Chapter 10 Cognitiveabilities Basic

7/28/2019 Chapter 10 Cognitiveabilities Basic

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Cognitive abilitiesChapter 10


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History of intelligence testing

Alfred Binet early 1900s Chronological age how old the child is

Mental age how well a child could thinkfor his/her age

Stanford-Binet Test 1910s Developed by Lewis Terman

IQ = Mental age / Chronological age x 100

David Wechsler Wechsler Adult Intelligence Scale (WAIS)

Wechsler Intelligence Scale for Children(WISC)


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Intelligence testing today

Wechsler Adult Intelligence Scale WAIS-III

Verbal scale 7 subtests

Performance scale 7 subtests

Wechsler Intelligence Scale for Children WISC-IV Fluid reasoning

Knowledge

Quantitative reasoning

Visual-spatial processing

Working memory

Intelligence quotient How intelligent are you

compared to the general population. Average 100

** WAIS-IV came out in 2008


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Aptitude vs. Achievement

Aptitude what is your potential tolearn, your readiness to learn

Achievement what you have

accomplished/learned in that area,SPM, STPM


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Why use IQ tests? Why not just ask

someone How intelligent are you?

Standardized everyone has the samequestions and conditions

Objectivity of evaluator no favoritism

Norms get to know how the personscores compared to others above orbelow average?


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What is reliability?

A measure to see if the test is stable

It is not affected by

Temperature

The testers feelings Time of the day

Etc

A measure to see if the test is

repeatable Your test score shouldnt change much if you

take it today, and repeat it tomorrow.


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How to calculate reliability?

Get 2 sets of score from same person

Calculate correlation coefficient. Ifabove +.80, test is reliable

Methods: Test-retest method do the same test

twice. CONs: practice effect

Alternate form different set of

questions but similar to each other Split half split the test into half, then

calculate correlation coefficient of theresults.


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How reliable are IQ tests?

+.30 - +.60 for children below7

Stable from teenage years toadulthood: +.85 - +.95

Deary et al., 2000 11 to 77:+.73


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How valid are IQ tests?

IQ scores most valid withacademic achievement at

school IQ scores correlate with job

performance


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Are IQ tests fair for every culture

and race?

Stereotype threat effect when negativestereotypes of one group is increased, thatgroup scores lower in intelligence tests.

Spencer, Steele, & Quinn (1997)

Two groups of women were to take a test.

One group is not told anything (control group)

Another group is told Women will do worsethan males (experiment group)

The group that is told women will do worseperforms worse than control group


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Conclusion

IQ tests are fair for everyone, but

How you give the test is veryimportant.

Environment can influence IQ scoresignificantly, up to 1 SD

Peoples performance on IQ tests issensitive to, and will be affected bystereotypes


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Nature vs. Nurture

Identical twins separated at birth atleast +.60

Unrelated children reared together -

+.30 Conclusion heredity seems to have a

bigger impact than environment,though environment plays animportant role too.


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Question

If you are intelligent in one area, doesthat mean you have the potential tosucceed in other areas as well?

If you are not intelligent in one area, doesthat mean you will fail in whatever youdo??

It is very important to know if intelligenceis one general trait (satu sifat), OR thereare many types of intelligence


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Intelligence g as one general trait

Relationships Succeed

@ Work

If married,Can be

good parent

Study

MusicalTalent

If playfootball,can be

good player


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Conclusion

there is a generalg intelligence whichhelps individual in all kinds ofsituations,

but the brain comprises of many specificintelligences which gives rise tog


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Is it because some people have

moreAttention?

Attention = a pool of resources or mental energy:the more resources you have when processing aninformation, the more intelligent you can be


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Is it Processing Speed?

speed of access to LTM, capacity ofSTM and WM


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Creativity

Characteristics necessary for creativity:

Expertise

Creative skills

ability to break out of old problem-solving habits willingness to take risks

Motivation

willingness to work hard

persistence in problem solving internal satisfaction rather than external rewards rewards can cause people to be less creative


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Mental retardation

Mild 50 70: no physical symptoms ofabnormality, marry, work at unskilled jobs, andraise a family. Poor abstract reasoning

Moderate 35 49: Often lack physicalcoordination, 4 7 years old of mental age, canbe trained to live outside institution with family

Severe 20 34: Few benefit from schooling,can be trained to communicate vocally, require

constant supervision

Profound Below 20: Mental age less than 3,limited communication, constant supervision,can walk, feed, and say a few words.

Chapter 10 Cognitiveabilities Basic

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