intelligence notes - anderson 5
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Intelligence.notebook
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January 10, 2014
IntelligenceChapter 11
Upcoming Due Dates:
1. Jan. 10th Chapter 11 HW due
2. Jan. 14th Chapter 11 Test
3. Jan. 16th Chapter 11 Journal Due
These dates will also be on my calendar to serve as a reminder of when things are due.
Intelligence Tests Intelligence test tests for assessing a person's mental abilities and comparing them with the abilities of other people, by means of numerical scores
it is debated how useful they are and how fair they are
Questions to consider:
Should these tests be used for admittance into
schools?
What is intelligence?
How can we assess it?
What role does heredity play in it?
What do different test scores mean?
Alfred Binet: Predicting School Achievement
Alfred Binet began the modern intelligencetesting movement
the tests became necessary when France made it mandatory for all children to attend school
needed to identify those children with special needs
that may not benefit from a regular classroom
teachers' judgement was too subjective needed a more objective form to "judge" the students' abilities
Binet and Theodore Simon were asked to come up with an objective method for determining a child's ability
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Alfred Binet: Predicting School Achievement Binet and Simon developed an objective test
assumed that all children follow the same course of
intellectual development but some do it more
quickly
on the test a "dull" or a child that retarded in their
development should perform the same as a younger
child
a "bright" child would perform at the level of an
older child
Alfred Binet: Predicting School Achievement
Binet and Simon wanted to measure a child's mental age
mental age the chronological age typical of a given
level of performance
the average nine year old has a mental age of 9
children with a lower than average mental age, a 9
year old with a mental age of 7, would struggle with
schoolwork considered normal for their age
Alfred Binet: Predicting School Achievement
Measuring Mental Age
theorized that mental aptitude is a general capacity
that shows up in various ways
developed varied reasoning and problemsolving
questions that might predict school achievement
succeeded in finding items that did predict how well
the children handled schoolwork by testing the
questions out on Parisian children
Alfred Binet: Predicting School Achievement
Binet and Simon did not assume why the children were slow, average, or above average
Binet did though feel a person's environment could help or hurt the child's development
use certain "mental drills or activities" to help
develop their attention span and selfdiscipline
Binet insisted the test did not measure inborn intelligence
the test was purely suppose to identify French schoolchildren needing special attention
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Lewis Terman: The Innate IQ
after Binet's death, Stanford Professor Lewis Terman tried using Binet's test on children in California but found Binet's mental ages to not be accurate for California
Terman would revise the test
he named his test the StanfordBinet
William Stern would use the test to come up with an intelligence quotient or IQ
IQ a person's mental age divided by chronological
age and multiplied by 100 to get rid of the decimal
point start here
Lewis Terman: The Innate IQ
Lewis Terman: The Innate IQ
if a child's mental and chronological age are the same, they have an IQ of 100
what is the IQ of an 8 year old that can answer a questions usually meant for a 10 year old?
current intelligence tests including the StanfordBinet no longer compute IQ
today's tests looks at more of the test taker's performance ability
2/3 of people score between an 85 and 115
Lewis Terman: The Innate IQ
Terman's uses for the test
intelligence tests would lead to "smarter" people
reproducing and getting rid of the "duller" people
to evaluate newly arriving immigrants and army
recruits
Binet would have probably been horrified with how his tests were being used
Binet did not believe his tests should be used to measure inherited intelligence as Terman was trying to judge
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What is intelligence? some psychologists believe it is something we inherit, some believe it is formed by our experiences, some believe it is a combination of both, and some believe it is purely a product created from the eye of the beholder
intelligence experts do agree that intelligence is not a concrete thing but an abstract idea
Reification viewing an abstract, immaterial concept as if it were a concrete thing
example saying someone has an IQ of 120 instead of saying
her score on the intelligence test was 120
Intelligence is socially constructed
each culture values different "intelligence" attributes
Intelligence the ability to learn from experience, sovle problems, and use knowledge to adapt to new situations
Is Intelligence one general ability or several specific abilities?
Factor analysis enables researchers to identify clusters of test items that measure a common ability
people who do well on vocab items often do well
on paragraph comprehension
helps to define a verbal intelligence factor
spacial ability and reasoning ability are two other
factors
Charles Spearman developed factor analysis and he also developed general intelligence
Is Intelligence one general ability or several specific abilities?
general intelligence
also called g
factor that underlies the specific factors
takes into account that often times people that
score high on one factor score high on other factors
as well
the g factor underlies all of our intelligent behaviors
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Is Intelligence one general ability or several specific abilities?
many people questioned the ideas of the g factor but many studies have shown there to be evidence of a possible g factor
intelligence is like athleticism
its not one thing but many
often times several distinct abilities cluster together
in one individual to define a small general intelligence
factor
Multiple Intelligences Howard Gardner believes that intelligence comes in different packages unlike Spearman who thought it came in one package
he believed that brain damage may diminish one ability but not another
different abilities allowed our ancestors to cope with different challenges
he would study people with savant syndrome that had an exceptional ability in one area
these people may score low in intelligence but score
exceptionally high in one area like computation,
drawing, or musical memory
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Multiple Intelligences
many people with savant syndrome are also diagnosed with autism
may have no language ability but can compute
numbers as quickly as a calculator
using his findings, Gardner would argue that we do not have one intelligence but multiple intelligences
each intelligence independent of the other
he identified 8 different aptitudes or intelligences
he believed an overall intelligence score did not show enough about the individual's abilities
Multiple Intelligences
many scientists argued against Gardner because they believed there to still be a g factor
those with mental disadvantages often are faced with
physical disadvantages
other critics also saw some of his categories of intelligence to be talents not forms of intelligence
Gardner argued that every culture values different abilities making the definition of intelligence to be different for everyone
Multiple Intelligences Robert Sternberg agreed with Gardner about there being a set of multiple intelligences but he came up three aspects of intelligence
Analytical intelligence assessed by intelligence tests
that present welldefined problems that have one
single right answer
Creative Intelligence demonstrated in reacting
adaptively to novel situations and generating novel
ideas
Practical Intelligence often required for every day
tasks, in which there are often multiple solutions
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Multiple Intelligences
Sternberg believed traditional intelligence tests assess academic intelligence but not vocational success
Sternberg's wanted to test people on their possible leadership ability and other vocational abilities
both Gardner and Sternberg point out that differing varieties of gitedness provide for challenges in schools
teachers are being trained to appreciate different abilities and to teach in a variety of manners to reach as many students as possible
Emotional Intelligence
Social Intelligence the knowhow involved in comprehending social situations and managing oneself successfully
Emotional Intelligence the ability to perceive, express, understand, and regulate emotions
it is critical for social intelligence
emotionally intelligent people are selfaware
they manage their emotions well not too high or low
look for long term rewards instead of quick
gratification
empathy enables them to read others' emotions
know how to handle others' emotions
successful in social settings
Emotional Intelligence
Multficator Emotional Intelligence Scale(MEIS)
used to asses both overall emotional intelligence and it three
components
1. Perceive emotions recognizing emotions conveyed by
various faces, musical excerpts, graphic designs, and
stories
2. Understand Emotions recognizing how emotions change
over time, predicting differing emotions, and apprehending
how emotions blend
3. Regulate emotions rating alternative strategies that one
could use when facing various reallife dilemmas
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Intelligence and Creativity
Creativity the ability to produce ideas that are both novel and valuable
studies show that a certain level of aptitude is necessary but not sufficient for creativity
people who do well on intelligence tests often do well
on creativity tests
Intelligence and Creativity 5 components of creativity:
Expertise welldeveloped base of knowledge
Imaginative thinking skills provides the ability to see
things in new ways, to recognize patterns, and to
make connections
Venturesome personality tolerates risk, perseveres
in overcoming obstacles, and seeks new experiences
Intrinsic motivation motivated by interest,
enjoyment, or other internal factors
Creative environment environment that supports
creativity
Intelligence neurologically measurable? human intelligence surpasses animal intelligence because the human cortex is more developed
some modern studies have revealed a small correlation between head size(relative to body size) and intelligence score
remember correlation does not equal causation
head size is a weak method for measuring brain size
using MRI's have shown a stronger correlation between brain size and intelligence
genes, nutrition, environmental stimulation, or a combination of factors could lead to the differing brain sizes
Intelligence neurologically measurable? postmortem brain studies have revealed that highly educated people die with more synapses than lesseducated people
these studies do not show if the education causes the more synapses or the more synapses causes people to seek more education
other studies suggest highly intelligent people differ in their brain plasticity
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Modern Tests of Mental Abilities
Psychologists classify ability tests as either aptitude tests or achievement tests
aptitude tests intended to predict your ability to
learn a new skill
aptitude is the capacity to learn
achievement tests intended to reflect what you have
learned
college entrance exams are aptitude and final exams are achievement Why?
Modern Tests of Mental Abilities
most tests, whether labeled aptitude or achievement, measure ability and development
Explain an example of how this can be
simply put, aptitude tests predict future performance and achievement tests assess current performance
Modern Tests of Mental Abilities
Wechsler Adult Intelligence Scale
most widely used intelligence test
consists of 11 subtests
yields an overall intelligance score like the
StanfordBinet and separate verbal and
performance(nonverbal) scores
huge differences in the scores may show possible
evidence of a learning problem
Wechsler Intelligence Scale for Children(WISC)
a similar test for schoolage children
Modern Tests of Mental Abilities
Subtests for the WAIS
Verbal
General information, similarities, arithmetic
reasoning, vocabulary, comprehension, digit span
Performance
picture completion, picture arrangement, block
design, object assembly, digitsymbol subsitution
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Standardization
the number of questions you answer correctly on an intelligence test does not tell you anything alone
we need a basis for comparing your performance with others' performance in order to make meaning of your score
in order to do this testmakers first give the test to a representative sample of people and then others take the test following the same procedures
their scores are then compared with the standards defined by the sample
this process is called standardization
Standardization
standardized test results typically form a normal distribution
a normal distribution will form a bellshaped pattern of scores called the normal curve
no matter what we measure, the scores often form
a roughly symmetrical, bellshaped distribution
clustered around the average
the average for intelligence is 100
Normal Bell Curve
a performance higher than all but 2 percent of all scores earns an intelligence score of 130
a raw score that is comparably below 98 percent of all the scores earns an intelligence of 70
to keep the average at 100, the intelligence tests are often restandardized
Flynn effect intelligence performance worldwide has been improving of late
Why could the scores have gone up? Are we
smarter?
Normal Bell Curve
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Normal Bell Curve
Reliability
even comparing your test scores to those of the standardizing group wont tell you anything unless the test has reliability
reliability the extent to which a test yields consistent
results, as assessed by the consistency of scores on
two halves of the test, on alternate forms of the test,
or on retesting
to test for reliability researchers retest people using
the same test or another form of it
if the two scores agree, the test is usually considered
reliable
Reliability
any score difference reflects "error" variation related to such things as luck, fatigue, and anxiety
the higher the correlation between the testretest scores the higher the test's reliability
Validity
high reliability does not ensure a test's validity
validity the extent to which the test actually measures what it is supposed to measure or predicts what it is supposed to predict
you can have high reliability but low validity
example using an inaccurate tape measure to
measure height
Content validity the test taps the pertinent behavior
a driver's test has content validity
Criterion an independent measure of what the test aims to assess
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Validity
aptitude tests must have predictive validity
predictive validity the test predicts future
achievement
Thoughts about the video? What does the video show you about people with "mental disabilities? Does this young man support the idea of the g factor or Gardner's multiple intelligences?
http://www.ebaumsworld.com/video/watch/83126769/
Extremes of Intelligence Low extreme
Mental retardation a condition of limited mental
ability, indicated by an intelligence score below 70
and difficulty in adapting to the demands of life
varies from mild to profound
1 percent of the population meets these criteria
males outnumber females by 50 percent
Down syndrome a condition of retardation and
associated physical disorders caused by an extra
chromosome in one's genetic makeup
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Extremes of Intelligence High Extreme
many critics question the assumptions of currently
popular "gifted child" programs
question the notion of labeling the top 3 to 5
percent of children as being gifted and putting
them their own classes separate from the
"ungifted" this is called tracking
supporters of the tracking say it is easier to teach
students at equal levels
tracking also allows students to find like minded
friends
Extremes of Intelligence High Extreme
critics have concluded that the achievement scores
of students tracked by aptitude are hardly higher than
those of similar untracked students
tracking can also lower selfesteem and sometimes
creates a selffulfilling prophecy
giftedness is not one single trait and "gifted"
children should not automatically be grouped
together
What do you think?
Genetic Influences
Results from studies of how genetics influence intelligence:
Identical twins have been seen to score almost
exactly the same on tests
How could environment still be a factor in this?
Fraternal twins scores are often much different
Even twins who are not dressed or treated the same
by the parents score close to the same scores
Identical twins have similar gray matter volume in
their brains
a gene on chromosome 6 has recently been identified to be
linked with intelligence
by inserting an extra gene that helps with memory, smarter
mice have been produced
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Genetic Influences
another study of adopted children has shown an interesting trend
with age, mental similarities between adopted
children and their adoptive families disappear as
parental influence wanes
by adulthood the correlation is almost zero
it seems that with age, genetic influences become
more apparent
adopted children's intelligence scores become more
like those of their biological parents
identical twins similarities increase with age
Genetic Influences
heritability the variation in intelligence test scores attributable to genetic factors
we can never say what percentage of our intelligence comes purely from heredity
we can look at to what extent the difference among people can be attributed to genes
heritability never pertains to an individual, only to why people differ
it so hard to take environment out of any study
Ethnic influences
Facts:
racial groups differ in their average scores on
intelligence scores
highscoring people are more likely to attain high
levels of education and income
What do you think has caused these two facts to occur?
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Ethnic influences
current studies have shown the average IQ for whites is 100 and for African American is 85
there is a differing size of a gap in the different types of aptitude tests, but there is a substantial gap in the results for all of them
so are aptitude tests a good measure for entrance into colleges if used solely?
is the racial difference because of heredity or environment?
Does culture play a role in the tests and their results?
Gender influences
psychologically, gender similarities outnumber gender differences but we pay more attention to the differences
many researchers find no gap in overall intelligence scores
differences
girls are better spellers
girls are more verbally fluent, more sensitive to
touch, taste, and odor
girls are more capable of remembering words and
the location of objects
boys outnumber girls in special education classes
boys talk later and stutter more often
boys are in more remedial reading courses
boys outnumber girls in underachieving in high schools
Gender influences
in math the average girl typically equals or surpasses the average boy
girls do better in math computation but boys do better in math problem solving
male high school seniors average 45 points higher on the SAT math test than girls 4 more right answers
boys have scored higher on tests involving spatial ability
helps when packing the car, playing chess, or doing
geometry problems
Gender influences
studies have shown that exposure to high levels of male sex hormones during the prenatal period does enhance spatial abilities
social expectations can also shape boys' and girls' interests and abilities
math and science have traditionally been considered
masculine subjects
sons are sent to computer camp while girls are
encouraged to do well in English
the math problem solving gap between boys and
girls becomes larger with age
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Gender influences
studies have shown that women are better at reading nonverbal cues such as facial expressions
Stereotype threat a selfconfirming concern that one will be evaluated based on a negative stereotype
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