Unit 2: Personality and Individuality. Part 2: Intelligence Tes7ng

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1 Unit 2: Personality and Individuality Part 2: Intelligence Tes7ng

2 Objec7ves: 1. Explain the various views of intelligence. 2. Identify two kinds of IQ tests. 3. Explain why intelligence testing has been controversial.

3 I. Views of Intelligence A. Psychologists do not agree on the meaning of the word intelligence. Most believe intelligence is the ability to learn new ideas and new behavior and be able to adapt to new situa7ons.

4 I. Views of Intelligence (con t) B. According to Charles Spearman s twofactor theory (1927), intelligence is the combina(on of a person s general intelligence and speciﬁc mental skills.

5 I. Views of Intelligence (con t) C. General intelligence is the person s ability to perform difficult mental work such as problem solving. Specific mental skills are things like verbal (language) or math skills. In general intelligence the subject applies the mental skills to real-life problems.

6 I. Views of Intelligence (con t) D. L.L. Thurstone s theory of intelligence He believed intelligence is composed of seven primary mental abili7es: 1. Verbal comprehension 2. Numerical ability 3. Spatial relations 4. Perceptual speed 5. Word fluency 6. Memory 7. Inductive reasoning

7 I. Views of Intelligence (con t) Thurstone s Seven Primary Mental Abili:es Thurstone s theory of intelligence did not include the idea of a general intelligence. Source: Understanding Psychology p. 349

8 I. Views of Intelligence (con t) E. Howard Gardner - theory of mul:ple intelligences states that intelligence is more than just an ability to think logically. Gardner suggests that intelligence is made up of many different types of skills.

9 I. Views of Intelligence (con t) See Page 351 for a descrip7on of each of these intelligences.

10 I. Views of Intelligence (con t)

11 I. Views of Intelligence (con t) F. Robert Sternberg s triarchic theory proposes that intelligence can be divided into three ways of processing informa7on. These include: 1. Analy7cal thinking skills (ability to solve problems) 2. Crea7ve thinking skills (ability to deal with new situa7ons) 3. Prac7cal thinking skills (ability to adjust to your environment)

12 I. Views of Intelligence (con t)

13 I. Views of Intelligence (con t) G. Another proposed form of intelligence is called emo:onal intelligence. Emo7onal intelligence is similar to Gardner s interpersonal and intrapersonal intelligence. Emo7onal intelligence includes the ability to: 1. Perceive and express emo7ons 2. Use emo7ons while thinking 3. Understand emo7ons and use this understanding 4. Direct one s emo7ons toward personal growth

14 II. The Development of Intelligence Tests A. During the early 1900s psychologists began a_emp7ng to create the first intelligence tests (IQ Tests) to iden7fy slowlearning children. Over the years, several tests have been created but the controversy of how valid these tests are has been highly debated.

15 II. The Development of Intelligence Tests (con t) B. Alfred Binet and Theodore Simon created the first intelligence test, eventually known as the Stanford-Binet Intelligence Scale. Binet was unable to clearly define intelligence but he believed that whatever it is, it increases with age. As a result his test was normed by age level. For example, if you were 12 years of age but you were only able to answer ques7ons known by most 9-year olds you were said to have a mental age of 9 or below average. Average would be defined as mental and physical age being the same.

16 II. The Development of Intelligence Tests (con t) C. The Stanford-Binet Intelligence Scale groups test items by age level. The results are scored into an intelligence quo7ent (IQ) where a score of 100 is the absolute average. For example, if your score is 100, half would score higher than you and half would score lower.

17 II. The Development of Intelligence Tests (con t) Typical Items on the Stanford-Binet Test Source: Understanding Psychology p. 353

18 II. The Development of Intelligence D. The Stanford-Binet Intelligence Scale has been replaced in many ins7tu7ons by the O7s-Lennon Ability Test. This test seeks to measure the cogni7ve abili7es that are related to a student s ability to learn and succeed in school. Tests (con t)

19 II. The Development of Intelligence E. The Wechsler Tests Tests (con t) 1. Wechsler-Adult Intelligence Scale (WAIS) 2. Wechsler Intelligence Scale for Children (WISC) These tests yield percen7le scores in separate areas, such as vocabulary and arithme7c, which provide a more detailed picture of the individual s strengths and weaknesses. An IQ score is computed as separate IQ scores for verbal and performance areas.

20 II. The Development of Intelligence Tests (con t) Sample Items on the Wechsler Tests These test items are similar to those included in the various Wechsler intelligence scales.

measured by the Stanford-Binet and Wechsler tests.

21 II. The Development of Intelligence Tests Distribu:on of IQ Scores (con t) This normal curve displays intelligence as measured by the Stanford-Binet and Wechsler tests. The mean IQ score is 100; the standard devia7on is 15. Source: Understanding Psychology p. 355

22 III. The Uses and Meaning of IQ Scores A. Most intelligence tests set norms in such a way that most people score near 100. About 95% of people score between 70 and 130. B. Only about 2% score at or above 130. These people are classified as gifed. On the other hand, those scoring below 70 are considered mentally handicapped. Mental handicaps are classified more specifically from mildly handicapped (55-69) to profoundly handicapped (below 25).

23 III. The Uses and Meaning of IQ Scores (con t) C. IQ tests seem to be most useful when related to school achievement. D. They are accurate in predic7ng which people will do well in schools, colleges, and universi7es. E. However, cri7cs wonder whether such tests actually measure intelligence.

24 IV. Controversy Over IQ Tes7ng A. The main issues that have created controversy over intelligence tes7ng involve the role of gene7c differences vs. environmental inequali7es (Nature vs Nurture). B. Another issue that has caused controversy has been the role of cultural bias.

25 IV. Controversy Over IQ Tes7ng (con t) C. Nature vs. Nurture 1. To address the issue of heritability, researchers have tested many people with varying degrees of gene7c rela7onships including iden7cal twins and fraternal twins separated at birth and reared in different environments.

26 IV. Controversy Over IQ Tes7ng (con t) 2. Researchers found a high degree of heritability, or the degree to which a characteris7c is related to gene7c factors. 3. Research found that as gene7c rela7onship increases, the similarity of IQ also increases.

27 IV. Controversy Over IQ Tes7ng (con t) 4. Factors such as the richness of the home environment, the quality of food, and the number of brothers and sisters in the family also affect IQ. 5. In conclusion, research has proven that both heredity and environment have an impact on intelligence.

28 IV. Controversy Over IQ Tes7ng (con t) D. Cultural Bias 1. A major cri7cism of intelligence tests is that they have a cultural bias, that is an uninten7onal wording used in test ques7ons that may be more familiar to one social group rather than to those in another.

29 IV. Controversy Over IQ Tes7ng (con t) The Dove Counterbalance Intelligence Test In the 1960s, psychologist Adrian Dove developed the Counterbalance Intelligence Test to stress that cultural background can influence performance on an intelligence test.

30 IV. Controversy Over IQ Tes7ng (con t) The Dove Counterbalance Intelligence Test In the 1960s, psychologist Adrian Dove developed the Counterbalance Intelligence Test to stress that cultural background can influence performance on an intelligence test. d ANSWERS e a c a

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