1 / 23

Chapter 9: Intelligence and Individual Differences in Cognition

Chapter 9: Intelligence and Individual Differences in Cognition. Module 9.1 What is Intelligence? Module 9.2 Measuring Intelligence Module 9.3 Special Children, Special Needs. Children and Their Development, 3/e by Robert Kail. 9.1 What is Intelligence?. Psychometric Theories

carissa-cleveland
Télécharger la présentation

Chapter 9: Intelligence and Individual Differences in Cognition

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 9: Intelligence and Individual Differences in Cognition Module 9.1 What is Intelligence? Module 9.2 Measuring Intelligence Module 9.3 Special Children, Special Needs Children and Their Development, 3/e by Robert Kail

  2. 9.1 What is Intelligence? Psychometric Theories Gardner’s Theory of Multiple Intelligences Sternberg’s Triarchic Theory

  3. Use patterns of test performance as starting point Test scores provide evidence for general intelligence (g) and specific intelligences (e.g., perceptual speed, word comprehension) Hierarchical theories are a compromise between general and specific theories 9.1 Psychometric Theories

  4. Hierarchical View of Intelligence 9.1: Psychometric Theories

  5. Instead of using test scores, draws upon research in child development, brain-damaged adults, and exceptional talent Proposes 7 intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal Gardner believed that schools should foster all intelligences 9.1 Gardner’s Theory of Multiple Intelligences

  6. Contextual subtheory--intelligence involves skillful adaptation to a specific environment Experiential subtheory--on novel tasks, intelligence is shown by readily applying pertinent knowledge; on familiar tasks, by solving them automatically Componential subtheory--any intelligent act consists of cognitive components 9.1 Sternberg’s Triarchic Theory

  7. Sternberg’s Triarchic Theory 9.1: Sternberg’s Triarchic Theory

  8. 9.2 Measuring Intelligence Binet and the Development of Intelligence Testing Do Tests Work? Hereditary and Environmental Factors Impact of Ethnicity and Socioeconomic Status

  9. Binet used mental age to distinguish “bright” from “dull” children Led to the Stanford-Binet which gives a single IQ score; average = 100 WISC, devised in the 1930s, gives verbal and performance IQ scores and a combination of the two scores 9.2 Binet and the Development of Intelligence Testing

  10. Distribution of IQ Scores 9.2: Binet and the Development of Intelligence Testing

  11. Sample Items from WISC-II 9.2: Binet and the Development of Intelligence Testing

  12. Are they reliable? In the short term, yes. In the longer term, less so. Infant tests do not reliably predict adult IQ, but scores obtained in childhood do Are they valid? Yes, tests are good predictors of success in school and the workplace, particularly for more complex jobs Validity can be increased with dynamic testing (measures learning potential) 9.2 Do Tests Work?

  13. Correlation Between Childhood and Adult IQ 9.2: Do Tests Work?

  14. Effects of heredity shown in family studies Heredity also influences patterns of intellectual development (twins, adoptees) Effects of environment shown in studies of home environments (children with high test scores come from well-organized homes), historical change in IQ scores, and intervention programs 9.2 Hereditary and Environmental Factors

  15. Correlations of IQ for Family Members 9.2: Hereditary and Environmental Factors

  16. Asian Americans have highest scores followed by European Americans, Hispanic Americans, and African Americans Group differences reduced when compare groups of similar economic status Culture-fair intelligence tests reduce the differences but don’t eliminate them Stereotype threat: knowledge of stereotypes leads to anxiety and reduced performance Test-taking styles must be considered, too 9.2 Impact of Ethnicity and Socioeconomic Status

  17. Culture-fair Test Item 9.2: Impact of Ethnicity and Socioeconomic Status

  18. 9.3 Special Children, Special Needs Gifted and Creative Children Children with Mental Retardation Children with Learning Disabilities

  19. Gifted: traditionally refers to someone with scores on intelligence tests of at least 130 Exceptional talent must be nurtured Intelligence is associated with convergent thinking (arriving at one, correct answer) Creativity is associated with divergent thinking (aim is novel and unusual lines of thought) 9.3 Gifted and Creative Children

  20. Examples of Creativity 9.3: Gifted and Creative Children

  21. Mental retardation: substantially below average intelligence Organic mental retardation: retardation caused by a specific biological or physical problem, only about 25% of the cases, usually more severe Familial mental retardation: represents the lower end of the normal distribution of intelligence 9.3 Children with Mental Retardation

  22. Levels of Mental Retardation 9.3: Children with Mental Retardation

  23. Children with learning disabilities have normal intelligence, but have difficulty mastering academic material Many different learning disabilities so difficult to diagnose and many different treatments 9.3 Children with Learning Disabilities

More Related