unit 11: testing and individual differences. unit 11 - overview introduction to intelligence...

Unit 11:Testing and Individual

Differences

Unit 11 - Overview

• Introduction to Intelligence

• Assessing Intelligence

• The Dynamics of Intelligence

• Studying Genetic and Environmental Influences on Intelligence

• Group Differences and the Question of Bias

Click on the any of the above hyperlinks to go to that section in the presentation.

Introduction

• Intelligence

• 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 Multiples Intelligences:

Garner’s Eight Intelligences• Savant syndrome• Gardner’s 8 Intelligences

– Linguistic– Logical-mathematical– Musical– Spatial– Bodily-kinesthetic– Intrapersonal– Interpersonal– Naturalist

• Grit



Garner’s Eight Intelligences• Grit Success =

determination,

“keep-at-it-ness” along with gaining expertise

Expert: Requires a minimum of working hard at something at a higher level



Sternberg’s Three Intelligences• Sternberg’s Three Intelligences

–Analytical (academic problem-solving intelligence

–Creating intelligence

–Practical intelligence

10

Spearman’s G Factor:

Spearman’s General Intelligence (g factor) Spearman & others said one single factor (a

general factor) underlies specific mental abilities

This factor is measured by every task on an intelligence test

g = general

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Theories of Multiple Intelligences (pp. 424-426) Is there 1 kind? …or 2? …or 3? ..or 8? Spearman: 1 basic general intel. (g factor)Gardner: said there are 8: -verbal -movement (kinesthetic) -math -understanding ourselves (emot.) -music -understanding others (emot.) -spatial analysis/visual -understanding our physical (art) environment (“street smarts”)Sternberg’s Big 3: -analytical: academic problem solving—1 right answer -creative intell.: react to novel situations & use novel ideas -practical intel.: deal w/ everyday problems, come up w/ multiple

solutions

12

Intelligence & Creativity

Creativity: the ability to produce novel and valuable ideas… Those = creative usually have at least avg. or

above avg. g factor Things that make this possible:

Expertise (have knowledge base) imaginative thinking skills (outside the box) venturesome personality (take chances) intrinsic motivation creative environment

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Are There Multiple Intelligences? Savant Syndrome

condition in which a person otherwise limited in mental ability has an exceptional specific skill… --often (NOT always..) related to autism Computation Drawing (EX below)

Social Intelligence the know-how involved in comprehending social situations &

managing oneself successfully Emotional Intelligence p.426

ability to perceive, express, understand, & regulate emotions

Emotional Intelligence

• Emotional intelligence–Perceive emotions

–Understand emotions

–Manage emotions

–Use emotions for adaptive or creative thinking

Is Intelligence Neurologically Measurable?

Is Intelligence Neurologically Measurable?

Brain Size and Complexity• Brain size studies

Is some correlation of

IQ to brain size BUT

not at all consistent…

..some “geniuses”

• Brain complexity studies– Neural plasticity– Gray matter (mostly neural

cell bodies) vs. white matter(axons)

Is Intelligence Neurologically Measurable?Brain Function

NOT just how much U know but also how FAST…

• Perceptual speed

• Neurological speed

18

Brain Function and Intelligence People who can

perceive the stimulus very quickly tend to score somewhat higher on intelligence tests

P. 430: processing speed, perceptual speed & neurological speed are all involved

Stimulus Mask

Question: Long side on left or right?

Origins of Intelligence Testing• Francis Galton’s (Darwin’s cousin)

intelligence testing– Reaction time– Sensory acuity– Muscular power– Body proportions

• Hereditary Genius: Came up with phrase “nature vs. nurture”

• First to attempt to assess intell., even though did not test out as valid or reliable.

Origins of Intelligence Testing

Alfred Binet: Predicting School Achievement

• Alfred Binet–Identifying French

school children in need of assistance

–Mental age

–Chronological age

22

Added from Michaelis/Myers

Origins of Intelligence Assessments/Inventories (“Testing”)

Plato: Saw & noted individual differences

Intelligence Test: *Binet (1905 +-) method of assessing

individual’s mental aptitudes & comparing them to others, using numerical scores

Testing Paris school kids to ID those who low & needing help


Lewis Terman: The Innate IQ• Stanford-Binet Test

–Lewis Terman

–New age norms

–Adding “superior” end

–Binet only to ID what?


Lewis Terman: The Innate IQ• Intelligence quotient (IQ)

• IQ = (mental age/chronological age) X 100

• IQ of 100 is considered average

• World War I testing:

Immigrants: language

problem or intelligence

problem?

25

Intelligence Quotient (IQ) Originally, ratio of mental age (ma) to chronological age

(ca) multiplied by 100 IQ = ma ÷ ca x 100 (ma/ca x 100)

on contemporary tests, the avg performance for a specific age is assigned a score of 100

Most intellg. tests (including the Stanford-Binet) no longer compute an “IQ” score (reification: p. 422)

What IS Intelligence? ability to learn from experience, solve problems, & use

knowledge to adapt to new situations Is determined by a social definition & varies from culture

to culture, era to era

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What is Intelligence? Factor Analysis

statistical procedure that identifies clusters of related items (called factors) on a test

ID’s different performance dimensions that underlie our total score

These factors indicate a basic ability level Eugenics: Terman & others belief that genetics was

the predominate factor in IQ --was a “scientific” sort of racism…no major basis in

modern psych…Basically said some races, etc., were genetically better than others.

Who used these ideas?

27

Mental Age measure of intelligence test performance devised by

Alfred Binet, Paris, late 1800’s Why? to ID slower kids in Paris school system to help

them do better chronological age: actual age mental age: if a child does as well as the average 8-

year-old is said to have a of 8 Stanford-Binet: widely used American revision of

Binet’s original intelligence test (1914-15) revised by Terman at Stanford University Stern designed the intelligence quotient (IQ)

Modern Tests of Mental Abilities

• Wechsler Adult Intelligence Scale (WAIS)– Wechsler Intelligence

Scale for Children (WISC)

– These added what

component to intelligence

assessments?

29

Assessing Intelligence: Weschler added Performance Component in 1939 b/c of problems assessing those w/ some

verbal disadvantagesSample Items from the WAIS

From Thorndike and Hagen, 1977

VERBAL response General Info Similarities Arithmetic ReasoningVocabularyComprehensionDigit Span

PERFORMANCE

Picture Completion Picture ArrangementBlock DesignObject AssemblyDigit-Symbol Substitution

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Assessing (“Testing”!!) Intelligence

Aptitude Test: designed to predict a person’s future performance looks at abilities…what you should be able to do aptitude is the capacity to learn

Achievement Test test designed to assess what person has learned

Wechsler Adult Intelligence Scale (WAIS) most widely used intelligence test (WWI) 2 subtests 1) verbal 2) performance (nonverbal)

WAIS-R = revised adult test; WISC-R = revised kids’ test

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WAIS-R EX’s: Visual Analogies…..block design….. pic sequencing…..WAIS-R performance assessment kit

32

Most commonly administered intelligence assessments:

WISC-IV: most commonly used IQ test for ages 6-16

WAIS -III is for adults. WIPPSI-III is for preschoolers. Others also use the Stanford-Binet, 5th

edition, or the Kaufman ABC-II battery for children.

NOTE: Roman numerals reflect the multiple revisions of the tests since their original versions.

Modern Tests of Mental Abilities

• Achievement tests

• Aptitude tests

35

Assessing (“Testing”!!) Intelligence

Aptitude Test: designed to predict a person’s future performance looks at abilities…what you should be able to do aptitude is the capacity to learn

Achievement Test test designed to assess what person has learned

Wechsler Adult Intelligence Scale (WAIS) most widely used intelligence test (WWI) 2 subtests 1) verbal 2) performance (nonverbal)

WAIS-R = revised adult test; WISC-R = revised kids’ test

Principles of Test Construction


Standardization• Standardization

–Normal curve (bell curve)


Standardization

• Normal curve (bell curve)

45

Assessing Intelligence

Standardization defining meaningful scores by comparison w/ the

performance of a pre-tested standardization group to create a norm

Normal Curve symmetrical bell-shaped curve that describes the

distribution of many physical & psychological attributes most scores fall near the avg, & fewer & fewer scores lie

near the extremes

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Normal Curve: (aka at times as the bell curve


Standardization

• Flynn effect

Principles of Test Construction: StandardizationKids are getting smarter?! Who’d a thunk it… ?

Flynn effect: Consistent worldwide rise in IQ scores, even though achievement scores like SAT dropped …WHY?

• Flynn effect

49

Why Flynn Effect (James Flynn, 1987, 1999) occurs…

It’s a mystery…but could be lots of things…

Test sophistication: assessments are better now…more accurately assess

Nutrition: taller, smarter, longer life expectancies

More formal educations for more pplMore stimulating environment b/c of t___?Less kid-diseases that might cause handicapsSmaller families = more parental resources

(time, money, effort) on each kid-------------So....Why are SAT scores down? Probably b/c

more ppl and more diverse ppl taking SAT now instead of just the middle & upper middle class.


Reliability

• Reliability–Scores correlate

–Test-retest reliability

–Split-half reliability


Validity

• Validity–Content validity

• Criterion

–Predictive validity

52

Assessments of Intelligence (aka Testing) Reliability & Validity Reliability: extent to which a test yields consistent results

assessed by consistency of scores in 3 ways: two halves of the test alternate forms of the test retesting

Validity: How well a test measures or predicts what it is supposed to

EX: Does SAT predict success in the 1st year of college? 3 aspects to validity…

Content validity Predictive validity Criterion validity

53

VALIDITYSomething CAN have reliability but NOT have validity!

A. Content Validity: extent to which a test samples a behavior that is of interest EX: Driving test that samples driving tasks…

In driving, do 3 pt. turns, parking, handling the car in tight spaces, etc., represent things you will need to do while driving? DOES it evaluate the content you want to look at?

EX: Are college grades being predicted by SAT performance? …or... the measure (part of the operational definition)

used in defining whether the test does have predictive validity

B. Predictive Validity: success w/ which a test predicts SOME behavior (or criterion) it is designed to predict… especially intelligence tests, which should predict future performance assessed by computing the correlation between test scores and the

criterion behavior (behav. you’re interested in) This is whether it can give good predictions RE: the behavior looked

at… or not

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Assessing Intelligence: (436) Relating body wt. & success to predict…

The larger the sample the better it can predict

As the range of data under consideration narrows (goes from larger to smaller range), its predictive power diminishes

BTW: What is this type of graph called?

Greater correlationover broad range

of body wts. (Lg. #)

10

9

8

7

6

5

4

3

2

1

0

Little correlation

w/inrestricted

range (sm. #)

Football linemen’s

success

Body weight in pounds180 250 290

Stability or Change?


Aging and Intelligence• Cross-Sectional Evidence

• Longitudinal Evidence– Cohort


Aging and Intelligence• It all depends

–Crystallized intelligence

–Fluid intelligence


Stability Over the Life Span

Extremes of Intelligence: Low….or High

Extremes of Intelligence

The Low Extreme

• Intellectual disability–Mental retardation

–Down syndrome• 21st chromosome

–Mainstreamed

62

The Dynamics of Intelligence: The Low extreme of Intelligence:

Intellectual Disability: (formerly retardation or mentally challenged) a condition of limited mental ability indicated by an intelligence score below 70 produces difficulty in adapting to the demands of life varies from mild to profound

Down Syndrome Intellectual disability and associated physical disorders

caused by an extra chromosome in one’s genetic makeup…mom’s age… (Chromosome 22)

Extremes of Intelligence

The High Extreme• Terman’s study of gifted

• Self-fulfilling prophecy

• Appropriate developmental placement

64

High vs. low extremes of intelligence:

Myth: High IQ kids are mal-adjusted, weird, socially inept….this is NOT TRUE

-There is a high correlation for high IQ & healthy, well-adjusted, academically successful adults…

Most thrive, though some are isolated more as kids b/c they don’t fit in w/ immature other kids

Remember: “giftedness” is a socially defined trait & not a “naturally occurring trait” like eye color or height (what is this called?)

Brain size (relative to body size) IS slightly positively correlated to intelligence

Twin and Adoption Studies

• Identical twin studies–Polygenetic

–Heritability

• Adoptive children studies

Heritability

Environmental Influences: The “Have’s & the Have-Not’s”

• Early environmental influences– Tutored human enrichment– Targeted training

• Schooling & intelligence– Project Head

Start: J.M Hunt: Helps

“even the playing

field” for the

disadvantaged

74

Big debate: tracking (segregating by ability level): Often = low income & minority put into low levels, which encourages the stereotype threat…

which...tends to widen, not shrink, the gap betwn. lo & hi especially in

elementary schoolBest idea may be, like China &

Japan: Avoid tracking thru elementary

Group Differences in Intelligence Test Scores

Gender Similarities and Differences

• Spelling

• Verbal ability

• Nonverbal ability

• Sensation

• Emotion-detecting ability

• Math and spatial aptitudes

78

Group Differ. & Environ.Factors: The Seed Analogy: Group differences & the impact of environment: J. M. HUNT

was one who emphasized this…that education is a KEY…Helped begin Head Start

Same seeds (genetics) …but different soil…levels of fertilizer…water….sun these = so a differing environ.

Would they grow the same? Remember the kids in Romania orphanage & their “FAILURE TO THRIVE?”

Variation within group

Variation within group

Difference within group

Poor soil Fertile soil

Seeds

79

Group Differences: Gender

KNOW the general male & female tendencies toward certain abilities… (from info p.448-9) Do these stronger abilities apply to ALL males or females? The Mental Rotation Test : spatial understanding

Which of the other circles contain a configuration of blocks identical to the “standard” fig. (left)?

Standard Responses

Group Differences in Intelligence Test Scores

Racial and 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

82

Stereotype Threat Self-confirming concern/belief: negative stereotypes give us “true”

evaluation Relates to “self-fulfilling prophecy” & placebo effect: believing

something IS true increase chance it happens: “I will probably score low” = scoring lowerStudents told they are at a disadvantage on a test tend to do worse

than those who are told the test should be one they do well on…EX’s: “You are not likely to do as well on this as usual…” …OR “You

should do very well on this b/c it is written in a way that will show your strengths…”

Also Afri.-Amer. or females taking test w/ only that group perform better than in mixed groups

Summary: What you think & believe about YOU affect how you perform!

The End

84

PPL to know RE: Intelligence & intelligence assessments:

BinetFlynnGardnerSpearmanSternbergTermanWechsler

85

Scoring AssessmentsEmotional Intelligence Assess.: On Items 5 28 33 (If put 1, change to 5 2 = 4 3 stays 3 4 =2 5 = 1Then ADD all together…those #’s you changed + #’s you had at beginning for

those NOT changed--------------------------------1. Friday 11. JANE2. PY (silver anniversary) 12. 9:00 PM3. 25 13. b (both grow in ground)4. anniversary 14. a. Alternate #’s go up by

2 & down 1 (from 1 – 10)5. MENSA 15. e: only on not man-made art6. b 16. PARACHUTE7. b 17. 58. b 18. c9.TOM 19. LAND10. HOUSE 20. # of lines goes down opposite w/

stick & stick alternates lo L/top R

Definition Slides

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 of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.

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.

Grit

= the in psychology, grit is passion and perseverance in the pursuit of long-term goals.

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, with scores assigned to relative performance above or below average.

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 uniform testing procedures and 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, on alternate forms of the test or on retesting.

Validity

= the extent to which a test measures or predicts what it is suppose 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).

Cohort

= a group of people from a given time period.

Crystallized Intelligence

= our accumulated knowledge and verbal skills; tends to increase with age.

Fluid Intelligence

= our ability to reason speedily and abstractly; tends to decrease during late adulthood.

Intellectual Disability

= a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life.

• Formerly referred to as mental retardation

Down Syndrome

= a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

Hereditability

= the proportion of variation among individuals that we can attribute to genes. The hereditability of a trait may vary, depending on the range of populations and environments studied.

Stereotype Threat

= a self-confirming concern that one will be evaluated based on a negative stereotype.

113

Theories of Multiple Intelligences (pp. 424-426) Is there 1 kind? …or 2? …or 3? ..or 8? Spearman: 1 basic general intel. (g factor)Gardner: said there are 8: -verbal -movement (kinesthetic) -math -understanding ourselves (emot.) -music -understanding others (emot.) -spatial analysis/visual -understanding our physical (art) environment (“street smarts”)Sternberg’s Big 3: -analytical: academic problem solving—1 right answer -creative intell.: react to novel situations & use novel ideas -practical intel.: deal w/ everyday problems, come up w/ multiple

solutions

unit 11: testing and individual differences. unit 11 - overview introduction to intelligence...

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