Chapter 10 Intelligence
|
|
- Vivian Price
- 6 years ago
- Views:
Transcription
1 Chapter 10 Intelligence Powerpoint presentation by Jim Foley 2013 Worth Publishers
2 Chapter Overview Overall question to consider: does each of us have an inborn level of talent, a general mental capacity or set of abilities, and can that level be measured and represented by a score on a test? Definitions of intelligence One ability or many? The role of creativity and emotional intelligence How to construct tests to try to assess intelligence Intelligence stability, change, and extremes Genetic vs. environmental influences Group differences in ability Racial difference or cultural test bias?
3 Definition of Intelligence Intelligence tests are a series of questions and other exercises which attempt to assess people s mental abilities in a way that generates a numerical score, so that one person can be compared to another. Intelligence can be defined as whatever intelligence tests measure. Your college entrance test measures how good you are at scoring well on that test.
4 Definition of Intelligence: Beyond the Test? The text defines intelligence, whether it s math ability or a rainforest dweller s understanding of plants, as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
5 Intelligence: Single or Multiple? Is intelligence one general ability or several specific abilities? Charles Spearman general intelligence [g] Louis Thurstone Howard Gardner Robert Sternberg Creativity and intelligence Emotional intelligence 7 linked clusters of abilities 8 intelligences 3 intelligences 5 components 4 components
6 General Intelligence, also known as g Charles Spearman ( ) performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high g (general intelligence). *Factor analysis refers to a statistical technique that determines how different variables relate to each other; for example whether they form clusters that tend to vary together.
7 Thurstone s Seven Clusters of Abilities Louis Thurstone ( ) disagreed with the idea of one general measure and trait of overall intelligence. Thurstone found that the results of 56 skill tests fell into 7 clusters. However, further analysis showed that people who were strong in one cluster tended to be strong in other clusters. 1. Verbal comprehension 2. Inductive reasoning 3. Word fluency 4. Spatial ability 5. Memory 6. Perceptual speed 7. Numerical ability g
8 Multiple Intelligences The savant syndrome refers to having isolated islands of high ability amidst a sea of below-average cognitive and social functioning. Howard Gardner s Multiple Intelligences Howard Gardner (b. 1943) noted that different people have intelligence/ability in different areas. Research and factor analysis suggests that there may be a correlation among these intelligences.
9 Howard Gardner s Eight Intelligences
10 Intelligence and Success Success in life is impossible to define. However, wealth tends to be related to intelligence test scores, PLUS: focused daily effort/practice, taking 10 years to achieve success-level expertise. social support and connections. hard work and energetic persistence (grit). 10
11 Sternberg s Intelligence Triarchy Robert Sternberg (b. 1949) proposed that success in life is related to three types of ability. Practical intelligence: expertise and talent that help to complete the tasks and manage the complex challenges of everyday life Analytical intelligence: solving a welldefined problem with a single answer Creative intelligence: generating new ideas to help adapt to novel situations
12
13 Creativity Creativity refers to the ability to produce ideas that are novel and valuable. [Creative intelligence involves using those ideas to adapt to novel situations.] Convergent thinking is a left-brain activity involving zeroing in on a single correct answer. Creativity uses divergent thinking, the ability to generate new ideas, new actions, and multiple options and answers. Does chess involve creativity?
14 Robert Sternberg s Five Components of Creativity Creative environment: having support, feedback, encouragement, and time and space to think Venturesome personality: tending to seek out new experiences despite risk, ambiguity, and obstacles Expertise: possessing a welldeveloped base of knowledge Intrinsic motivation: enjoying the pursuit of interests and challenge, without needing external direction or rewards Imaginative thinking: having the ability to see new perspectives, combinations, and connections
15 To Boost Creativity: Four Strategies Pursue an interest until you develop expertise. Allow time for incubation ( sleeping on it ) with your attention away from projects, during which unconscious connections can form. Allow time for mental wandering and aimless daydreaming with no distractions. Improve mental flexibility by experiencing other cultures and ways of thinking.
16 Social and Emotional Intelligence Social intelligence refers to the ability to understand and navigate social situations. Emotional intelligence involves processing and managing the emotional component of those social situations, including one s own emotions.
17 Components of Emotional Intelligence Perceiving emotions Recognizing emotions in facial expressions, stories, and even in music Understanding emotions Being able to see blended emotions, and to predict emotional states and changes in self and others Managing emotions Modulating and expressing emotions in various situations Using emotions Using emotions as fuel and motivation for creative, adaptive thinking Benefits of Emotional Intelligence People with high emotional intelligence often have other beneficial traits, such as the ability to delay gratification while pursuing long-term goals. The level of emotional intelligence, including the skill of reading the emotions of others, correlates with success in career and other social situations.
18 Intelligence and Brain Anatomy Genius seems to correlate with: overall brain size. the size of some brain regions such as the parietal lobe. high brain activity in the frontal and parietal lobes. extra gray matter (brain cell bodies, seen as more brain surface area/convolutions). extra white matter (axons) leading to high connectivity among different regions. Intelligence and Brain Functioning Intelligence in action seems to involve: activity of the front part of the frontal lobes to organize and coordinate information being in shape ; using less energy to solve problems than the brains of normal people.
19 Intelligence and Processing Speed Verbal and general intelligence test scores correlate with the: speed of retrieving information from memory. speed of receiving and processing sensory and perceptual information. Q: Did you process the tic tac toe game deeply enough to say whether it was an X or an O in each of the now-empty squares?
20 Assessing Intelligence Assessment refers to the activity and the instruments used to measure intelligence. The challenge is to make these instruments valid (measure what they are supposed to measure) and reliable (yielding the same score if administered again, even if administered by someone else). Why Try to Measure Intelligence? to study how (and why) people differ in ability to match strengths and weaknesses to jobs and school programs to help the survival of the fittest process; trying to select the people who have the greatest abilities. This was the position of eugenicist Francis Galton ( ).
21 Predicting School Achievement: Alfred Binet Problem: in the late 1800s, a new law in France required universal education even for those without the ability to succeed with the current instruction. Solution: Alfred Binet devised tests for children to determine which ones needed help. Binet hoped to predict a child s level of success in regular education.
22 Intelligence: Growing with Age? Alfred Binet assumed that all children follow the same course of development, some going more quickly, and others more slowly. Binet s tests attempted to measure mental age--how far the child had come along on the normal developmental pathway. The implication was that children with lower ability were delayed (with a mental age below their chronological age), and not disabled; with help, they could improve.
23 Binet Stanford-Binet Lewis Terman, of Stanford University, adapted Alfred Binet s test, adding new test items and extending the age range into adulthood. Terman also tested many California residents to develop new norms, that is, new information about how people typically performed on the test. The result was the Stanford-Binet intelligence test. William Stern s scoring (1914) of the Stanford-Binet test resulted in the concept of IQ, the Intelligence Quotient. Binet reported scores as simply one s mental age; a 10 year old with below average intelligence might have a mental age of 8. William Stern preserved Binet s comparison of mental to chronological age as: ratio/quotient. Q: What IQ score do we get for
24 What do scores mean? Lewis Terman, of Stanford University, began with a different assumption than Binet; Terman felt that intelligence was unchanging and innate (genetic). What to do if you score low on an IQ test? Study, and develop selfdiscipline and attention span. Later, Terman saw how scores can be affected by people s level of education and their familiarity with the language and culture used in the test. Binet Remove your genes from the population (eugenics). Terman
25 Aptitude vs. Achievement Achievement tests measure what you already have learned. Examples include a literacy test, a driver s license exam, and a final exam in a psychology course. Aptitude tests attempt to predict your ability to learn new skills. The SAT, ACT, and GRE are supposed to predict your ability to do well in future academic work. If the SAT is an aptitude test, should it correlate with IQ? IQ SAT scores (verbal + quantitative)
26 David Wechsler s Tests: Intelligence PLUS The Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC) measure g /IQ and have subscores for: verbal comprehension. processing speed. perceptual organization. working memory.
27 Principles of Test Construction In order for intelligence or other psychological tests to generate results that are considered useful, the tests (and their scores) must be: standardized. reliable. valid.
28 Standardization Many intelligence tests generate a raw score based on the number of answers correct, but can we turn this into a number that tells us how smart/capable a person is compared to the general population? Standardization means defining the meaning of scores based on a comparison with the performance of others who have taken the test before. William Stern compared our intelligence test score to others by finding a mental age of people who scored on average the way we did. A newer method of generating an intelligence test score is to determine where your raw score falls on a distribution of scores by people of your chronological age.
29 Number of people with this score Standardization: How Normal is Your Score? If we stacked a bunch of Weschler Intelligence Tests (by people your age) in a pile placed by raw score (number of test items correct), there would be a few very high scores and a few low scores, and a big pile in the middle; this bell-shaped pile is called the normal curve. We will call the average raw score IQ 100. Comparing your score to this standard set of scores: if you score higher than 50 percent of people, you your IQ is 100. If your score is higher than 98 percent of the population, your IQ is around what number?
30 Re-Standardization and the Flynn Effect Re-Standardization: Re-testing a sample of the general population to make an updated, accurate comparison group, in case people are smarter than they used to be when the test was first made. The Flynn Effect: Performance on intelligence tests has improved over the years, worldwide.
31 Test your understanding You took an intelligence test last week and were assigned a number of 120. Then, after decades of the Flynn effect, the test was restandardized this week. Today, you took the same test and got exactly the same number of items correct. Your new intelligence test score is most likely to be: A. 105 B. 120 C. 128
32 Reliability and Validity A test or other measuring tool is reliable when it generates consistent results. Split-half reliability: do two halves of the test yield the same results? Test-retest reliability: will the test give the same result if used again? If your height was measured with a ruler made of stretchy material, what would be the problem? A test or measure has validity if it accurately measures what it is supposed to measure. Content validity: the test correlates well with the relevant criterion, trait, or behavior Predictive validity: the test predicts future performance (e.g. an aptitude test relates to future grades) If your height was measured with a yardstick on which the units were too small, what would be the problem?
33 Predictive Validity: Only in Broad Ranges At the higher range of weights and success, weight is less of a valid predictor of success of football linemen.
34 Dynamics of Intelligence Are intelligence test scores stable or do they change with age?
35 Stability of Intelligence during Aging Evidence for change/decline Cross-sectional studies examine people of different ages all at once. Older adults do not perform as well as younger adults on intelligence tests. What factors could explain this? What is different about these different populations other than their chronological age? Evidence for stability Longitudinal studies track the performance of one group of people, or cohort, over time. This method yields evidence that intelligence remains stable, or even increases, over time. What could account for this result? What are the shortcomings of this method?
36 Stability of Intelligence during Aging Putting the evidence together Can we combine the information on this chart and form a general impression about whether intelligence declines with age?
37 Stability of Intelligence during Aging: Which type of intelligence? Based on this chart, at what age might you do best at completing a crossword puzzle quickly?
38 Fluid and Crystallized Intelligence Fluid intelligence refers to the ability to think quickly and abstractly. Crystallized intelligence refers to accumulated wisdom, knowledge, expertise, and vocabulary.
39 Stability of Intelligence Test Scores Over the Lifespan Pushing toddlers to learn does not seem to help much. Only by age four is a child s performance on intelligence tests a predictor of future performance on intelligence tests. Based on the results of a longitudinal study depicted in this chart, does intelligence test score at age 11 predict intelligence test score at age 80?
40 Intelligence and Longevity In a Scottish longitudinal study, 11-year-olds with higher intelligence test scores lived longer and more independently and were less likely to develop Alzheimer s Disease. In a study of nuns, those with lower verbal ability were later more likely to develop Alzheimer s Disease, which includes a shorter lifespan.
41 Extremes of Intelligence The Wechsler Intelligence Scale is set so that about 2 percent of the population is above 130 and about 2 percent of the population is below 70. Intellectual Disability Very High Intelligence, Gifted
42 Extremes of Intelligence Intellectual disability refers to people who have an IQ around 70 or below. have difficulty with adaptive skills, such as: conceptual skills (literacy and calculation). social skills, including making safe social choices. practical daily living skills such as hygiene, occupational skills, and using transportation. Although some people with high intelligence test scores can seem socially delayed or withdrawn, most are successful. Gifted children, like any children, learn best with an appropriate level of challenge. Segregated, tracked programs, however, often unfairly widen achievement gaps.
43 Genetic and Environmental Influences on Intelligence (Nature and Nurture) Even if we agree for argument s sake that success in life is caused in part by some kind of intelligence, there is still a debate over the origin of that intelligence. Are people successful because of inborn talents? Or are they successful because of their unequal access to better nurture? Information to tease out the answers can be found in some twin and adoption studies.
44 Genetic and Environmental Influences on Intelligence Studies of Twins Raised Apart What explains this difference? What explains this difference? Findings from these studies indicate that both nature and nurture affect intelligence test scores.
45 Heritability When you see variation in intelligence between two or more people, the heritability of that trait is the amount of variation that is apparently explained by genetic factors. This does NOT tell us the proportion that genes contribute to the trait for any one person. Clarifying Heritability If three people had exactly the same education, nutrition, and experiences, some psychologists speculate that genes might be responsible for perhaps 40 percent of their intelligence; nurture certainly made a big impact. However, such identical nurturing (which is actually impossible) could not create differences in intelligence. With identical nurture, the heritability of intelligence would be virtually 100 percent.
46 Genetic Influences on Intelligence Identical twins seem to show similarity in specific talents such as music, math and sports. The brains of twins show similar structure and functioning. There are specific genes which may have a small influence on ability.
47 Adoption Studies With age, the intelligence test scores of adoptees looks more and more like that of their parents. (adoptive? birth/biological?) In another study, heritability of intelligence test scores continued to increase beyond age 16.
48 Environmental Influences on Intelligence Environment has more influence on intelligence under extreme conditions such as abuse, neglect, or extreme poverty. Tutored human enrichment has a larger impact on compensating for deprivation than on boosting intelligence under normal conditions.
49 Schooling and Intelligence Preschool and elementary school clearly have at least a temporary impact on intelligence test scores. College can have a positive impact on intelligence test scores if students have: motivation and incentives. belief that people can improve. study skills, especially the willingness to practice.
50 Understanding Group Differences in Test Scores Now, let s look at: gender differences. racial differences. understanding the impact of environment. within-group differences and between-group differences. the impact of test bias and stereotype threat on performance.
51 Supposed Male-Female Ability Differences Male/female difference related to overall intelligence test score. Boys are more likely than girls to be at the high or low end of the intelligence test score spectrum.
52 Male-Female Ability Differences Girls tend to be better at spelling, locating objects, and detecting emotions. Girls tend to be more verbally fluent, and more sensitive to touch, taste, and color. Boys tend to be better at handling spatial reasoning and complex math problems. It is a myth that boys generally do better in math than girls. Girls do at least as well as boys in overall math performance and especially in math computation.
53 Tests of Male and Female Strengths Standard
54 Ethnic/Racial Differences in Intelligence Test Scores The bell curve for African American intelligence test scores is centered at 85. For non-african Americans, the average is 100. Whatever the cause of this score difference, it is incorrect to use this information to predict the score of an individual. The green triangle shows African-Americans scoring higher than the average non- African-Americans. How can we interpret this group difference in average intelligence test scores? We will look at the issue of test bias and other factors affecting scores for perceived minorities. But first
55 Understanding Group Differences: Within-group vs. Between-group Group differences, including intelligence test score differences between so-called racial groups, can be caused by environmental factors. Below: the difference between groups is caused by poor soil (environment).
56 The Racial Intelligence Test Score Gap Racial categories are not distinct genetically and are unscientific. Both whites and blacks have higher intelligence test scores than whites of the 1930s. Whites may have more access to fertile soil for developing their potential, such as: schools and educational opportunities. wealth, nutrition, support, and educated mentors. relative freedom from discrimination.
57 Two Problems Called Bias Test makers must prevent bias in the popular sense of the word: making it easier for one group than another to score high on a test. Test makers also strive to prevent the scientific form of bias: making it easier for one group than for another to have their abilities accurately assessed, and their future performance predicted. Are Tests Biased? Bias 1: In the popular sense of the word, intelligence tests are often biased. Often, tests have questions which rely on knowledge of mainstream culture. For example, the 2011 SAT writing prompt demanded students discuss the authenticity of reality television shows. Bias 2: Aptitude tests seem to predict future achievement equally well for various ethnic groups, and for men and women.
58 The Effect of Stereotype Threat Study result: Blacks/African-Americans scored higher when tested by Blacks rather than being tested by Whites. Why? Study result: Blacks/African-Americans did worse on intelligence tests when reminded of their racial/ethnic identification right before the test. Why? Study result: Women did worse on math tests than men, except when they are told first that women usually do as well as men on the test. Why?
59 The Power of Expectations Stereotype threat refers to a feeling that one will be evaluated based on a negative stereotype. Stereotype threat may interfere with performance by making people use their working memory for worrying instead of thinking. This worry is selfconfirming/fulfilling: the effect of minority status on performance is worsened by worry about that effect.
60 Issues Related to Intelligence Tests Is discriminating among college or job applicants based on test scores better than discriminating based on appearance? Can test scores be used as Alfred Binet suggested: to identify those who would benefit from educational interventions? Can a person s worth and potential be summed up in one intelligence test score?
Definition of Intelligence
Intelligence 1 Definition of Intelligence Intelligence tests are a series of questions and other exercises which attempt to assess people s mental abilities in a way that generates a numerical score, so
More informationMyers 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
More informationIntelligence. PSYCHOLOGY (8th Edition) David Myers. Intelligence. Chapter 11. What is Intelligence?
PSYCHOLOGY (8th Edition) David Myers PowerPoint Slides Aneeq Ahmad Henderson State University Worth Publishers, 2006 1 Intelligence Chapter 11 2 Intelligence What is Intelligence? Is Intelligence One General
More informationIntelligence. Exam 3. iclicker. My Brilliant Brain. What is Intelligence? Conceptual Difficulties. Chapter 10
Exam 3 iclicker Mean: 32.8 Median: 33 Mode: 33 SD = 6.4 How many of you have one? Do you think it would be a good addition for this course in the future? Top Score: 49 Top Cumulative Score to date: 144
More informationIntelligence. Exam 3. Conceptual Difficulties. What is Intelligence? Chapter 11. Intelligence: Ability or Abilities? Controversies About Intelligence
Exam 3?? Mean: 36 Median: 37 Mode: 45 SD = 7.2 N - 399 Top Score: 49 Top Cumulative Score to date: 144 Intelligence Chapter 11 Psy 12000.003 Spring 2009 1 2 What is Intelligence? Intelligence (in all cultures)
More informationTesting and Individual Differences
Testing and Individual Differences College Board Objectives: AP students in psychology should be able to do the following: Define intelligence and list characteristics of how psychologists measure intelligence:
More informationIntelligence. Intelligence Assessment Individual Differences
Intelligence Intelligence Assessment Individual Differences Intelligence Theories of Intelligence Intelligence Testing Test Construction Extremes of Intelligence Differences in Intelligence Creativity
More informationTESTING AND INDIVIDUAL DIFFERENCES. AP Psychology
TESTING AND INDIVIDUAL DIFFERENCES AP Psychology CHAPTER LEARNING TARGETS: AP students in psychology should be able to do the following: Define intelligence and list characteristics of how psychologists
More informationTesting and Individual Differences UNIT 11
Testing and Individual Differences UNIT 11 What is Intelligence? Understanding Shakespeare? Being able to solve mathematical equations? Development of a second or third language? Understanding how to interact
More informationIntelligence, Thinking & Language
Intelligence, Thinking & Language Chapter 8 Intelligence I. What is Thinking? II. What is Intelligence? III. History of Psychological Testing? IV. How Do Psychologists Develop Tests? V. Legal & Ethical
More informationWhat Is Intelligence?
Chapter 10: Intelligence 1 What Is Intelligence? Objective 10-1: Discuss the difficulty of defining 1. Psychologists (do/ do not) agree on a definition of 2. Psychologists agree that intelligence is a
More informationAP PSYCH Unit 11.2 Assessing Intelligence
AP PSYCH Unit 11.2 Assessing Intelligence Review - What is Intelligence? Mental quality involving skill at information processing, learning from experience, problem solving, and adapting to new or changing
More information2. Which pioneer in intelligence testing first introduced performance scales in addition to verbal scales? David Wechsler
Open Your Class with this Tomorrow Intelligence: All That Really Matters KEY Exploring IQ with Graphs and Charts Directions: Review each of the following statements about intelligence and the associated
More informationIntelligence. Follow up from last week: https://www.nytimes.com/interactive/2018/05/16/upshot/audio-clip-yanny-laurel-debate.html#k=- 0.
Intelligence Follow up from last week: https://www.nytimes.com/interactive/2018/05/16/upshot/audio-clip-yanny-laurel-debate.html#k=- 0.228 Overview What is intelligence? The origins of intelligence Theories
More informationAP Psych Unit 11 REVIEW
Name: Date: 1. Terman observed that children with IQ scores over 135 are likely to A) be athletically uncoordinated. B) be academically successful. C) have a high degree of practical intelligence. D) be
More informationChange in Plans. Monday. Wednesday. Finish intelligence Grade notebooks FRQ Work on Personality Project. Multiple Choice Work on Personality Project
Intelligence Change in Plans Monday Finish intelligence Grade notebooks FRQ Work on Personality Project Wednesday Multiple Choice Work on Personality Project ASSESSING INTELLIGENCE Psychologists define
More informationperson has learned a test designed to predict a person's future performance; the capacity to learn Aptitude Test
Achievement Test a test designed to assess what a person has learned Aptitude Test a test designed to predict a person's future performance; the capacity to learn bell curve Standardized tests results
More informationCHAPTER. Intelligence
CHAPTER 10 Intelligence Intelligence Preview Today, intelligence is generally considered to be the ability to learn from experience, solve problems, and adapt to new situations. Psychologists debate whether
More informationPsychologist use statistics for 2 things
Psychologist use statistics for 2 things O Summarize the information from the study/experiment O Measures of central tendency O Mean O Median O Mode O Make judgements and decisions about the data O See
More informationPsychology in Your Life
Sarah Grison Todd Heatherton Michael Gazzaniga Psychology in Your Life SECOND EDITION Chapter 8 Thinking and Intelligence 1 2016 W. W. Norton & Company, Inc. 8.1 What Is Thinking? How we represent ideas
More informationGENERAL PSYCHOLOGY I NOTES
COGNITION & INTELLIGENCE What is Intelligence? The history of intelligence tests provides an interesting look at how people have defined intelligence and what intelligence is. There are a number of definitions
More informationUnit Three: Behavior and Cognition. Marshall High School Mr. Cline Psychology Unit Three AE
Unit Three: Behavior and Cognition Marshall High School Mr. Cline Psychology Unit Three AE In 1994, two American scholars published a best-selling, controversial book called The Bell Curve. * Intelligence
More informationIntelligence & Thought Quiz
1) The most representative example of a category is called a(n) A) prototype. B) schema. C) availability heuristic. D) algorithm. E) mental set. 2) A(n) involves arranging concepts from general to specific.
More informationStability or Change?
Stability or Change? The Dynamics of Intelligence Copyright Allyn & Bacon 2007 Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded
More informationASSESSING INTELLIGENCE
Intelligence ASSESSING INTELLIGENCE Psychologists define intelligence testing as a method for assessing an individual s mental aptitudes and comparing them with others using numerical scores. Francis Galton
More informationIntelligence What is intelligence? Intelligence Tests and Testing
1 2 3 4 1 2 Intelligence What is intelligence? What you know or how well you learn? Psychologist disagree. INTELLIGENCE Is the cognitive abilities (thinking, reasoning, and problem solving) of a person
More informationAssessing Intelligence. AP Psychology Chapter 11: Intelligence Ms. Elkin Fall 2014
Assessing Intelligence AP Psychology Chapter 11: Intelligence Ms. Elkin Fall 2014 Alfred Binet Created first intelligence assessment at turn of the 20 th Century A result of new French education policy
More informationTuesday, August 29 th. Good morning! Teacher s Seating Today Ask for directions
Tuesday, August 29 th Good morning! Teacher s Seating Today Ask for directions Class Updates Quick Homeroom after first block today. Intelligence What makes us smart? Or not so smart? How do we Assess
More informationChapter 9: Intelligence and Psychological Testing
Chapter 9: Intelligence and Psychological Testing Intelligence At least two major "consensus" definitions of intelligence have been proposed. First, from Intelligence: Knowns and Unknowns, a report of
More informationIntelligence, Aptitude, and Cognitive Abilities 01/08/2014
Intelligence, Aptitude, and Cognitive Abilities 01/08/2014 9.1 Intelligence= the ability to think, understand, and reason, and cognitively adapt to and overcome obstacles Achievement Tests= measure knowledge
More informationThe Normal Curve. You ll need Barron s book, partner, and notes
The Normal Curve You ll need Barron s book, partner, and notes Warm-up From memory, list as many of Gardner s 8 intelligences as possible. Gardner s 8 Intelligence Exemplar (Prototype) Antithesis (Example
More informationThe Intelligence Controversy
The Intelligence Controversy Question 1: What is intelligence? How do you define it? Modern definition: the ability to learn from experience, solve problems, and use knowledge to acclimate to new situations
More informationHow do we construct Intelligence tests? Tests must be: Standardized Reliable Valid
Test Construction How do we construct Intelligence tests? Tests must be: Standardized Reliable Valid Standardization The test must be pre-tested to a representative sample of people and form a normal distribution
More informationModule 2:Booklet 1 http://educationportal.com/academy/lesson/intro-tointelligence.html#lesson (4:46) http://educationportal.com/academy/lesson/biologicalbases-of-intelligence.html#lesson (3:12) Intelligence:
More informationHistory of Intelligence. What makes us intelligent Or Not so intelligent
History of Intelligence What makes us intelligent Or Not so intelligent What is Intelligence? The ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Is socially
More informationIMPORTANT: Upcoming Test
IMPORTANT: Upcoming Test one week from today Thursday January 29 in class, NatSci 1, at 12:00-1:50 worth 10% of course grade 40 multiple choice questions Test Yourself questions give you some idea of what
More informationIMPORTANT: Upcoming Test
IMPORTANT: Upcoming Test one week from today ThursdayFebruary 2 in class, SSC 2050, at 12:30-2:20 worth 10% of course grade 40 multiple choice questions Lecture material + assigned focus questions from
More informationTesting and Intelligence. What We Will Cover in This Section. Psychological Testing. Intelligence. Reliability Validity Types of tests.
Testing and Intelligence 10/19/2002 Testing and Intelligence.ppt 1 What We Will Cover in This Section Psychological Testing Reliability Validity Types of tests. Intelligence Overview Models Summary 10/19/2002
More informationBOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York Department of Social Sciences
BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York Department of Social Sciences Developmental Psychology: PSY 240-1704 and 1403 Prof. Zorn, Adjunct Lecturer-Spring 2016 Extra Credit Voluntary
More informationIntroduction to Psychology. Lecture 34
Lecture 34 GARDNER S THEORY OF MULTIPLE INTELLIGENCES Given by Howard Gardner in 1985 He entirely disagreed with the theorists who gave importance to factor analysis, except one thing that is common and
More informationUnit XI. Testing and Individual Differences. Modules
Unit XI Testing and Individual Differences Overview Unit XI tackles the enduring question and challenge of how to define and measure intelligence. The unit reviews the theories of Howard Gardner, Charles
More informationUnit 2: Personality and Individuality. Part 2: Intelligence Tes7ng
Unit 2: Personality and Individuality Part 2: Intelligence Tes7ng Objec7ves: 1. Explain the various views of intelligence. 2. Identify two kinds of IQ tests. 3. Explain why intelligence testing has been
More informationC10 Practice Test. Name: Date:
Name: Date: 1. Boys are most likely to outperform girls in a(n) A) essay contest. B) chess tournament. C) speed-reading tournament. D) spelling bee. E) speech-giving contest. 2. Experts who defend intelligence
More informationThe Value of Cognition
The Value of Cognition Humans owe their success more to thinking abilities rather than to physical strength or speed. Homo sapiens From the Latin for man and wise. Our mental abilities make us highly adaptable.
More information1/6 Bellwork and Objective
1/6 Bellwork and Objective Bellwork: Watch the clip of Kim Peek the autistic savant that the movie Rain Man is based off of. https://www.youtube.com/watch?v=36k1hqvudwg What theory of intelligence best
More informationBrain Cross Training Computerized Cognitive Training & Cognitive Performance
Brain Cross Training Computerized Cognitive Training & Cognitive Performance Mark Ashton Smith Ph.D. 2015 1 CONTENTS Foreword 3 Cognitive Performance 4 General Intelligence (G) 4 IQ Tests 5 Is Intelligence
More informationWhat to do if you score low on an IQ test?
What do scores mean? Lewis Terman, of Stanford University, began with a different assumption than Binet; Terman felt that intelligence was unchanging and innate (genetic). He created the Stanford-Binet
More informationCritical Perspectives of Construct of Intelligence
Critical Perspectives of Construct of Intelligence Objectives In this lesson, you will learn to define and understand intelligence and Intelligence Quotient (IQ). measure IQ using the Stanford Binet intelligence
More informationUNDERSTANDING INDIVIDUAL DIFFERNCES: THE CASE OF INTELLIGNCE
Understanding Individual Differences MODULE-III 15 UNDERSTANDING INDIVIDUAL DIFFERNCES: THE CASE OF INTELLIGNCE Think about any characteristic of people around you and you will immediately notice that
More informationA concept that refers to individual differences in abilities to: Acquire knowledge Think and reason effectively Deal adaptively with the environment
Intelligence A concept that refers to individual differences in abilities to: Acquire knowledge Think and reason effectively Deal adaptively with the environment The Psychometric Approach to Intelligence
More informationAsgn5a-f. Arrange these pictures so they tell a story.
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
More informationThinking and Intelligence
Thinking and Intelligence Learning objectives.1 The basic elements of thought.2 Whether the language you speak affects the way you think.3 How subconscious thinking, nonconscious thinking, and mindlessness
More informationChapter 6 Topic 6B Test Bias and Other Controversies. The Question of Test Bias
Chapter 6 Topic 6B Test Bias and Other Controversies The Question of Test Bias Test bias is an objective, empirical question, not a matter of personal judgment. Test bias is a technical concept of amenable
More information7/10/13. Middle and Late Childhood (~6 10/11) Cognitive and physical development. Practice Question. Questions? Material? Course business?
Questions? Material? Course business? PSYC 125 HUMAN DEVELOPMENT 7/9/2013 LECTURE 6: Mid-Late Childhood (~6 ~10/11 ) Development Dr. Bart Moore bamoore@napavalley.edu Middle and Late Childhood (~6 10/11)
More informationChapter 1 Applications and Consequences of Psychological Testing
Chapter 1 Applications and Consequences of Psychological Testing Topic 1A The Nature and Uses of Psychological Testing The Consequences of Testing From birth to old age, people encounter tests at all most
More informationFOCUS ON VOCABULARY AND LANGUAGE
FOCUS ON VOCABULARY AND LANGUAGE Three huge controversies have sparked recent debate in and beyond psychology. The topic of intelligence (along with gender differences and the nature of repressed, recovered,
More informationBrain Cross Training Computerized Cognitive Training Dual N-Back
Brain Cross Training Computerized Cognitive Training Dual N-Back Mark Ashton Smith Ph.D. 2014 1 CONTENTS Foreword 3 Cognitive Performance 4 General Intelligence (G) 4 IQ Tests 5 Is Intelligence Fixed In
More informationPSYCHOLOGY 1002 NOTES. Mental Abilities MENTAL ABILITIES
PSYCHOLOGY 1002 NOTES Mental Abilities MENTAL ABILITIES 1. Introduction to mental abilities Differential psych: always individual differences, personality, cultural background, intelligence Intelligence
More informationBrain Cross Training Computerized Cognitive Training Dual N-Back
Brain Cross Training Computerized Cognitive Training Dual N-Back Mark Ashton Smith Ph.D. 2014 1 CONTENTS Foreword 3 Cognitive Performance 4 General Intelligence (G) 4 IQ Tests 5 Is Intelligence Fixed In
More informationUrsuline College Accelerated Program
Ursuline College Accelerated Program CRITICAL INFORMATION! DO NOT SKIP THIS LINK BELOW... BEFORE PROCEEDING TO READ THE UCAP MODULE, YOU ARE EXPECTED TO READ AND ADHERE TO ALL UCAP POLICY INFORMATION CONTAINED
More informationAP Psychology Scoring Components Page(s)
Scoring Components SC1 The course provides instruction in history and approaches. 5 SC2 The course provides instruction in research methods used in psychological science, practice and ethics. 3 SC3 The
More informationThe ability to use symbols known as variable or abstract intelligence.
INTELLIGENCE Definition Intelligence is a concept defined as, the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with the environment (Wechsler).
More informationDefinitions Of Intelligence
Intelligence Definitions Of Intelligence As a result of the evolution of ideas, intelligence, or goal-directed adaptive behavior, has not been always conceived in the same way. The work of Francis Galton
More informationExam #4 Study Guide. Chapter 7 Memory
Exam #4 Study Guide Chapter 7 Memory I. Memory Structural categorizations A. By length of time i. Sensory Store ii. Short Term Memory (working memory) iii. Long Term Memory B. By type of information i.
More informationUsually we answer these questions by talking about the talent of top performers.
Have you ever wondered what makes someone a good athlete? Or a good leader? Or a good student? Why do some people accomplish their goals while others fail? What makes the difference? Usually we answer
More informationLecture No: 33. MMPI (Minnesota Multiphasic Personality Inventory):
Lecture No: 33 ASSESSMENT OF PERSONALITY 1. Interview 2. Observation and behavioral assessment 3. Psychological tests 4. Self-report measures 5. Projective tests Interview Interview refers to direct face-to-face
More informationCOGNITIVE DEVELOPMENT AP PSYCHOLOGY
COGNITIVE DEVELOPMENT AP PSYCHOLOGY WHY? Psychologists are interested in how thinking and intellectual abilities grow, change, and decline across the lifespan. They examine differences in learning, problem
More information3/10/2010. IQ equals MA/CA x 100
Intelligence Definitions Of Intelligence As a result of the evolution of ideas, intelligence, or goal-directed adaptive behavior, has not been always conceived in the same way. The work of Francis Galton
More informationORIGINS AND DISCUSSION OF EMERGENETICS RESEARCH
ORIGINS AND DISCUSSION OF EMERGENETICS RESEARCH The following document provides background information on the research and development of the Emergenetics Profile instrument. Emergenetics Defined 1. Emergenetics
More informationExam Review Day One. Please sign in up front!
Exam Review Day One Please sign in up front! Today... We will be covering: Thinking and Problem Solving, Motivation, Emotion, and Intelligence. Thinking and Problem Solving Thinking and Problem Solving
More informationAnalogical Representations. Symbolic Representations. Culture as Cognition. Abstract mental representations. Includes: 9/15/2012
Analogical Representations Mental images Analogous to object Brain processes mental objects like real objects Symbolic Representations Abstract mental representations Includes: Words Concepts Culture as
More informationIQ Tests, IQ Augmenting Technologies & How To Join Mensa
IQ Tests, IQ Augmenting Technologies & How To Join Mensa Mark Ashton Smith, Ph.D. 2015 HRP Lab, UK Chapter 2. IQ Augmenting Technologies Computerized Cognitive Training (CCT) Generally what we understand
More information3. For students to understand various topics related to the behavioral sciences.
INTRODUCTION TO PSYCHOLOGY DESCRIPTION OF COURSE In this intensive academic course students will study the scope and nature of psychology. Students will use a college level textbook. Some of the topics
More informationshows syntax in his language. has a large neocortex, which explains his language abilities. shows remarkable cognitive abilities. all of the above.
Section: Chapter 14: Multiple Choice 1. Alex the parrot: pp.529-530 shows syntax in his language. has a large neocortex, which explains his language abilities. shows remarkable cognitive abilities. all
More informationPrentice Hall. Psychology North Carolina Advanced Placement for Psychology
Prentice Hall Psychology 2007 C O R R E L A T E D T O North Carolina ADVANCED PLACEMENT PSYCHOLOGY Advanced Placement Psychology is designed to introduce students to the systematic and scientific study
More informationEmotional Intelligence Questionnaire (EIQ16)
MSP Feedback Guide 2009 Emotional Intelligence Questionnaire (EIQ16) Feedback to Test Takers Introduction (page 2 of the report) The Emotional Intelligence Questionnaire (EIQ16) measures aspects of your
More informationTHE NATURE VERSUS NURTURE DEBATE 1
THE NATURE VERSUS NURTURE DEBATE 1 The Nature versus Nurture Debate Kristina Day Stenberg College THE NATURE VERSUS NURTURE DEBATE 2 The Nature versus Nurture Debate For centuries humans have been asking
More informationThe Psychometric Principles Maximizing the quality of assessment
Summer School 2009 Psychometric Principles Professor John Rust University of Cambridge The Psychometric Principles Maximizing the quality of assessment Reliability Validity Standardisation Equivalence
More informationLecturer: Dr. Joana Salifu Yendork, Department of Psychology Contact Information:
Lecturer: Dr. Joana Salifu Yendork, Department of Psychology Contact Information: jyendork@ug.edu.gh College of Education School of Continuing and Distance Education 2014/2015 2016/2017 Session Overview
More informationChapter 2--Norms and Basic Statistics for Testing
Chapter 2--Norms and Basic Statistics for Testing Student: 1. Statistical procedures that summarize and describe a series of observations are called A. inferential statistics. B. descriptive statistics.
More informationAre people with Intellectual disabilities getting more or less intelligent II: US data. Simon Whitaker
Are people with Intellectual disabilities getting more or less intelligent II: US data By Simon Whitaker Consultant Clinical Psychologist/Senior Visiting Research Fellow The Learning Disability Research
More informationBlackhawk School District
Blackhawk School District CURRICULUM Course Title: Psychology Course Number: 0245 Grade Level(s): 11-12 Length of Period: 45 Minutes Length of Course: Semester Faculty Author(s): Debbie Daquila Date: November
More informationAdvanced Placement Psychology Syllabus Rolesville High School, Fall
Instructor Information Julie P. Telenko Email: jtelenko@wcpss.net Website: rhsjtelenko.weebly.com Twitter: @jtelenkorhs Advanced Placement Psychology Syllabus Rolesville High School, Fall 2016-17 Course
More informationCombating the Negative Effects of Stereotypes: Improving Minority Performance with a Values- Affirmation Intervention
Combating the Negative Effects of Stereotypes: Improving Minority Performance with a Values- Affirmation Intervention Valerie Purdie-Vaughns Columbia University The Project of Inclusive Leadership Research
More informationSemester 1. Units 1-9:
Semester 1 Units 1-9: Unit 1 History and Approaches Unit 2 Research Methods Unit 3 Cognition Unit 4 Biological Bases of Behavior Unit 5 Sensation-Perception Unit 6 Learning Unit 7 States of Consciousness
More informationMultiple Intelligences: Let em show you how they re smart! Diana Beasley April 17, 2007 East Carolina University
Multiple Intelligences: Let em show you how they re smart! Diana Beasley April 17, 2007 East Carolina University Some facts about me: Name 3 things you like to do in nature. Write the name of a favorite
More informationCHAPTER 2 FOUNDATIONS OF INDIVIDUAL BEHAVIOR
CHAPTER 2 FOUNDATIONS OF INDIVIDUAL BEHAVIOR "Intelligence is but one characteristic that people bring with them when they join an organization. In this chapter, we look at how biographical characteristics
More informationWHY THE OPPORTUNITY/ACHIEVEMENT GAPS ARE SO PERSISTENT AND WHAT WE CAN DO TO CLOSE THEM
WHY THE OPPORTUNITY/ACHIEVEMENT GAPS ARE SO PERSISTENT AND WHAT WE CAN DO TO CLOSE THEM MCPS/NAACP Parent s Council Kickoff Meeting October 16, 2017 Karl W. Reid, Ed.D. Executive Director National Society
More informationMy Notebook. A space for your private thoughts.
My Notebook A space for your private thoughts. 2 Ground rules: 1. Listen respectfully. 2. Speak your truth. And honor other people s truth. 3. If your conversations get off track, pause and restart. Say
More informationDid you do a system check before you joined the webinar today?
COGNITIVE SKILLS 101 Welcome to today s webinar. The webinar will start promptly at 11:00 a.m. Central time. Until then, you may hear periodic announcements of our start time, but don t worry if you hear
More informationThe Effects of Societal Versus Professor Stereotype Threats on Female Math Performance
The Effects of Societal Versus Professor Stereotype Threats on Female Math Performance Lauren Byrne, Melannie Tate Faculty Sponsor: Bianca Basten, Department of Psychology ABSTRACT Psychological research
More informationMeaning in Work and Life 6th Edition by Denis Waitley
Link download full: Test Bank for Psychology of Success Finding Meaning in Work and Life 6th Edition by Denis Waitley https://digitalcontentmarket.org/download/test-bank-for-psychology-ofsuccess-finding-meaning-in-work-and-life-6th-edition-by-denis-waitley
More informationMultiple Intelligences of the High Primary Stage Students
Multiple Intelligences of the High Primary Stage Students Dr. Emad M. Al-Salameh Special Education Department, Al- Balqa' Applied University PO box 15, Salt, Jordan Tel: 962-777-238-617 E-mail: imad_alsalameh@yahoo.com
More informationThe Role of Modeling and Feedback in. Task Performance and the Development of Self-Efficacy. Skidmore College
Self-Efficacy 1 Running Head: THE DEVELOPMENT OF SELF-EFFICACY The Role of Modeling and Feedback in Task Performance and the Development of Self-Efficacy Skidmore College Self-Efficacy 2 Abstract Participants
More informationSelf Motivation Inventory Find out whether you are naturally self-motivated and disciplined
Self Motivation Inventory Find out whether you are naturally self-motivated and disciplined People often wonder what makes it hard for them to begin or complete activities and tasks. There are many factors
More informationUniversity of Huddersfield Repository
University of Huddersfield Repository Whitaker, Simon Are people with intellectual disabilities getting more or less intelligent? Original Citation Whitaker, Simon (2010) Are people with intellectual disabilities
More informationBefore we get started.
Before we get started. Remember reification from the perception chapter? What was it? The addition of things which are not in the original image. We may even 'see' the details that are not really there.
More informationWriting Reaction Papers Using the QuALMRI Framework
Writing Reaction Papers Using the QuALMRI Framework Modified from Organizing Scientific Thinking Using the QuALMRI Framework Written by Kevin Ochsner and modified by others. Based on a scheme devised by
More informationDiscovering Diversity Profile Individual Report
Individual Report Respondent Name Monday, November 13, 2006 This report is provided by: Integro Leadership Institute 1380 Wilmington Pike, Suite 113B West Chester PA 19382 Toll Free (866) 468-3476 Phone
More informationLEE COUNTY HIGH SCHOOL Advanced Placement Psychology
LEE COUNTY HIGH SCHOOL Advanced Placement Psychology Instructor: Kathy Thurman Room #: 509 Email: thurmanka@lee.k12.ga.us Telephone: 229-903-2260 Course Purpose The purpose of AP Psychology is to introduce
More information