Unit 9: Personality & Intelligence
Lesson 4: Measuring Intelligence
Lesson Essential Questions
• What is intelligence
Lesson Vocab (make vocab card for each term):
• Intelligence Quotient (IQ)
• Lewis Terman
• David Wechsler
• Alfred Binet
• Standardization
• Flynn Effect
• Reliability
• Validity (predictive validity & content validity)
• Normal curve for IQ
• Gifted
• Cognitively disabled
• Cultural bias in testing
• eugenics
• DAILY COMMENTARY:
1.
List and describe:
– Gardner’s multiple intelligences
– Sternberg’s breakdown of intelligence
categories
2.
In intelligence testing, what is the
purpose of “standardization?”
3.
What’s the difference between
tests like the ACT or SAT and the AP
Psychology exam?
BY TOMORROW:
1. Develop draft of your Personality Analysis (DUE
THURSDAY)
2. Do your reading for THURSDAY’S socratic
seminar & complete graphic organizers
3. Complete the: Get Smart module on PsychSim5
Unit 9: Personality & Intelligence
Lesson Measuring Intelligence
•
LESSON GOAL: After this lesson, you
should be able to:
DEADLINES & HOMEWORK:
•
www.mrggpsychology.weebly.com
•
Performance Task Deadlines:
– assess the validity and value of intelligence
testing and standardized tests in
schoolsREQUIRED READINGS THIS UNIT:
REQUIRED READING:
• Myers 431-442
• Griggs 202-211
• Students are assigned TWO of the
articles below:
– Cowley, Geoffrey. Testing the Science of
Intelligence
– Gibbs, Nancy. The EQ Factor
– Paul, Annie Murphy: “How to Be Brilliant.”
– Cohen, Patricia. Charting Creativity:
Signposts of a Hazy Territory.”
– Strauch, Barbara. “How to Train the Aging
Brain.”
–
Lesson 1: Conduct a personality analysis of a well-
known celebrity or politician of your choice. Your
analysis must be conducted from TWO different
approaches to personality study. Choose two options
between: Psychoanalysis, Humanistic Psych, socialcognitive, or trait theory)
•
Unit 9 Vocab Quizzes:
–
–
•
Lessons 1 & 2: March 24th
Lessons 3 & 4 (Intelligence): March 26th
SPRING BREAK WORK:
–
Complete assigned readings & review packet for
Emotion, Stress, & Health
Make a 3 Column K-W-L Charts
1. In the first column, write what you know (or
think you know) about intelligence
2. In the second column, write what you WANT
to know (any questions you have) about
intelligence and how we measure it.
3. At the end of class, write what you learned in
the third column.
Is Intelligence Neurologically
Measurable?
Recent Studies indicate some correlation (about +.40) between
brain size and intelligence. As brain size decreases with age,
scores on verbal intelligence tests also decrease.
Gray matter concentration in people with high intelligence.
5
Brain Function
Studies of brain functions show that people who score high on
intelligence tests perceive stimuli faster, retrieve information from
memory quicker, and show faster brain response times.
People with higher intelligence respond correctly and quickly to
the above question.
6
Alfred Binet
Alfred Binet and his colleague
Théodore Simon practiced a
more modern form of
intelligence testing by
developing questions that
would predict children’s future
progress in the Paris school
system.
7
Lewis Terman
In the US, Lewis Terman
adapted Binet’s test for
American school children
and named the test the
Stanford-Binet Test. The
following is the formula of
Intelligence Quotient (IQ),
introduced by William
Stern:
8
Aptitude and Achievement Tests
Aptitude tests are intended to predict your ability to learn a new skill and achievement
tests are intended to reflect what you have already learned.
9
Quick Write
• Give an example of an aptitude test you have
taken and an example of an achievement test
you have taken.
– What type of intelligence is required for each test?
David Wechsler
Wechsler developed the Wechsler Adult
Intelligence Scale (WAIS) and later the
Wechsler Intelligence Scale for Children
(WISC), an intelligence test for
preschoolers.
11
WAIS
WAIS measures overall intelligence and 11 other aspects
related to intelligence that are designed to assess clinical and
educational problems.
12
Quick Write
• How did Wechsler modify and improve the IQ
tests designed by Stanford & Binet?
Normal Curve
Standardized tests establish a normal distribution of scores on a tested population in
a bell-shaped pattern called the normal curve.
• Individuals with IQs above 130 are gifted and may be considered “genius”
• Individuals with IQs below 70 are considered “cognitively disabled”
14
Flynn Effect
In the past 60 years, intelligence scores have risen steadily by an
average of 27 points. This phenomenon is known as the Flynn
effect.
• Flynn suggests this is because we are getting used to taking
the tests, not because we are “smarter” than our
grandparents
15
Sample IQ test
• Do this at home, not in class:
– http://www.free-iqtest.net/score.asp
– I (Mr. G-G) got a 136 the last time I did this…am I a
genius?
• Probably not. I’ve taken the same 2-3 times. According to
the _________ effect, I likely got better at taking the test.
• (136 is still pretty darned good though, even with the Flynn
effect – this is likely to increase my self efficacy, which folks
like Rogers say is important to my mental health)
Principles of Test Construction
For a psychological test to be acceptable it
must fulfill the following three criteria:
1. Standardization
2. Reliability
3. Validity
17
Standardization
Standardizing a test involves administering
the test to a representative sample of
future test takers in order to establish a
basis for meaningful comparison.
18
Reliability
A test is reliable when it yields consistent results. To
establish reliability researchers establish different
procedures:
1.
2.
3.
Split-half Reliability: Dividing the test into two equal
halves and assessing how consistent the scores are.
Reliability using different tests: Using different forms of
the test to measure consistency between them.
Test-Retest Reliability: Using the same test on two
occasions to measure consistency.
19
Validity
Reliability of a test does not ensure validity. Validity of a
test refers to what the test is supposed to measure or
predict.
1. Content Validity: Refers to the extent a test
measures a particular behavior or trait.
2. Predictive Validity: Refers to the function of a
test in predicting a particular behavior or trait.
20
Stability or Change?
Intelligence scores become stable after about seven
years of age. In numerous studies, stability of
intelligence scores have been determined (Angoff, 1988;
Deary et al., 2004).
21
Problems with Intelligence Tests
• They don’t measure all types of intelligence
• They don’t measure effort, commitment, or
emotional stability
The Dynamics of Intelligence
Does intelligence remain stable over a lifetime or does
it change? Are individuals on the two extremes of the
intelligence scale really that different?
23
Extremes of Intelligence
A valid intelligence test divides two groups of people
into two extremes: the mentally retarded (IQ 70) and
individuals with high intelligence (IQ 135). These two
groups are significantly different.
24
Quick Write: EXPLAIN THE DIFFERENCE
• Between the reliability & validity of a test.
– Identify the criteria required for a test to be
considered reliable, and for a test to be considered
valid.
– What is necessary in order for a test to be
“standardized?” Why is standardization necessary?
BY TOMORROW:
1. Personality Analysis (DUE THURSDAY)
2. Do your reading for THURSDAY’S socratic
seminar & complete graphic organizers
3. Complete the: Get Smart module on PsychSim5
Unit 9: Personality & Intelligence
Lesson 4: Measuring Intelligence
Lesson Essential Questions
• What is intelligence
Lesson Vocab (make vocab card for each term):
• Intelligence Quotient (IQ)
• Lewis Terman
• David Wechsler
• Alfred Binet
• Standardization
• Flynn Effect
• Reliability
• Validity (predictive validity & content validity)
• Normal curve for IQ
• Gifted
• Cognitively disabled
• Cultural bias in testing
• eugenics
• DAILY COMMENTARY:
1.
Explain the criteria for
reliability and validity of a test.
2.
What percentage of people are
within one standard deviation
of having an average IQ score
of 100?
PLEASE SUBMIT NOW:
1. CELEBRITY Personality Analysis
2. Take out completed graphic organizers on
intelligence articles
– Open shared google doc for socratic seminar and
enter your discussion questions
Unit 9: Personality & Intelligence
Lesson 4: Measuring Intelligence
•
LESSON GOAL: After this lesson, you
should be able to:
DEADLINES & HOMEWORK:
•
www.mrggpsychology.weebly.com
•
Performance Task Deadlines:
– assess the validity and value of intelligence
testing and standardized tests in
schoolsREQUIRED READINGS THIS UNIT:
REQUIRED READING:
• Myers 431-442
• Griggs 202-211
• Students are assigned TWO of the
articles below:
– Cowley, Geoffrey. Testing the Science of
Intelligence
– Gibbs, Nancy. The EQ Factor
– Paul, Annie Murphy: “How to Be Brilliant.”
– Cohen, Patricia. Charting Creativity:
Signposts of a Hazy Territory.”
– Strauch, Barbara. “How to Train the Aging
Brain.”
–
Lesson 1: Conduct a personality analysis of a well-
known celebrity or politician of your choice. Your
analysis must be conducted from TWO different
approaches to personality study. Choose two options
between: Psychoanalysis, Humanistic Psych, socialcognitive, or trait theory)
•
Unit 9 Vocab Quizzes:
–
–
•
Lessons 1 & 2: March 24th
Lessons 3 & 4 (Intelligence): March 26th
SPRING BREAK WORK:
–
Complete assigned readings & review packet for
Emotion, Stress, & Health
Early Intervention Effects
Early neglect from caregivers leads children to develop a
lack of personal control over the environment, and it
impoverishes their intelligence.
Romanian orphans with minimal
human interaction are delayed in their development.
31
Schooling Effects
Schooling is an experience that pays dividends, which is
reflected in intelligence scores. Increased schooling
correlates with higher intelligence scores.
To increase readiness for schoolwork,
projects like Head Start facilitate leaning.
32
Racial (Group) Differences
If we look at racial differences, white Americans score
higher in average intelligence than black Americans
(Avery and others, 1994). European New Zealanders
score higher than native New Zealanders (Braden, 1994).
White-Americans
Black-Americans
Average IQ = 100
Average IQ = 85
Hispanic Americans
33
Environmental Effects
Differences in intelligence among these groups are
largely environmental, as if one environment is more
fertile in developing these abilities than another.
34
Reasons Why Environment Affects
Intelligence
1.
2.
3.
4.
5.
6.
Races are remarkably alike genetically.
Race is a social category.
Asian students outperform North American students on
math achievement and aptitude tests.
Today’s better prepared populations would outperform
populations of the 1930s on intelligence tests.
White and black infants tend to score equally well on
tests predicting future intelligence.
Different ethnic groups have experienced periods of
remarkable achievement in different eras.
35
Race, Intelligence Tests, & Education
• Race Science – some intelligence tests were
originally designed to prove that blacks had a
lower natural intelligence level than whites
– Some social scientists argue out that for minorities to
succeed in a white-dominated world requires “acting”
white, and point out that refusing to do so is a form or
resistance against oppression
– Donald Glover clip:
http://www.huffingtonpost.com/2010/03/18/donaldglover-obama-is-a_n_504645.html
Race, Intelligence Tests, & Education
• Affirmative Action
– What is it?
– Bakke v. California; & Grutter v. Bollinger
– Fisher v. Texas (current case)
RESPOND: Jencks & Phillips (1998)
• “The average black child now attends school
in a district that spends as much per pupil as
the average white child’s district…studies of
mixed-race children and black children
adopted by white parents suggest, however,
that racial differences in test performance are
largely if not entirely environmental in origin.”
RESPOND: Jencks & Phillips (1998)
• “successful theories will take more account of the
factors that psychologists have traditionally
emphasized…A good explanation of why white
five-year-olds have bigger vocabularies than black
five-year olds is likely to focus on how much the
parents talk to their children, how they deal with
children’s questions, and how they react when
their children either learn or fail to learn
something, not on how much money the parents
have.”
Comment:
• “imagine the genome as a giant control board,
with thousands of switches and knobs that
turn genes off and on or tune them up and
down. And think of talent not as a thing, but
as something we do.”
– “How to Be Brilliant” by Annie Murphy Paul (2010)
Write comments:
• “two weaknesses in [this] argument become
evident. The first is the matter of where the
extreme drive and discipline that greatnesss
requires are supposed to come from. Shenk tells
us about Beethoven wrting 60 to 70 drafts of a
single phrase of music, and Ted Williams hitting
practive pitches until his hands bled. Shenk would
be the last to argue that such fierece dedication is
“inborn” or “innate” – but if it isn’t, are the rest
of us equally capable of mustering it?”
– “How to Be Brilliant” by Annie Murphy Paul (2010)
Respond in writing:
“Eugenics gave rise to laws in at least 30
states authorizing forced sterilization of the
ostensibly feeble minded and hereditarily
criminal…While blacks and American Indians were
disproporitonately victimized, intelligence testing
added many immigrants and others of “inferior
stock,” preodminantly Appalachian whites, to the
rolls of the sterilized.
“In the long run, the project of measuring
“intelligence probably did more than eugenics to
stigmatize and hold back the nonwhite.”
– Linda Gordon. “Who’s White.” New York Times March
25, 2010
Respond in Writing
• “While I.Q. tests, though controversial, are still
considered a reliable test of at least a certain kind of
intelligence, there is no equiavalent when it comes to
creativity --- no Creativity Quotient, or CQ.”
• “though intelligence and skill are generally associated
with the fast and efficient firing of neurons, subjects who
testesd high in creativity had thinner white matter
connecting axons that have the effect of slowing nerve
traffic in the brain. This slowdown in the left frontal
cortex, a region where emotional and cognitive abilities
are integrated, Dr. Jung suggested, ‘might allow for the
linkage of more disparate ideas, more novelty and
creativity.”
– Patricia Cohen. “Charting Creativity: Signposts for a Hazy
Territory.” New York Times: May 11, 2010.
Discussion Group Norms
• Respect and LISTEN TO each other’s viewpoints
– Summarize the point made by the previous speaker before you
make your point
– Balanced speaking time: give everyone a chance to participate
• Use readings to support your opinions when you speak.
– Cite the article you refer to, and bring in direct quotes for
discussion if you have one ready
• Respond to:
– Discussion prompts
– Your own discussion questions
Discussion Prompt:
• Based on your reading and our experience
with standardized tests like the SAT, are these
a good measure of intelligence? Why or why
not.
Discussion Prompt
• Research suggests that the achievement gap may
be caused by various social and psychological
issues including:
– Parenting styles
– Child development & language acquisition
• Is it the job of schools and education experts to
address these concerns?
– If so, how can this be done while still respecting the
rights of parents make choices in how they raise their
children.
– Many parents have never studied child development.
Is this a problem and how might it be addressed?
Discussion Prompt:
• Suppose you are a Dean of Admission for a
University.
– What types of intelligences would you most value
in your students? Only general intelligence? Or…
• linguistic? logical/mathematical? Musical? Spatial?
Kinesthetic? Intrapersonal? Interpersonal? naturalist?
– Would you consider emotional intelligence as a
factor in admissions?
Discussion Prompt
• A strict reading of the 14th amendment suggests
that the use of race in college admissions is
unconstitutional. Do we live in a color-blind
society? Should University admissions be “race
blind.”
– Is affirmative action a fair or unfair policy? Why?
– How do you think the Court should rule in Fisher v.
Texas?
• BEFORE YOU LEAVE, place on the center table:
– All article packets, in separate stacks based on the
artice
Finishing your KWL Charts
1. In the first column, write what you know (or
think you know) about intelligence
2. In the second column, write questions you
have about intelligence and how we measure
it.
3. At the end of class, write what you learned in
the third column.
Genetic and Environmental Influences on
Intelligence
No other topic in psychology is so passionately
followed as the one that asks the question, “Is
intelligence due to genetics or environment?”
51
Genetic Influences
Studies of twins, family members, and adopted children together support the idea that
there is a significant genetic contribution to intelligence.
52
Adoption Studies
Adopted children show a marginal correlation in verbal ability to their adopted parents.
53
Take out your intelligence test
• How long did it take you to finish?
• +5 if you finished in under 20 minutes
• +3 if you finished in under 30 minutes
Correct Answers
1. Friday
2. P Y – completes the
spelling of SILVER
ANNIVERSARY
3. 25
4. Anniversary
5. MENSA
6. B
7. B
8. B
9. TOM
10. HOUSE
11. JANE
12. 9 pm
13. b – both grow below
ground
14. e – only one that is
not an artistic work
made by humans
Correct answers
16. PARACHUTE
17. 5
18. c
19. LAND
20. C – the number of
lines goes down
opposite the stick, up
on the side with the
stick, and the stick
alternates from the
lower left to the top
right
SCORING
• 1 point for each correct
answer
• 25 – excellent Mensa
candidates
• 24-25 – will almost
surely pass the Mensa
supervised test
• 14-19 – good
candidates
• 10-13 – fair candidate
• <10 – not your day?