testing and individual differences. what is intelligence? intelligence –mental quality consisting...
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Testing and Individual Differences
What is Intelligence?
• Intelligence–Mental quality consisting of the
ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
• Intelligence test– A method for assessing an individual’s mental
aptitudes and comparing them with those of others, using numerical scores.
• Savant syndrome• A condition in which a person otherwise
limited in mental ability has an exceptional specific skill. – People who often score low on intelligence
tests but have an island of brilliance. – Kim Peek
» In 8 to 10 seconds, he could read and remember a page.
» Learned 9000 books!
Rain Man
Is Intelligence One General Ability or Several Specific Abilities?
• Spearman’s General intelligence (g)–Factor analysis- a statistical procedure
that identifies clusters of related items.
• Thurstone’s counter argument- did not rank people based on a single scale of general aptitude.– Factor analysis was persistent
• Comparison to athleticism g
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences• Gardner’s Nine Intelligences
– Linguistic– Logical-mathematical– Musical– Visual/Spatial– Bodily-kinesthetic– Intrapersonal– Interpersonal– Naturalist– Existential
Nine
9. Existential Plato, philosopher
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
Emotional Intelligence
• Emotional intelligence-A social intelligence
• Perceive emotions
• Understand emotions
• Manage emotions
• Use emotions for adaptive or creative thinking
– Too far?
Measuring & Assessing
Intelligence
Brain Size and Complexity• Brain size studies
– Einstein- 15% larger in lower parietal lobes
• Brain complexity studies– Neural plasticity
• Ability to grow neural connections in response to environment
– Highly educated people die with 17% more synapses
– Gray matter vs. White matter• Higher intelligence scores had more gray matter in
areas for memory, attention, and languageIt Matters
• Pay close attention to the next slide…
Which side was incomplete on the last slide?
Brain Function
• Perceptual speed–Those who perceive very quickly
tend to score somewhat higher on intelligence test.
• Neurological speed– Possibly faster cognitive processing may
allow more information to be acquired allowing for higher scores on intelligence tests.
– Neurological approach in it’s infancy
The Origins of Intelligence Testing
• Sir Francis Galton’s “intellectual strengths” assessment –Reaction time
–Sensory acuity
–Muscular power
–Body proportions
• Conclusion: Unreliable
• Alfred Binet–Indentifying French school children in
need of assistance–Mental age vs Chronological age
• Example: A child with below-average mental age is a 9 year old who performs at a 7 year old level. This child would struggle with schoolwork considered normal for their age.
• Hoped his test would be used
to improve education and not
label and limit children’s
opportunities.
The Origins
• Lewis Terman: The Innate IQ–Stanford-Binet Test
• William Stern’s Intelligence quotient (IQ)
• IQ = (mental age/chronological age) X 100
• Now, IQ of 100 is considered average
• World War I testing
Modern Tests of Mental Abilities• Achievement tests
– what you have learned
• Aptitude tests– predict ability to learn
• Wechsler Adult Intelligence Scale (WAIS)– Consists of 11 subtests, offering scores for
verbal comprehension, perceptual organizations, working memory, and processing speed.
– Identifies strengths and weaknesses– Most popular
Are You Mensa Material?• Score 1 point for each correct answer.• Add 5 points if you finished in less than 20
minutes; 3 points if finished in less than 30 minutes.
• 25 An excellent Mensa candidate• 20-24 You can almost surely pass the
Mensa supervised test• 14-19 A very good candidate for Mensa• 10-13 A fair candidate for Mensa• Below 10 Everyone has an off day!
Principles of Test
Construction
Standardized
ReliableValid
Standardization
• Defining meaningful scores by comparison with the performance of a pretested group
Normal CurveGroup members’ score typically are distributed in a bell-shaped pattern that form the normal curve.
Normal Curve
Flynn effect
• Reliability– The extent to
which a test yields
consistent results• Test-retest reliability
• Validity– The extent to which a test measures or predicts
what it is suppose to– Content validity (Criterion)
• A test samples the behavior that is of interest– A driver’s test– Testing & Individual Differences Test
– Predictive validity• Predicting the future performance
Issues in Testing • This is not an accepted intelligence test but
only an informal exercise. • Get out a piece of paper and number 1-24• There are 24 items on the test. Each item is
made up of letters, words, geometric shapes, and lines. Convert each to a verbal equivalent word or phrase.
• Example: STTHEORY• You have 3 minutes to complete the test
• Review answers• Everyone raise your hand. Put it down after I
have counted one past your total number of correct responses.
• Is this test a good measure of intelligence? • How might psychologists decided whether this
test or any test is valid?
The Dynamics of Intelligence
Stability or Change?
• Ian Deary Study– June 1, 1932 – Scotland– 87, 498 intelligence tests given to 10 ½ -
11 ½ year old– 1997 tests were rediscovered– Test was readministered to 542 survivors – What would the results– reveal?
• Scores across seven decades correlated +.66. (What does this mean?) – High scoring 11 year olds were more likely to
be living independently and less likely to suffer from Alzheimer’s
Extremes of IntelligenceThe Low Extreme
• Intellectual disability
– Formerly known as Mental Retardation
– Intelligence test scores fall at 70 or below.
–Down syndrome
• Average IQ 50
–Mainstreamed- least
restrictive environment
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 working under close supervision
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 children– Healthy, well adjusted and very successful in
academics• Studied over a period of seven decades
– Many were doctors, lawyers, professors, scientists and writers.
• Self-fulfilling prophecy• Appropriate developmental placement
– Define each student’s talents and promote both equality and excellence for all.
Question 1
Why do intelligent people fail?
Question 2
Are intelligent people happier?
Why or why not?
Genetic and Environmental Influences on Intelligence
IntelligenceNature vs. Nurture
Are our intellectual abilities mostly inherited
or are they molded by our environments?
Twin & Adoptive Studies• Identical twin studies
– Intelligence test scores of identical twins reared together- basically the same
– Reared separately- similar enough– Identical twins- similar gray matter volume– Intelligence is polygenetic- many genes
involved in order to influence
intelligence
• Adoptive Studies– Adopted children’s intelligence
scores over time become more like
those of their biological parents.
Heritability• Heritability
–Proportion of variation among individuals that we can attribute to genes
– Never pertains to an individual, only why people differ from one another.
– Examples:• Boys raised in barrels until age 12, intelligence
differences would be due to heredity = Heritability would be 100%
• A world of clones= heritability would be 0%
Heritability
Environmental Influences• Early environmental influences
–Environment can override genetics and depression cognitive development.
–Tutored human enrichment–Targeted training
• Schooling and intelligence–Project Head Start
• Individual attention & school
readiness X
Gender Similarities and DifferencesWho is better?
• Spelling
• Verbal ability
• Nonverbal ability
• Sensation
• Emotion-detecting ability
• Math Computation
• Math problem solving
• Spatial ability
The Question of Bias• Two meanings of bias
– Popular sense• Performance difference caused by cultural
experiences– Scientific sense
• Does the test predict future behavior only for some groups of test-takers?
• Test-taker’s expectations– Stereotype threat
• A self-confirming concern that one will be evaluated based on a negative stereotype
The End
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• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent KorekGermantown High SchoolGermantown, WI [email protected]
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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.
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.
Wechsler Adult Intelligence Scale