Asgn5a-f. Arrange these pictures so they tell a story.

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Herbert Evans
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Asgn5a-f Testing: Individual Differences Intelligence and Aptitude Tests USEFUL: IF properly constructed and used - must be validated - how well they predict - NOT whether they make sense -

1 Asgn5a-f Testing: Individual Differences Intelligence and Aptitude Tests USEFUL: IF properly constructed and used - must be validated - how well they predict - NOT whether they make sense - well-validated tests predict as well or better than best judges - avoid human cognitive limitations because: Problems: test results misused, misinterpreted, create self-fulfilling prophecies(?) SAT: predicts: r ~. for all students in all schools r ~ for students in specific schools, departments r ~.6 in specific classes, esp. natural sciences Predict better at extremes than in middle Criteria for a good test - standard materials, procedures - optimum motivation - objective scoring - appropriate norms - established validity Sample questions for individualize IQ test: - on what continent is France? [fact] - how many hours does it take to drive 150 miles at 50 mph? [math ability] - how are a calculator and a typewriter alike? [analogy] - what does audacity mean? [vocabulary] What's wrong with this picture? [ logic ] Arrange these pictures so they tell a story. Multiple choice format Jefferson is a. rock singer b. 3rd president of US c. an automobile d. the capital of Virginia th Benes was a. rock singer b. 0 century Czech patriot c. an automobile d. capital of Serbia Audacity means a. nerve or boldness b. loudness c. fierceness or aggression d. lying Try-fo-lin means a. writing a bad check b. looking at something c. not doing your best d. stupid, insignificant

(Terman, Weschler) - IQ = mental age divided by chronological (calendar) age Relative measure: compare performance to (representative sample from) population norms - must revise, restandardize

2 IQ tests can be misused: - cultural bias, social bias - Raven Progressive Matrices: avoids bias? Intelligence: psychometric approach - Galton: simple sensory, motor tests - Binet & Simon: problems of progressively increasing difficulty - Mental age: age for which one's performance is average (Terman, Weschler) - IQ = mental age divided by chronological (calendar) age Relative measure: compare performance to (representative sample from) population norms - must revise, restandardize repeatedly IQ scores fit normal distribution "Normalize" scores: Mean = 100, SD = 15 Reliability: retest r =.9 Stability Validity: measures what it's supposed to? - face: - criterion: - concurrent: - construct: Models of intelligence: Operational: what IQ tests measure Theoretical: [effect of cultural bias] - fluid (g); crystallized intelligence - multiple intelligences - Sternberg: triarchic - analytic, practical, creative - Gardner: linguistic, spatial, musical, kinesthetic, interpersonal, etc. - efficiency of working memory [can be made culture free or fair?] Genetic & environmental effects: No gene(s) for intelligence Heritability (h ) = % variance (~variation) of a population due to genetic variation

3 - not fixed - not about individuals - does not act as you might expect h for IQ ~.5 Pedigree: family resemblance (environment & heredity confounded) - Jukes & Kalikaks Twin studies: [assumes ~ equal environments] - MZ (identical) compared to DZ (fraternal) Adoption: IQ of adoptive children [assumes no environmental effect from biological parents] - genetic effect: r > biological parents - environmental effect: mean > adoptive parents Mz reared apart - separated avg. 8 months - apart avg. 30 years IQ r =.75 - est. Home env. r <.4 Abnormal behavior: the example of schizophrenia Mental illness =? Psychosis: "loss of touch with reality" Affective disorders: Schizophrenia: DSM IV criteria Prevalence of Schizo Symptoms - thought disorder - delusions - hallucinations - blunted or inappropriate affect - mannerisms - withdrawal Schizophrenia hard to define Rosenhan: labeling theory of Schizophrenia: - Schizophrenia is only a label for disliked behavior because: - Some groups don t view schizophrenic behavior as abnormal[?] - Shamans are highly valued people with schizophrenia[?] - Can t recognize normals in mental hospital[?] Labeling theory: strong and weak versions cross cultural comparisons (Murphy)

4 Kinds of schizophrenia: + vs. - symptoms (Paranoid vs. Non-paranoid) schizophrenia as a brain disease - brain pathology - brain shrinkage - signs of old infection - frontal hypoactivity - soft neurological signs - medication as treatment: - anti-psychotics - recreational drugs "model psychosis" - amphetamine, cocaine - genetic effects Relationship % schizo. None 1% nd degree rel. -4% 1st degree rel. 5-10% dz twins 10% both parents 50% mz twins 50% [bio. parent of adoptees 5-10%] [adopt. parent of adoptees 1%] Dopamine model - most effective drugs block dopamine d receptors - amphetamine dopamine increased symptoms; creates symptoms Problems: - clozapine - other mental deficits - symptoms also related to LSD-type effects - LSD works on serotonin (5HT) & norepinphrine synapses Glutamate model Social models: Social drift hypothesis Social causation hypothesis

5 Theories of schizophrenia - labeling - diathesis-stress model Environmental stresses - pregnancy complications - infectious disease - developmental crises - social stress Treatment: Before medications (called antipsychotics; neuroleptics) - protection, restraint - psychosurgery Medications: - chlorpromazine; haloperidol - clozapine, olanzapine, many new ones Problems: - some people don t respond - side effects - relieve mainly worst symptoms Drugs are not enough - psychotherapy, behavior therapy - social support, rehab.

Myers Psychology for AP, 2e

Myers Psychology for AP, 2e David G. Myers PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, 2014 AP is a trademark registered and/or owned by the College Board, which