Myers’ Psychology for AP* · •Flynn effect. Principles of Test Construction Standardization...
Transcript of Myers’ Psychology for AP* · •Flynn effect. Principles of Test Construction Standardization...
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Myers’ Psychology for AP*
David G. Myers
*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.
PowerPoint Presentation Slides
by Kent Korek
Germantown High SchoolWorth Publishers, © 2010
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Unit 11:
Testing and Individual
Differences
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Unit Overview
• What is Intelligence?
• Assessing Intelligence
• The Dynamics of Intelligence
• Genetic and Environmental
Influences on Intelligence
Click on the any of the above hyperlinks to go to that section in the presentation.
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What is Intelligence?
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What is Intelligence?
• Intelligence
–Savant syndrome
• Intelligence test
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Is Intelligence One General Ability
or Several Specific Abilities?
• Spearman’s General intelligence (g)
–Factor analysis
–Comparison to athleticism
• Thurstone’s counter argument
g
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
• Gardner’s Eight Intelligences– Linguistic
– Logical-mathematical
– Musical
– Spatial
– Bodily-kinesthetic
– Intrapersonal
– Interpersonal
– Naturalist
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
• Sternberg’s Three Intelligences
–Analytical (academic problem-
solving intelligence
–Creating intelligence
–Practical intelligence
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Comparing Theories of Intelligence
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Comparing Theories of Intelligence
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Comparing Theories of Intelligence
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Comparing Theories of Intelligence
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Comparing Theories of Intelligence
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Emotional Intelligence
• Emotional intelligence
–Perceive emotions
–Understand emotions
–Manage emotions
–Use emotions for adaptive or
creative thinking
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Is Intelligence Neurologically Measurable?
Brain Size and Complexity
• Brain size studies
• Brain complexity studies
–Neural plasticity
–Gray matter
versus
white matter
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Is Intelligence Neurologically Measurable?
Brain Function
• Perceptual speed
• Neurological speed
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Assessing Intelligence
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The Origins of Intelligence Testing
• Francis Galton’s intelligence testing
–Reaction time
–Sensory acuity
–Muscular power
–Body proportions
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The Origins of Intelligence TestingAlfred Binet: Predicting School Achievement
• Alfred Binet
–Indentifying French school children
in need of assistance
–Mental age
–Chronological age
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The Origins of Intelligence Testing
Lewis Terman: The Innate IQ
• Stanford-Binet Test
–Lewis Terman
–Intelligence quotient (IQ)
• IQ = (mental age/chronological age) X 100
• IQ of 100 is considered average
• World War I testing
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Modern Tests of Mental Abilities
• Achievement tests
• Aptitude tests
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Modern Tests of Mental Abilities
• Achievement tests
• Aptitude tests
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Modern Tests of Mental Abilities
• Wechsler Adult Intelligence Scale
(WAIS)
–Wechsler Intelligence
Scale for Children
(WISC)
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Wechler Adult Intelligence Scale
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Principles of Test ConstructionStandardization
• Standardization
–Normal curve (bell curve)
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Normal Curve
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Normal Curve
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Normal Curve
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Normal Curve
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Normal Curve
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Normal Curve
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Normal Curve
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Principles of Test ConstructionStandardization
• Flynn effect
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Principles of Test ConstructionStandardization
• Flynn effect
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Principles of Test ConstructionReliability
• Reliability
–Scores correlate
–Test-retest reliability
–Split-half reliability
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Principles of Test ConstructionValidity
• Validity
–Content validity
• Criterion
–Predictive validity
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The Dynamics of Intelligence
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Stability or Change?
• Intelligence testing through life
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Stability or Change?
• Intelligence testing through life
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Extremes of IntelligenceThe Low Extreme
• Intellectual disability
–Mental retardation
–Down syndrome
• 21st chromosome
–Mainstreamed
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Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
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Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
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Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
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Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
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Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Profound Below 25 Require constant aid and supervision
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Extremes of IntelligenceThe High Extreme
• Terman’s study of gifted
• Self-fulfilling prophecy
• Appropriate developmental
placement
–Tracking students
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Genetic and Environmental
Influences on Intelligence
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Twin and Adoption Studies
• Identical twin studies
–Polygenetic
• Adoptive children
studies
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Heritability
• Heritability
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Heritability
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Heritability
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Heritability
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Heritability
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Heritability
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Heritability
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Environmental Influences
• Early environmental influences
–Tutored human enrichment
–Targeted training
• Schooling and
intelligence
–Project Head
Start
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Group Differences in Intelligence Test Scores
Gender Similarities and Differences
• Spelling
• Verbal ability
• Nonverbal ability
• Sensation
• Emotion-detecting ability
• Math and spatial aptitudes
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Group Differences in Intelligence Test Scores
Ethnic Similarities and Differences
• Ethnic similarities
• Ethnic differences
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The Question of Bias
• Two meanings of bias
–Popular sense
–Scientific sense
• Test-taker’s expectations
–Stereotype threat
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The End
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Teacher Information• Types of Files
– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.
• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the
slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal teaching
style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.
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Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks
can be identified by the text being underlined and a different color (usually purple).
– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.
These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.
For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.
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Teacher Information• Continuity slides
– Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
• By presenting information in small chunks, students will find it easier to process and remember the concepts.
• By continually changing slides, students will stay interested in the presentation.
• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek
Germantown High School
Germantown, WI 53022
262-253-3400
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Division title (green print)
subdivision title (blue print)
• xxx
–xxx
–xxx
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Division title (green print)
subdivision title (blue print)
Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete
this box when finished
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Definition Slide
= add definition here
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Definition
Slides
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Intelligence Test
= a method of assessing an individual's
mental aptitudes and comparing them with
those of others, using numerical scores.
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Intelligence
= mental quality consisting of the ability to
learn from experience, solve problems,
and use knowledge to adapt to new
situations.
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General Intelligence (g)
= a general intelligence factor that,
according to Spearman and others,
underlies specific mental abilities and is
therefore measured by every task on an
intelligence test.
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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.
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Savant Syndrome
= a condition in which a person otherwise
limited in mental ability has an exceptional
specific skill, such as in computation or
drawing.
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Emotional Intelligence
= the ability to perceive, understand,
manage, and use emotions.
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Mental Age
= a measure of intelligence test performance
devised by Binet; the chronological age
that most typically corresponds to a given
level of performance. Thus, a child who
does as well as the average 8-year-old is
said to have a mental age of 8.
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Stanford-Binet
= the widely used American revision (by
Terman at Stanford University) of Binet’s
original intelligence test.
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Intelligence Quotient (IQ)
= defined originally as the ratio of mental
age (ma) to chronological age (ca)
multiplied by 100 (thus, IQ=ma/ca X 100).
On contemporary intelligence tests, the
average performance for a given age is
assigned a score of 100.
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Achievement Tests
= tests designed to assess what a person
has learned.
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Aptitude Tests
= tests designed to predict a person’s future
performance; aptitude is the capacity to
learn.
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Wechsler Adult Intelligence
Scale (WAIS)= the WAIS is the most widely used
intelligence test; contains verbal and
performance (nonverbal) subtests.
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Standardization
= defining meaningful scores by comparison
with the performance of a pretested group.
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Normal Curve
= a 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.
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Reliability
= the extent to which a test yields consistent
results, as assessed by the consistency of
scores on two halves of the test, or on
retesting.
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Validity
= the extent to which a test measures or
predicts what it is supposed to.
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Content Validity
= the extent to which a test samples the
behavior that is of interest.
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Predictive Validity
= the success with which a test predicts the
behavior it is designed to predict; it is
assessed by computing the correlation
between test scores and the criterion
behavior (also called criterion-related
validity).
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Intellectual Disability
= (formerly referred to as mental retardation)
a condition of limited mental ability,
indicated by an intelligence score of 70 or
below and difficulty in adapting to the
demands of life; varies from mild to
profound.
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Down Syndrome
= a condition of intellectual disability and
associated physical disorders caused by
an extra copy of chromosome 21.
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Stereotype Threat
= a self-confirming concern that one will be
evaluated based on a negative stereotype.