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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 SchoolWorth 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.

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

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



• Sternberg’s Three Intelligences

–Analytical (academic problem-

solving intelligence

–Creating intelligence

–Practical intelligence

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

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

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

Modern Tests of Mental Abilities

• Wechsler Adult Intelligence Scale

(WAIS)

–Wechsler Intelligence

Scale for Children

(WISC)

Wechler Adult Intelligence Scale

Principles of Test ConstructionStandardization

• Standardization

–Normal curve (bell curve)

Normal Curve

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

The Dynamics of Intelligence

Stability or Change?

• Intelligence testing through life

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

Profound Below 25 Require constant aid and supervision

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

Heritability

• Heritability

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

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

Teacher Information• Types of Files

– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.

• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the

slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal teaching

style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks

can be identified by the text being underlined and a different color (usually purple).

– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.

– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.

These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.

For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

Teacher Information• Continuity slides

– Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.

• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.

• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek

Germantown High School

Germantown, WI 53022

262-253-3400

[email protected]

mailto:[email protected]

mailto:[email protected]

Division title (green print)

subdivision title (blue print)

• xxx

–xxx

–xxx

Division title (green print)

subdivision title (blue print)

Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete

this box when finished

Definition Slide

= add definition here

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.

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.

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.

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.

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.

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.

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.

Stereotype Threat

= a self-confirming concern that one will be

evaluated based on a negative stereotype.

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