myers’ psychology for...
TRANSCRIPT
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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 School
Worth Publishers, © 2010
Unit 11:
Testing and Individual
Differences
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?
What is Intelligence?
• Intelligence
–Savant syndrome
• Intelligence test
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
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
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
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
Comparing Theories of Intelligence
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Comparing Theories of Intelligence
Comparing Theories of Intelligence
Comparing Theories of Intelligence
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Comparing Theories of Intelligence
Emotional Intelligence
• Emotional intelligence
–Perceive emotions
–Understand emotions
–Manage emotions
–Use emotions for adaptive or
creative thinking
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
Assessing Intelligence
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
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
Modern Tests of Mental Abilities
• Achievement tests
• Aptitude tests
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Modern Tests of Mental Abilities
• Achievement tests
• Aptitude tests
Modern Tests of Mental Abilities
• Wechsler Adult Intelligence Scale
(WAIS)
–Wechsler Intelligence
Scale for Children
(WISC)
Wechler Adult Intelligence Scale
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Principles of Test ConstructionStandardization
• Standardization
–Normal curve (bell curve)
Normal Curve
Normal Curve
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Normal Curve
Normal Curve
Normal Curve
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Normal Curve
Normal Curve
Principles of Test ConstructionStandardization
• Flynn effect
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Principles of Test ConstructionStandardization
• Flynn effect
Principles of Test ConstructionReliability
• Reliability
–Scores correlate
–Test-retest reliability
–Split-half reliability
Principles of Test ConstructionValidity
• Validity
–Content validity
• Criterion
–Predictive validity
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The Dynamics of Intelligence
Stability or Change?
• Intelligence testing through life
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
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
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
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
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
Genetic and Environmental
Influences on Intelligence
Twin and Adoption Studies
• Identical twin studies
–Polygenetic
• Adoptive children
studies
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Heritability
• Heritability
Heritability
Heritability
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Heritability
Heritability
Heritability
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Heritability
Environmental Influences
• Early environmental influences
–Tutored human enrichment
–Targeted training
• Schooling and
intelligence
–Project Head
Start
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
The Question of Bias
• Two meanings of bias
–Popular sense
–Scientific sense
• Test-taker’s expectations
–Stereotype threat
The End
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Definition
Slides
Intelligence Test
= a method of assessing an individual's
mental aptitudes and comparing them with
those of others, using numerical scores.
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.
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.
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.
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.
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.
Achievement Tests
= tests designed to assess what a person
has learned.
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.
Standardization
= defining meaningful scores by comparison
with the performance of a pretested group.
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.
Validity
= the extent to which a test measures or
predicts what it is supposed to.
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).
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.
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.