Intelligence

1. Intelligence Prepared by Michael J. Renner, Ph.D. These slides �2001 Prentice Hall Psychology Publishing. Prepared by Michael J. Renner, Ph.D. These slides �2001 Prentice Hall Psychology Publishing.

2. Intelligence & Testing: Outline Intelligence Tests The Nature of Intelligence The Great Debates Education Chapter OutlineChapter Outline

3. Thoughts About Intelligence It�s easier to administer tests than to give everybody a try at being a medical student or a Supreme Court judge. Sandra Scarr Intelligence is purposeful invention of new procedures, or applications of old procedures, in a new context to solve a problem. Jean Piaget It�s one of the laws of nature that half of the people have got to be below average. Common sense, isn�t.

4. Intelligence Tests The Stanford-Binet The Wechsler Scales Group Aptitude Tests Are Intelligence Tests Accurate? Are Intelligence Tests Biased? Section outlineSection outline

5. The Stanford-Binet A new type of test, developed by Alfred Binet in 1904 to screen French school children for problems Translated into English and adapted for the U.S. by Lewis Terman of Stanford University Mental Age: The average age of children who achieve a certain level of performance

6. Intelligence Quotient Stern (1914) devised the Intelligence Quotient (IQ) Shifts the focus to the rate of development Allows children of different ages to be compared This ratio no longer used in its literal form

7. Group Aptitude Tests Stanford-Binet, Wechsler, and other scales test one person at a time This is not practical for quick, large-scale assessment During World War I, the U.S. Army developed two tests that could be group-administered �Alpha� for those who could read English �Beta� for all other recruits Group tests are now common Scholastic Aptitude Test (SAT) American College Test (ACT) Graduate Record Examination (GRE)

8. Distribution of SAT Scores Figure 12.5b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Figure 12.5b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

9. Are Intelligence Tests Accurate?Criteria for Psychological Tests Standardization: The procedure by which existing norms are used to interpret an individual�s test score Reliability: The extent to which a test yields consistent results over time or using alternate forms Validity: The extent to which a test measures what it�s supposed to measure

10. Standardization Establishing situation and procedure for testing Determining typical scores Sampling from appropriate population Determining average score and characteristics of distribution of scores

11. Reliability A reliable test measures something consistently Reliability doesn�t address what is being measured Forms of reliability Test-Retest: Producing similar results on different occasions Split half: The degree to which alternate forms of a test produce similar results

12. Validity A valid test measures what is claims to measure Validity without reliability is impossible Assessing validity Content validity Criterion-related validity a.k.a., predictive

13. Raven's �Culture-Fair� Test Visual �complete the series� problems Increasing difficulty, i.e., �progressive� Designed to be free of cultural bias It is less influenced by sociocultural factors than other IQ tests It is not �culture-free� Figure 12.6 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Raven, J. C. , Court, J. H., & Raven, J. (1985). A manual for Raven�s progressive matrices and vocabulary scales. London: H. K. Lewis. Figure 12.6 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Raven, J. C. , Court, J. H., & Raven, J. (1985). A manual for Raven�s progressive matrices and vocabulary scales. London: H. K. Lewis.

14. The Nature of Intelligence General Intelligence Gardner�s �Frames of Mind� Sternberg�s Triarchic Theory Section outlineSection outline

15. General Intelligence Factor Analysis Infant Measures and IQ Neural Speed and Efficiency Multifactor Models

16. Spearman�s Theory of Intelligence Spearman theorized that individuals differ in general ability (g) To explain why correlations among tests are not perfect, he theorized that each test score is also affected by the specific ability being tested Figure 12.7 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Figure 12.7 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

17. Spearman�s �g� Factor Spearman proposed a General Intelligence (g) All-purpose ability Underlies all mental ability Specific Abilities (s) Abilities particularly relevant to this task or some part of it g and one or more s�s contribute to performing any particular task

18. Neural Speed and Intelligence Recorded time required for brain to react to visual stimuli Ordered subjects from slowest (1) to fastest (5) Subjects with higher conduction speed also had higher scores on an intelligence test Figure 12.8 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Reed, T. E., & Jensen, A. R. (1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16, 259-272.Figure 12.8 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Reed, T. E., & Jensen, A. R. (1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16, 259-272.

19. Gardner's Frames of Mind Seven independent modular systems: Linguistic intelligence Logical - mathematical intelligence Spatial intelligence Musical intelligence Bodily-kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence

20. Sternberg's Triarchic Theory Analytic - a.k.a. �Components� Comparing, analyzing, and evaluating. This type of processes correlates best with IQ Creative - a.k.a. �Experiential� Inventing or designing solutions to new problems. Practical - a.k.a. �Contextual� Using (i.e., applying) the things you know in everyday contexts.

21. The Great Debates Nature and Nurture The Racial Gap Sex Differences Section outlineSection outline

22. Nature's Influence on IQ Scores The greater the genetic similarity between two individuals, the more similar are their IQ scores. This suggests a genetic component to intelligence Figure 12.10a from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Figure 12.10a from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059.

23. Nurture's Influence on IQ Scores All other things being equal, two individuals raised together will have more similar IQ scores than those raised apart. This is evidence that the environment shapes intelligence in important ways. Figure 12.10b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Figure 12.10b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059.

24. Effects of Schooling Children from comparable schools One with 180-day year One with 210-day year Children began study performing similarly At end of study, extended-year children performed better on math (shown) and reading Figure 12.11b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Frazier, J. A., & Morrison, F. J. (1998). The influence of extended-year schooling on the growth of achievement and perceived competence in early elementary school. Child Development, 69, 495-517. Figure 12.11b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Frazier, J. A., & Morrison, F. J. (1998). The influence of extended-year schooling on the growth of achievement and perceived competence in early elementary school. Child Development, 69, 495-517.

25. Scores of Future College Grads Cognitive test scores from grades 8 � 16 Future graduates only Initial gap between black and white students was very much narrowed by the end of college Education has a vital equalizing role Letting each realize their potential

26. Explaining Group Differences Within a group with all treated exactly the same, differences may reflect genetics. When one group differs from another, the differences may reflect environmental differences. Figure 12.12 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Figure 12.12 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source:

27. Culture and Achievement American students spend less time in school and studying than Taiwanese or Japanese students Figure 12.13 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Figure 12.13 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

28. Sex Differences in Intelligence Girls outscore boys on verbal abilities and reading Girls are better at arithmetic in grade school, but boys surpass them by junior high school Males outperform females on spatial tasks The correct answers are 1(a) and 2(b) Figure 12.15 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. The correct answers are 1(a) and 2(b) Figure 12.15 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

29. Education Giftedness Mental Retardation The Self-Fulfilling Prophecy Section outlineSection outline

30. Extremes of Intelligence Mental Giftedness Intelligence substantially above average Different criteria are used in different settings Mental Retardation Organic vs. Cultural-familial retardation Descriptive terms: Mild (IQ between 50-70) Moderate (IQ between 35-49) Severe (IQ between 20 and 34) Profound (IQ less than 20)

31. Self-Fulfilling Prophecy A person�s expectation can lead to its own fulfillment Teachers with low expectations may settle for less If students are told a test is important, they may respond by performing either better or worse African American students are aware of negative stereotypes Vulnerability to stereotype undermines performance Figure 12.17 from: Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall. Source: Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.Figure 12.17 from: Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall. Source: Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.