Chapter 11 Map
Monday, Jan 30 – 419-427
Tuesday, Jan 31 – 427-432
Wednesday, Feb 1 – 432 – 441
Thursday, Feb 2 – 441 – 452
Friday, Feb 3 – Quiz/Cards/St Guide
Chapter 11 - Intelligence (419)
• Is intelligence inborn
(nature) or a
developed trait
(nurture)?
Intelligence Testing (420)
Alfred Binet - 1857-1911
• France makes school
mandatory for all ---now what?
• Binet's IQ test was a
sorting tool - used to
predict future school
success or lack of
success
I.Q (420)
• Binet and Theodore Simon develop a test of
MENTAL AGE
• William Stern takes Binet and Simon's Mental
Age concept and develops the idea of the IQ
• the child will have a CHRONOLOGICAL AGE
(8 YR OLD) and a MENTAL AGE (on a test
he scores the same as a 10 year old)
• IQ=MA x 100
10 x 100 = 125 IQ
CA
8
Lewis Terman! (420)
• Terman (1877-1956) - an American who
finds that the Binet-Simon test is Paris
based and is not fair to California
students
• Terman "Americanizes" the IQ test
• the US gov't used Terman's test to
evaluate immigrants and army recruits - SE Europeans don't do so well
Evil Lewis Terman (420)
• sympathized with the
eugenics movement encouraging certain
groups to procreate
• Said the test could be
used to "curtail the
reproduction of feeblemindedness and to
eliminate crime,
pauperism and
industrial inefficiency"
What is Intelligence? (422)
•
•
•
•
•
inherent mental capacity?
achieved level of intellectual performance?
ascribed quality?
Intelligence is a socially constructed concept.
Intelligence is the ability to learn from
experience, solve problems and use
knowledge to adapt to new situations
Reification (422)
• Intelligence is not a "thing”
• Reification - the reasoning error where
we view an abstract concept as a
concrete thing
Is Intelligence One General Ability or Several
Specific Abilities? (423)
Charles Spearman (1863-1945)
• Factor Analysis - researchers identify clusters
of test items that measure a common ability ie. verbal intelligence cluster
• Spearman also believes in the g factor general intelligence that underlies the specific
factors
Thurstone (423)
• Thurstone (1887-1955)
• developed an 8-cluster test for 8
primary mental abilities
• did not agree with the g factor
Contemporary Intelligence Theories (423)
• Gardner (1983)
• Scarr (1989)
• Sternberg (1985)
Howard Gardner (424)
•
•
•
•
•
•
•
•
•
•
develops the Multiple Intelligences Theory
supports Thurstone
verbal
math
music
spatial
movement
understanding ourselves
understanding others
understanding our natural environment
Sandra Scarr (425)
• says the intelligences correlate and
believes in a g factor
Robert Sternberg (425)
•
•
•
•
Says there are 3 aspects of intelligence
analytical (academic)
creative (adapting)
practical (everyday tasks)
Savant Syndrome (424)
• People with one exceptional ability and
otherwise low intelligence
• Ex. Kim Peek (Rain Man) depends on his
father for daily needs yet knows more than
7600 books by heart and all US area codes,
zip codes and tv stations
• 3 minute clip on savant
http://www.youtube.com/watch?v=YuhTFsiEcMU
Emotional Intelligence (426)
• Cantor and Kilstrom (1987) - social
intelligence
• Salovey and Mayer (1990) - emotional
intelligence
•
self-awareness
•
perceive your emotions
•
manage your emotions
•
have empathy and read other's emotions
•
delay gratification
Emotional Intelligence (426)
• Salovey and Caruso (2000)
• Multifactor Emotional Intelligence Scale
assesses one's emotional intelligence by
measuring ability to:
• 1. perceive emotion,
• 2. understand emotions
• 3. regulation emotions
• Note that Gardner says that it is taking "intelligence" too far to
talk about emotional and moral intelligences
Intelligence and Creativity (427)
• Creativity - novel and
valuable ideas
• related to intelligence
on a general level but
exceptionally creative
people score no higher
than average on
intelligence tests.
Intelligence and Creativity (427)
Sternberg (1988) - 5 Components of Creativity
1. Expertise
2. Imaginative Thinking Skills - see things in new ways
3. Venturesome Personality - ambiguity/risk/persistent
4. Intrinsic Motivation - challenged by the work itself
5. Creative Environment - mentors//time/money
Is Intelligence Neurologically Measurable? (429)
• +.15 correlation b/t head size
and IQ score
• +.44 correlation b/t head
volume (MRI) and IQ score
• genes? nutrition??
environment stimulation???
• autopsies show that higher
educated people have 17%
more synapses (chicken/egg question)
• Plasticity - Einstein's brain
was the same size but 15%
larger in the parietal lobe's
lower region - the math and
spatial relations area
Brain Function and Intelligence (430)
• During IQ tests your left frontal lobe is
active for the verbal questions and both
sides of the frontal lobe are active for
spatial questions.
Brain Function and Intelligence (430)
• Processing Speed
• Intelligent people appear to process
more quickly.
• Earl Hunt (1983) found that verbal
intelligence scores are predictable from
the speed with which people retrieve
information from memory
Brain Function and Intelligence (430)
• Perceptual Speed
• those who perceive quickly tend to
score higher on IQ tests - especially
tests of perception rather than verbal
problem solving
• +.4 to +.5 correlation between IQ and
perceptual speed
Brain Function and Intelligence (430)
• Neurological Speed
• fast reactions on simple tasks/how
quickly the brain registers a simple
stimulus
• people with higher IQ have greater
speed
Assessing Intelligence (432)
Modern Tests of Mental Abilities
1. Aptitude Test - predicts future performance or
future ability to learn a new skill - ex. college
entrance exam
2. Achievement Test - assesses whether you
have learned something taught to you - ex.
AP Psychology test
Assessing Intelligence (432)
Weschsler Adult Intelligence Scale (WAIS)
• most common intelligence test with verbal
and performance parts
• gives an overall score, a verbal score and a
performance score
• a big difference between verbal and
performance might indicate ???
WISC - Weschler Intelligence Scale for Children
Principles of Test Construction (434)
A good test must be:
• Standardized
• Reliable
• Valid
Standardized Tests
• my score is compared with a pretested
standardized (randomly selected) group
• results typically form a normal distribution - a
bell curve - see figure 11.3
• tests are restandardized with new
representative sample test takers to keep the
test up to date - (3rd ed of the WAIS
restandardized in 1996)
Reliability
Reliability ---• results are consistent
– 2 halves of a test
– retest
– alternate form of the test
Validity
• test measures or predicts what it is
supposed to
– Content Validity
– Predictive Validity (AKA Criterion-related
validity)
Content Validity (436)
• a driving test tests
my ability to drive
not to recite road
rules
• a road rule test tests
my ability to repeat
road rules
Predictive Validity (436)
• (aka Criterion-related Validity)
• test is evaluated by how well it agrees with
some criterion - for example the criterion may
be performance of future achievement - after
I take the test the question then becomes did I actually achieve as the test predicted I
would?
General Aptitude Tests
• General Aptitude tests are have more
reliability than predictive validity. Their
predictive validity is strongest in earlier
grades and get weaker for 1st year
college (SAT Tests) and even weaker
for graduate school grades (GRE Test).
General Aptitude Tests
• Why???? - because the GRE has a
narrowing of range of test takers therefor the
test is less predictive.
• The football example makes sense - weight
correlates less with football success when
comparing 260 to 300 pounders as opposed
to comparing all players. The narrower the
range of weight the lower the predictive
power of weight becomes.
Flynn Effect (435)
• College aptitude test scores are dropping yet
IQ test scores are increasing
• Why?????
• a more diverse group is now taking the
college aptitude test but the WAIS test group
has always been diverse and representative and these diverse people are now more
literate and educated. So, the performance
on the more complex college aptitude test
goes down while performance on the more
basic WAIS rises.
Dynamics of Intelligence (437)
• Is IQ stable or does
it change??????
• Do some infant
characteristics
predict future IQ?
• Picture is of the Fagan test
Dynamics of Intelligence (437)
Fagen, Bornstein, Columbo found that 2
to 7 month olds who quickly grow bored
with a picture and prefer a new picture
will, at 11 years of age, score higher on
brain speed and IQ tests. This test
would best predict very high or very low
IQ scores.
Dynamics of Intelligence (437)
• IQ tests taken by children under 3 have very
low predictability of future IQ. Tests taken
after 4 yrs are much more predictive. Tests
given in kindergarten begin to predict later
school achievement.
• High scoring teens tend to be early readers.
• By about 7, your IQ score stabilizes
• Score on SAT verbal tests correlate +.86 with
verbal GRE tests taken 4 years later
• Aptitude scores also remain stable
Dynamics of Intelligence (437)
• Dreary (2000)
• 1932 Scotland tests IQ of all 11 yr olds.
67 years later, 100 of them were
retested. Scores correlated +.73. The
higher child IQ's were also less likely to
develop late-onset Alzheimer's disease.
Dynamics of Intelligence (437)
• Snowdon (1996)
• Study of 93 nuns found that those
showing lower verbal ability in written
essays when they entered the convent
were more at risk for Alzheimer's after
the age of 75.
Extremes of Intelligence (438)
Mental Retardation - IQ of below 70
AND difficulty adapting to normal
demands of independent living. (1% of
pop)
• Down's Syndrome - physical cause extra chromosome
Extremes of Intelligence
• Mild Retardation - 50 - 70 - gr 6 level independent with assistance
• Moderate Retardation - 35 - 49 - gr 2 level sheltered living/work
• Severe Retardation - 20 - 34 - can talk simple tasks - not vocationally trainable
• Profound Retardation - below 20 - needs
constant care
Care Where?
• Care Where?
• up to mid-1800's - at
home
• to mid-1900's residential schools
•
Picture of Weyburn Mental
Institution
• 1960's onward - back at
home - integrated
schooling
The High Extreme (439)
• In 1921 Terman studies 1500 students
with IQs over 135 and finds them welladjusted, healthy and academically
successful as a norm.
Tracking (440)
• separating gifted children and teaching them
separately.
• For??? teach faster /like-minded friends
• Against???? tracked students don't end up
with significantly higher grades than similar
untracked students / lowers self-esteem /
creates self-fulfilling prophecies
Genetic/Environmental
Influences on Intelligence (441)
• twin and
environment studies
show that nature
and nuture
contribute to
individual
differences in IQ
Genetic Influences (442)
• identical twins with the same rearing have
almost identical IQ scores
• identical twins reared separately still have
almost identical IQ scores - leads to
conclusion that 70% of IQ is because of
genes
• 1/3rd of high IQ children carry the same gene
on chromosome 6 but only 1/6 of average IQ
children carry this gene
• With age, genetics becomes more important
and adopted adults' IQ are more similar to
their biological parents.
Heritability (443)
• The heritability of intelligence - the variation in
intelligence test scores attributable to genes is about 50%.
• This does NOT mean that your genes are
responsible for 50 % of YOUR intelligence
and your environment the other 50%.
• IT MEANS that we can attribute to heredity
50% of the VARIATION IN INTELLIGENCE
within a group of people.
Genes and Environment (442)
• Genes and environment
correlate - a genetic
math ability leads to
students staying in
school and taking more
math classes!!!!!
• A small genetic
advantage can be
SOCIALLY
MULTIPLIED into big
advantages.
Environmental Influences (444)
• Early Intervention Effects
• Hunt's (1982) orphanage experiment orphans not sitting by 2 nor talking by 4. Hunt
trains the caregivers to be responsive and to
play vocal games with the infants. By 22
months, these orphans can name 50 objects.
• BAD NEWS - malnutrition, sensory
deprivation and social isolation retard normal
brain development
Environmental Influences
• BAD NEWS - enriched environments v.
normal environments don't seem to matter to
brain development.
• BAD NEWS - Programs for disadvantaged
children have limited benefits on school
readiness but not huge later benefits.
(Maybe a rise in self esteem and emotional
intelligence claims the program founders.)
Schooling Effects (445)
• IQ up during school year and drops over
summer
• IQ drops when students quit school
• Flynn Effect - IQs are rising - is this partly
because we are now in school for more years
• if children are the same age but in different
grades, the kid in the higher grade will have a
higher IQ score
• older kids in the same grade as younger kids
will have higher IQ scores.
Group Differences in IQ Scores (446)
• racial groups differ in their average IQ's.
White bell curve average is 100. Black bell
curve average is 85. BUT, group differences
provide little basis for judging INDIVIDUALS
within each group.
• high IQ people are more likely to have higher
education and income.
• hearing outscore the deaf
• Individual differences in IQ is substantially
genetic. Group differences in IQ is more
environmental
Are Racial Gaps Environmental (447)
• individual genetic differences within a race
are much greater than genetic differences
between races.
• whites have greater aptitude test score
increases than blacks in grades 8 - 12
• at college, blacks out-perform whites on
aptitude score increases
• WHY? - high schools vary more than colleges
do
Gender Similarities/Differences (448)
• although M and G IQs are equivalent, males
are more likely than females to overestimate
their IQs and both genders with rate their
male family members as having higher IQs
than the females.
• Females - better spellers, verbal, sensitive to
touch, taste, odor,location of objects
• Males - more reading difficulty, outnumber
girls 13 to 1 at the high extreme of the math
SAT scores, spatial relations
Emotion-Detecting Ability (449)
• Rosenthal and Hall
(1979) - found women
to be better at reading
emotions/facial
expressions
• evolution explanation? women could read
infant's faces and
would-be lovers faces culture then encourages
women/s empathy skills
Question of Bias (450)
• IQs differ between groups, therefore, are the
IQ tests biased?
• The answer to this question depends on your
definition of bias.
• The YES answer - The IQ test detects innate differences in IQ
but also differences caused by cultural experiences. So, the
tests are biased. (cup and saucer argument). The counter to
this argument is that groups differ on their non-verbal scores as
well (counting digits backwards)
• The NO answer is based on predictive validity - SAT tests or IQ
tests have the same predictive validity for Blacks and Whites
and for rich and poor. (A 95 IQ predicts a C average in college
regardless of race).
Stereotype Threat (451)
• If a group feels threatened or inadequate
while taking a test, its score will be lower than
it ought to be
• Ex - blacks verbal aptitude scores are lower
when they test under conditions designed to
make them feel inferior.
• Ex - women score higher on math scores if
men are not present during the testing.
Disidentifying
• when students who are told they won't
do well and then don't do well in school
detach their self-esteem from school
(and attach their self-esteem to
something else)
Discrimination (451)
• Are intelligence tests discriminatory? YES
and NO
• YES - the purpose of the test is to
discriminate - to distinguish among
individuals.
• NO - the test can reduce discrimination by
reducing reliance on subjective criteria for
school/jobs such as money/who you know
and making school admission or job
placement based on objective criteria like
your IQ score
Final Thoughts (452)
• Binet's IQ test enabled schools to recognize
who might benefit from early intervention.
• Binet feared that the test might be
misinterpreted as a literal measure of a
peron's worth and fixed potential.
• IQ scores reflect only one aspect of personal
competence. Our practical intelligence and
emotional intelligence matter too