•
•
•
•
•
• •
•
•
•
• • •
•
•
•
•
•
•
•
Pg 467 Chapter Chap ter 11 Vocab Intelligence- It is the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Factor analysis - is the statistical procedure used to identify clusters of test items that measure a common ability. General Intelligence- 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. Savant Syndrome- is the condition which a person is limited in mental ability has an exceptional specific skill Emotional intelligence- is the ability to perceive, understand, manage and use emotions. Creativity - is the ability to produce ideas that are both novel and valuable. An intelligence test - is a method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores. The mental age - was a measure of intelligence test performance devised by Binet. The chronological age that most typically corresponds to a given level of performance. So a child with at the age of 9 is said to have the mental age of 9. Stanford – Binet- Lewis Terman used some parts of Binet’s tests and added other parts to fit the needs of Californian children. He named it the Stanford- Binet. Intelligence Quotient - William Stern then devised the intelligence quotient also known as the IQ test. IQ= mental age / chronological age X 100 Aptitude test- predict the ability to learn a new skill Achievement tests- reflect what you have learned. The Wechsler Adult Intelligence Scale (WAIS) - is the most widely used intelligence test. It consists of verbal and performance subtests. subtests. It also separates scores for verbal comprehension, perceptual organization, working memory and processing speed. It can also reveal learning/ language disabilities. Allowing psychologists to reveal a new plan for those who have suffered strokes, etc. Standardization - is defining meaningful scores by comparison with the performance of a pretested standardization group. Normal curve - The test results from these standardizes tests form a normal distribution that forms a normal curve. Reliability- is the extent to which a test yields consistent results, as assessed by the consistency of the scores on two halves of the test, on alternate forms of the test, or on retesting. Validity- it the extent to which a test measures or predicts what is supposed to Content Validity- is the extent to which a test samples the behavior that is of interest. Criterion- is the behavior that a test is designed to predict. The measure is used in defining whether the test has predictive validity. Predictive Validity- is 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.
•
•
•
Mental retardation- is the 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 - is a condition of retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup. Stereotype threat -is a self-confirming concern that one will be evaluated based on a negative stereotype.
Intelligence tests- tests for assessing a person’s mental abilities and comparing them with the abilities of other people by the means of numerical scores I.
II.
III.
IV. IV.
Origins of a. Sir Sir Fra Franc ncis is Gal Galto ton n st i. Did the 1 quantative tests of mental abilities ii. Male upper-class were superior in intelligence b. Alfr Alfred ed Bin Binet et// Simo Simon n i. hired by Paris to develop a test to determine which students might need help in school c. Lewi Lewis s Ter Terma man n i. Revised Binet test to fit US (Cali) ii. ii. Stan Stanfo ford rd-B -Bin inet et test test 1. SternStern- IQ factor factor mental mental age=chr age=chrono onologi logical cal age*100 age*100 What is intelligence? a. IQ is a concep conceptt- to regard regard it as real, real, concre concrete te is reifica reification tion b. Intelligence is a person’s capacity for a goal directed adapted behavior includes several abilities i. Factor analysis approach=statist approach=statistical ical procedure procedure that “clusters” “clusters” different types of intelligence questions together that test the same kind of intelligence ii. G factor-sp factor-spear earman man’s ’s theory theory that that there is a genera generall capacity capacity that underlies specific mental abilities c. Gardner Gardner and multipl multiple e intel intellige ligences nces i. Devised Devised a curric curriculum ulum for for schools schools to to tap all 7 intell intelligen igences ces (8 now) d. Sternberg and Wagner- stated that there are 3 types of intelligence i. academic academic problem problem solvingsolving- one answer answer ii. practical intelligence- required for everyday tasks, multiple solutions-required for everyday tasks, multiple solutions iii. creative intelligence- reaction to novel situations, solving riddles, problem solving Neurological measurements of intelligence a. Head size and intelligence no b. brain size and intelligence maybe so c. seems seems to be a link link between between how how quickly quickly we percei perceive ve what what is stimulating thinking and intelligence=perception of things i. speedy speedy seems seems to to be a pred predicto ictorr of some some leve levels ls of intelligence asse assess ssin ing g inf infor orma mati tion on (tes (testt on on men menta tall abi abili lity ty)) a. aptitud aptitudee- your your abili ability ty to to learn learn b. achieve achievemen mentt- what what you you have have learn learned ed c. when one is way out indicated learning problems
WAIS/WISC- mostly used intelligence test because it is designed to test both aptitude and achievement d. Test constru constructio ctionn- ideal ideal bell shaped shaped patter pattern n i. Standardization- all needs revision from time to time due to changes in society (number of students entering college today vs. 50’s_= Flynn effect ii. Reliabil Reliabilityity- test/rete test/retest st the the same same group group iii. Validityalidity- does does itit test test what what you want want to to test test 1. aptitud aptitude e tests have have predict predictive ive value value and predic predictt future future possibilities for academic achievement but not in life (EQ vs. IQ) 2. SAT is not predictive, why? a. Same Same sco scores res for for all all admi admits ts b. Some Some people people are on on a party passes passes c. Have Have lear learned ned lazin laziness ess etc. etc. Dynamics of Intelligence a. High scoring adolescents adolescents tend tend to have been been early early readers readers b. Scores stabilize with ageage- little little change change after after high high school school age age c. Extr Extrem emes es in IQ i. Challen Challenged ged <70 and and difficulty difficulty adap adapting ting to everyd everyday ay demands demands ii. Giftedn Giftedness ess >130 >130 (seem to be able able to process process sensory sensory stimu stimulili for processing more quickly) d. Creativi Creativityty- the the ability ability to produ produce ce novel novel ideas ideas Gene Geneti tics cs and and env envir iron onme ment nt in in rela relati tion on to to inte intell llig igen ence ce a. Signific Significanc ance e between between intellig intelligenc ence e and heredity heredity i. With age, age, genetic genetic influenc influences es becom become e appare apparent nt ii. Adopted children’s scores more closely resemble those of biological parents b. Envi Envirronme onment ntal al i. Other Other than neglectf neglectful/d ul/dwar warfed= fed=no no signific significance ance excep exceptt high quality preschools improve performance because better attitudes are formed c. Ethnic Ethnic similari similarities ties/dif /differe ference nces s i. Cultures Cultures rise rise and fall fall over centu centuries ries;; genes genes do not. This This fact fact makes it difficult to attribute a natural superiority to any race d. Genetic Genetic similari similarities ties/dif /differe ference nces s i. Girls are better better spellers, spellers, talk earlier earlier,, stutter stutter less, less, and need less remediation for reading ii. Boys seem seem to scor score e higher higher on on math math problem problems s i.
V.
VI. VI.
