design a culturally nonbiased test?
114
An example of a culturally fair
IQ test question
Possible explanations for why different ethnic groups average different intelligence scores.
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Section Assessment
Research on stereotype threat indicates that students might not do as well as they can on a test if:
A. they are informed that people of their ethnicity, age, or gender usually do not perform well on the test
B. the group taking the test is not ethnically diverseC. they are forced to take a test that is know to have low
test-retest reliabilityD. other students perceive them to be of a minority
ethnic groupE. the test does not have standardized administration of
scoring procedures
115
AnimalI.Q.
GardnerIntelligence
HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConcepts Cognition
Learning Goal: How and why do gender and racial groups differ in mental ability scores?
116
Rating Student Evidence
4.0 Expert
I can teach someone else about how and why gender and racial groups differ in mental ability scores. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught
3.0 Proficient
I can explain, how and why gender and racial groups differ in mental ability scoreswith no major errors or omissions.
2.0 Developing
I can identify terms associated how and why gender and racial groups differ in mental ability scores, but need to review this concept more.
1.0 Beginning
I don’t understand this concept and need help!