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Thinking, Language and Intelligence

Thinking, Language and Intelligence. Cognition . Mental Activities Acquiring, retaining and using knowledge THINKING!. Language. System for combining symbols to produce infinite number of meaningful statements. Intelligence.

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Thinking, Language and Intelligence

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  1. Thinking, Language and Intelligence

  2. Cognition • Mental Activities • Acquiring, retaining and using knowledge • THINKING!

  3. Language • System for combining symbols to produce infinite number of meaningful statements

  4. Intelligence Global capacity to think rationally, act purposefully, and deal effectively with the environment

  5. Measuring Intelligence • Alfred Binet • Mental age • Chronological age • IQ—comparison of people in similar age groups

  6. Alfred Binet (1857–1911) • Intelligence—collection of mental abilities loosely related to one another • Did not rank “normal” students according to the scores • Intelligence is nurtured • Binet-Simon Test developed in France, 1905

  7. Modern Intelligence Tests The Stanford-Binet Scale • modification of the original Binet-Simon, by Lewis Terman at Stanford university • intelligence quotient (IQ)—child’s mental age divided by child’s chronological age

  8. Group Intelligence Testing • Began during WWI when the army had to screen millions of army recruits • Army Alpha--given to people who could read • Army Beta--given to people who could not read • Adapted for civilian use, but widely misused

  9. 1921 Terman Study • 1500 California children with IQs above 100 studied in longitudinal study • How would this genius level IQ affect the course of their lives? • Results- socially well adjusted, taller, stronger, fewer illnesses and accidents • As adults- higher incomes, 2/3 college grads many became successful professionals

  10. Wechsler Intelligence Tests WAIS • Designed for Adults • Used more widely now than Stanford-Binet • Modeled after Binet’s, adult test called WAIS • Consisted of several subtests • Reflected belief that intelligence involves different strengths and weaknesses

  11. WAIS Scales • Test measured several abilities • Performance scales--nonverbal abilities • Verbal scales--vocabulary, comprehension, and other verbal tasks • Sub-scales gave the WAIS practical and clinical value

  12. Types of Tests • Achievement test—designed to measure level of knowledge, skill, or accomplishment in a particular area • Aptitude test—designed to measure capability to benefit from education or training • Interest test—measures self-reported vocational interests and skills

  13. Qualities of Good Tests • Standardized—administered to large groups of people under uniform conditions to establish norms • Reliable—ability to produce consistent results when administered on repeated occasions under similar conditions • Valid—ability to measure what the test is intended to measure

  14. 68.26% Number of score 95.44% 0.13% 0.13% 13.59% 34.13% 34.13% 13.59% 2.14% 2.14% 50 70 85 100 115 130 145 Wechsler IQ score Standardized Scoring of Wechsler Tests • All raw scores converted to standardized scores • Normal distribution • Mean of 100 • Standard deviation of 15

  15. How valid are IQ tests? • Validity—test measures what it’s intended to measure • Does test correlate with other measures of same construct? • School achievement • IQ tests (i.e., S-B and the Wechsler) correlate highly • but they were designed to test what you learn in school • On-the-job performance & other work-related variables

  16. What do IQ tests measure about your mind? • Mental speed and span of working memory • typically use a digit span test to measure this • more recent studies find significant correlations between reaction times and IQ scores • Why is this important? • mental quickness may expand capacity of working memory

  17. Theories of Intelligence • Charles Spearman—“g” factor • Louis Thurstone—intelligence as a person’s “pattern” of mental abilities • Howard Gardner—multiple intelligences • Sternberg–triarchic theory

  18. Howard Gardner’s Multiple Intelligences

  19. Nature vs. Nurture in IQ • Are differences between people due to environmental or genetic differences? • Misunderstanding the question • “Is a person’s intelligence due more to genes or to environment?” • both genes & intelligence crucial for any trait

  20. Heredity and Environment • Heritability • degree to which variation in trait stems from genetic, rather than environmental, differences among individuals • Environment • degree to which variation is due to environmental rather than genetic differences

  21. Twin Studies & Family Influence • If trait genetic: • closely related more similar than less closely related • Many close relatives share environments too • Types of studies to separate effects • monozygotic twins reared together • monozygotic twins reared apart • siblings/dizygotic reared together • siblings/dizygotic reared apart • adoptive siblings reared together

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