Pages 204 - 222
Your next Quiz #5
The capacity to learn from experience, solve
problems, and adapt to a changing environment
Intelligence
•We often associate it with;
Academic Success
Achievement on the Job
Socially appropriate behavior
•It can not be seen - touched - or physically measured
•It is subject to various interpretations
Intelligence Theorists Research Activity
Investigate the contributions of one intelligence
theorist by visiting the following website:
http://www.indiana.edu/~intell/map.shtml
On a note card (provided), summarize the
contribution(s) to intelligence by that theorist and be
prepared to share it with the class.
1
SPEARMAN
G - Factor
S - Factor
General Abilities
Broad based reasoning and
problem-solving skills
Specific Abilities
Superior capabilities in some areas
“Jack of all trades, master of ONE!”
Article: Scientists pinpoint intelligence zone in the brain
Extension Activity 11 – handout
Answer each question to the best of your
ability.
Next, tell me which intelligence ability you
believe L. Thurstone (intelligence theorist) was
trying to test when asking that question. A
synopsis will appear on the next slide to help
you determine this.
L. Thurstone’s Primary Mental
Abilities
1. Visual & Spatial – visualizing forms and spatial relations
2. Perceptual Speed – grasping perceptual details rapidly,
perceiving similarities and differences between stimuli
3. Numerical – computing numbers
4. Verbal Meaning – knowing the meanings of words
5. Memory – recalling information (words, sentences, etc.)
6. Word Fluency – thinking of words quickly (rhyming,
doing crossword puzzles, etc.)
7. Deductive Reasoning – deriving examples from general
rules
8. Inductive Reasoning – deriving general rules from
examples
THURSTONE
Deductive
Reasoning
Visual/Spatial
Perceptual
Speed
Numerical
Ability
8 PMAs
Inductive
Reasoning
Word
Fluency
Memory
Verbal
Meaning
Twelve (12) members of a company were
present at a board meeting. Each
member shook hands with all of the
other members before & after the
meeting. How many handshakes were
there?
Who is the Smartest?
•
•
•
•
•
Gregg Cox
Venus Williams
Bill Gates
Steve Lu
Midori
HOWARD GARDNER
Existential
Bodily Kinesthetic
Naturalist
Interpersonal
Visual/Spatial
MULTIPLE
INTELLIGENCES
Intrapersonal
Logical/Math
Musical
Verbal/Linguistic
HOWARD GARDNER – MULTIPLE INTELLIGENCES
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Existential (“philosophically smart”)
GARDNER ASKS HOW YOU ARE INTELLIGENT,
NOT HOW INTELLIGENT YOU ARE!
PIECES ON A BOARD
What letter completes this set?
2k 2q 16p 4r 4b 4?
GUILFORD
Operations
SOI
Units
Evaluation
Convergent
Thinking
Divergent
Thinking
Memorization
Cognition
Products
Contents
Classes
Figures
Symbols
Words
Behaviors
Relations
Systems
Transformations
Implications
JENSEN
Level I
Level II
Associative
Abilities
Conceptual
Abilities
Rote
Learning
Memorization
Logical
Reasoning
ProblemSolving
Verbal
Abilities
Ability to accomplish every day tasks
FIGURE 9.1 According to Sternberg, intelligence
has three parts: the analytic part that enables us to
solve problems, the creative part that allows us to deal
with new situations, and the practical part that makes
it possible for us to perform everyday tasks. We often
use more than one of these parts simultaneously.
STERNBERG
TRIARCHIC
MODEL
Contextual
Experiential
Componential
KnowledgeAcquisition
Metacomponents
Performance
STERNBERG
1. The COMPONENTIAL sub theory which outlines the
structures and mechanisms that underlie intelligent behavior
categorized as metacognitive, performance, or knowledge
acquisition components
2. The EXPERIENTIAL sub theory that proposes intelligent
behavior be interpreted along a continuum of experience from
novel to highly familiar tasks/situations
3. The CONTEXTUAL sub theory which specifies that intelligent
behavior is defined by the sociocultural context in which it takes
place and involves adaptation to the environment, selection of
better environments, and shaping of the present environment.
GOLEMAN
PAGE 209-210
1. SELF AWARENESS
2. MOOD MANAGEMENT
3. SELF-MOTIVATION
4. IMPULSE CONTROL
5. PEOPLE SKILLS
Daniel Goleman reading packet
Marshmallow
http://www.youtube.com/watch?v=lgCL3GnmIfY&feature=related
Walter Mischel – Self Control
http://www.youtube.com/watch?v=4CYr4FgMYGI
The Marshmallow Experiment & Time
http://www.youtube.com/watch?v=xNvvL9j_SIs&feature=related
Emotional turned Social Intelligence
http://www.youtube.com/watch?v=nZskNGdP_zM
Daniel Goleman - EQ
1. List 3 characteristics of a person high in
emotional intelligence.
2. What does the author mean by ‘the emotional
brain hijacks the thinking brain”?
3. How does the amygdala act as a “recorder”?
4. Name 3 areas of your life that a strong EQ will
aid you.
5. What is the Marshmallow test? Do you think
the findings of the test make the test reliable?
Is this test valid?
6. According to the article, what are the best ways
to aid your child’s EQ?
7. Can your EQ change? Why or Why not?
Measurement of Intelligence
Section 2
SBIS - Stanford-Binet Intelligence Scale
Alfred Binet first introduces his test and Lewis Terman adapts it into what it is now (StanfordBinet Intelligence Scale)
IQ = MA/CA x 100
IQ = Intelligence Quotient (William Stern)
MA = Mental Age
CA = Chronological Age
Information
WECHSLER
Digit Symbol
Comprehension
WAIS-R
Picture
Completion
Arithmetic
Verbal
Subtests
Similarities
Digit
Span
Vocabulary
Block
Design
Picture
Arrangement
Object
Assembly
Aptitude – predict ability to learn
Achievement – reflect on what’s been learned
Intelligence Tests MUST BE:
Standardized – defining meaningful scores by comparison with the
performance of a pretested group
Reliable - consistency (must yield similar results on different testing
occasions)
Valid - the degree to which a test measures what it is supposed to
measure
Wechsler scales
Finally, what is Deviation IQ?
How is it different from the Stanford-Binet scale?
Readings:
• “LCP-enriched Formula Milk…”
• “Another Study Shows Omega-3s…”
Report: Benefits of Seafood Outweigh Risks (October 17, 2006) ·
http://www.npr.org/templates/story/story.php?storyId=6283446
(timing 3:19)
Getting Brain Food Straight from the Source
http://www.npr.org/templates/story/story.php?storyId=15823852
(time 8:54)
1. What are the criteria for mental retardation?
2. What are the levels of mental retardation?
3. What are some of the Biological causes of retardation?
4. Where do those with Down Syndrome fit into the
Mental Retardation picture?
5. What is Cultural Familial retardation?
1.What are the criteria for mental retardation?
By definition, to have the label Mental Retardation, the person
must have an IQ below 70, and impairments in adaptive
functioning in at least two of the following areas: communication,
self-care, home living, social/interpersonal skills, use of
community resources, self-direction, functional academic skills,
work, leisure, health, and safety.
LEVELS OF MENTAL RETARDATION
IQ SCORE
LEVEL OF MENTAL RETARDATION
50-70
Mild Mental Retardation
35-49
Moderate Mental Retardation
20-34
Severe Mental Retardation
Below 20
Profound Mental Retardation
Mild Mental Retardation
IQ scores from 50 to 75
Includes about 85 percent of the mentally retarded population
Individuals in this group can often live on their own with community support.
Moderate Mental Retardation
IQ scores between 35 and 50
Includes about 10 percent of the mentally retarded population
Individuals in this group can often lead relatively normal lives provided they receive some level
of supervision. Such individuals often live in group homes with other mentally retarded people.
Severe Mental Retardation
IQ scores between 20 and 35
Includes about 3 percent to 4 percent of the mentally retarded population
Individuals in this category can often master the most basic skills of living, such as cleaning and
dressing themselves. They often live in group homes.
Profound Mental Retardation
IQ scores of less than 20
Includes about 1 percent to 2 percent of the mentally retarded population
Individuals at this level can often develop basic communication and self-care skills. They often
have other mental disorders.
CAUSES OF MENTAL RETARDATION
Reading - SOURCE: http://www.dpw.state.pa.us/ServicesPrograms/MentalRetardation/
Mental retardation can be caused by any condition which impairs
development of the brain. Several hundred causes have been
discovered, but in about one-third of the people affected, the cause
remains unknown. The three major known causes of mental
retardation are Down Syndrome, Fetal Alcohol Syndrome and
Fragile X Syndrome.
•Genetic conditions
•Problems during pregnancy
•Problems after birth
•Other contributors
PKU (Phenylketonuria)
DESCRIPTION
Inability of body to metabolize (process and use) a specific protein.
Mental retardation can result
CAUSES
Hereditary. Carried on recessive gene.
DETECTION
Newborn can be tested for condition (required by law in some states.)
TREATMENT
If diagnosed early, a special diet can reduce or prevent brain damage.
No known cure
Phenylalanine
Phenylalanine is an amino acid that is one of the two components present in Aspartame.
All products sweetened with Aspartame (also known by the brand name NutraSweet)
carry a statement on the label to alert those individuals who must restrict their intake of
phenylalanine. The statement reads "Phenylketonurics: Contains Phenylalanine."
Phenylketonurics are people with a rare genetic disorder (it affects approximately 1 out
of every 15,000 babies born). It is characterized by a marked inability to metabolize the
amino acid phenylalanine. People with this disease become ill if they eat foods that
contain phenylalanine. For the rest of the population it is completely safe.
A test at birth determines whether or not this genetic disease is present, and individuals
are placed on special diets which restrict phenylalanine intake.
An eight-ounce glass of milk has more than 4 1/2 times as much phenylalanine as a 12ounce Diet Pepsi.
http://www.pepsi.com/help/faqs/faq.php?category=product_info&page=ingredients
Congenital Heart
DESCRIPTION
Disease
Structural defect affecting the heart’s ability to circulate blood.
May be minor or severe. (Congenital means present at birth)
CAUSES
Hereditary and/or environmental; often unknown
DETECTION
Examination at birth or later
TREATMENT
Surgery or medication
Down Syndrome
DESCRIPTION
A group of associated defects including mental retardation, delayed
development, heart defects (in some cases), and other characteristics
CAUSES
Chromosomal error. For reasons not yet understood, there is an
extra chromosome 21.
DETECTION
Analysis of the chromosomes. Amniocentesis or chorionic villi
sampling can detect the syndrome before birth
TREATMENT
Special therapy and schooling, corrective surgery *
DOWN SYNDROME FACT
SHEET
Named after John Langdon Down, the first physician to identify the
syndrome, Down syndrome is the most frequent genetic cause of
mild to moderate mental retardation and associated medical problems
and occurs in one out of 800 live births, in all races and economic
groups. Down syndrome is a chromosomal disorder caused by an
error in cell division that results in the presence of an additional third
chromosome 21 or "trisomy 21."
Down Syndrome occurs when the fertilized egg contains extra
material from chromosome number 21, this results in Down
syndrome.
RELATIONSHIP OF DOWN SYNDROME INCIDENCE TO
MOTHERS' AGE
Under 30 Less than 1 in 1,000
30 1 in 900
35 1 in 400
36 1 in 300
37 1 in 230
38 1 in 180
39 1 in 135
40 1 in 105
42 1 in 60
44 1 in 35
46 1 in 20
48 1 in 16
49 1 in 12
Source: Hook, E.G., Lindsjo, A. Down Syndrome in Live Births by Single Year Maternal Age.
DIAGNOSTIC TESTS FOR DOWN SYNDROME
AMNIOCENTESIS
The removal and analysis of a small sample of fetal cells from the amniotic fluid.
Cannot be done until the 14-18th week of pregnancy
Lower risk of miscarriage than chorionic villus sampling
CHORIONIC VILLUS SAMPLING (CVS)
Extraction of a tiny amount of fetal tissue at 9 to 11 weeks of pregnancy
The tissue is tested for the presence of extra material from chromosome 21
Carries a 1-2% risk of miscarriage
PERCUTANEOUS UMBILICAL BLOOD SAMPLING (PUBS)
Most accurate method used to confirm the results of CVS or amniocentesis.
The tissue is tested for the presence of extra material from chromosome 21
PUBS cannot be done until the 18-22nd week
Carries the greatest risk of miscarriage
•slanting, almond-shaped eyes •short neck
•protruding tongue
•IQ 30-50
•small open mouth
•slow to sit, walk, and talk
•small skull
•usually docile, easily managed
•flat bridge on nose
•congenital heart defects
•flat face
•leukemia
•small ears
•acute/chronic infections
 NO KNOWN CURE
 Amino acid supplements and a drug known as Piracetam. Piracetam is
a psychoactive drug that some believe may improve cognitive function.
 Surgery to correct heart defects/abnormalities/features
(readings)(video)
 Specialize care, support groups for families
1. What are the criteria for mental retardation?
2. What are the levels of mental retardation?
3. What are some of the Biological causes of
retardation?
4. Where do those with Down Syndrome fit into the
Mental Retardation picture?
5. What is Cultural Familial retardation?
Also associated
with Mental
Retardation is
AUTISM. So,
what is it?
Forms of Autism:
The term "PDD" is widely used by professionals to refer to children with
autism and related disorders; however, there is a great deal of
disagreement and confusion among professionals concerning the PDD
label. Diagnosis of PDD, Autism, or any other developmental disability,
is based upon the Diagnostic and Statistical Manual of Mental Disorders
- Fourth Edition (DSM-IV), published by the American Psychiatric
Association, Washington D.C., 1994, the main diagnostic reference of
Mental Health professionals in the United States of America.
According to the DSM-IV, the term "PDD" is not a specific diagnosis,
but an umbrella term under which the following specific diagnoses are
defined:
Autistic Disorder
Rett's Disorder
Childhood Disintegrative Disorder
Asperger's Disorder
Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS).
Autism is a developmental disability that typically
appears during the first three years of life. The
result of a neurological disorder that affects
functioning of the brain, Autism and its associated
behaviors have been estimated to occur in as many
as 1 in 250 individuals.
Autism is four times more prevalent in boys
than girls and knows no racial, ethnic or social
boundaries. Family income, lifestyle and
educational levels do not affect the chance of
Autism’s occurrence.
Autism impacts the normal development of the brain in
the areas of social interactions and communication and
communication skills. Children and adults with Autism
typically have difficulties in verbal and non-verbal
communication, social interactions and leisure or play
activities. The disorder makes it hard for them to
communicate with others and relate to the outside world.
They may exhibit repeated body movements (hand
flapping, rocking), unusual responses to people or
attachments to objects and resist any changes in
routines. In some cases, aggressive and/or self-injurious
behavior may be present.
Approximately 1.5 million people in the U.S. today
have some form of Autism. Its prevalence rate now
places it as the third most common developmental
disability – more common than Down’s syndrome.
http://www.autism-society.org/site/PageServer?pagename=Autism_Facts
IS AUTISM DIFFERENT FROM MENTAL
RETARDATION?
Yes. Autism and mental retardation often coexist. It is estimated that between 75% and 80% of
people with Autism also exhibit some degree of
functional retardation though they may have peaks
and valleys of strengths and weaknesses. This
distinguishes them from individuals with mental
retardation who generally have a consistent
developmental level in most of their personal skills
and traits. As well, the severe impairments in social
interaction and communication characteristic of
Autism require specific and specialized programs and
supports.
Autism Study Lends Credence to 'Fever Effect' (time 4:07)
http://www.npr.org/templates/story/story.php?storyId=16956039
Defending Vaccines: Actress Dispels Link To Autism
December 11, 2008 (time 4:41)
http://www.npr.org/templates/story/story.php?storyId=97940354
Meet George Finn!
1999 - 60 Minutes video
clip
http://www.youtube.com/watch?v=q9eVqoRctkk
Read Selected Articles about Autism!
• ROW 1: Signs of Autism & Asperger’s;
Snapshots from the Autistic Brain
• ROW 2: Myself
• ROW 3: My Brother
• ROW 4: My Son
• ROW 5: The Geek Syndrome
Cultural Familial Retardation
“NELL” = Jodie Foster & Liam Neeson
GIFTEDNESS
A term used to describe
children with IQ scores
above 130 and children
with outstanding talents
for performing at much
higher levels than others
of the same age and
background.
Child Prodigy, Six
Years Old
http://www.youtube.co
m/watch?v=RKXg92at
WVg
The ability to generate novel solutions to problems.
Intelligence & Creativity
•Intelligence and Creativity sometimes, but not
always, go hand in hand
•High Intelligence is no guarantee for high Creativity
•Intelligence questions are usually aimed at
convergent thinkers
The Creative Person Is ...
•A DESIGNER
•A LOGICAL PROBLEM-SOLVER
•A HABIT BREAKER
•A CONSTRUCTIVELY DISCONTENTED PERSON
•A DIVERGENT- CONVERGENT THINKER
•INNOVATIVE
•UNPREDICTABLE
•A FEARLESS ADVENTURER
•A WHOLE PERSON
•A PERSON WHO ENJOYS BEING OFF CENTER
•A LOVABLE JERK
Everyone seems to be waiting until they know it all;
until they are the world “experts” before they can speak
up or act up to a situation. Yet no one ever seems to
become that world “expert.” Therefore, we are kept
from creativity by our own pride, fear, jealousy and
competitiveness. Creativity is blocked by...
FEAR of making mistakes
FEAR of being seen as a fool
FEAR of being criticized
FEAR of being misused or “taken advantage of”
FEAR of being “alone” (a man with an idea is
automatically a minority of one)
FEAR of disturbing traditions and of making changes
FEAR of being associated with taboos
FEAR of losing the security of habit
FEAR of losing the love of the group
FEAR of being an individual
Being afraid is both natural and normal. It would be a
mistake to think we could eliminate it altogether, nor would
we want to. FEAR is simply the reluctance and anxiety to
deal with the unexpected or the result or lack of
preparation to deal with the expected. But FEAR deters
progress toward creativity through misdirecting our energy
and by restraining us from the action necessary to its
development.
The Universal Traveler by Don Koberg & Jim Bagnall. (Wm. Kaufmann, Inc. Los Altos,
CA, 1974)
Determinants of Intelligence
1. What factors determine intelligence?
2. Who’s studies have been critical in the efforts to understand which factors make
up a person’s intelligence or personality traits?
3. According to the text, who has the highest correlation in IQ scores?
a.
Is your IQ closer to your parents or brothers and sisters?
4. Discuss the effect of natural parents as opposed to adopted parents
and their effect on IQ.
This is a Test
O
O
O
O
O
O
O
O
O
•Connect all nine dots
•Use only four straight lines
•Do not retrace your lines
•Do not lift your pen/pencil
This puzzle consists of placing all
the numbers between 1 and 11 at
the end of the lines and one of the
numbers in the circle that will make
every three numbers in every row
add up to eighteen
Eight soldiers need to cross a river, but the
only way to get across is in a small boat in
which two children are playing. The boat can
carry, at most, two children or one soldier.
How do the soldiers get across?
The Remote Associates Test
charming
food
hearted
dark
Canadian
tug
attorney
arm
type
student
catcher
feet
shot
golf
gravy
self
coal
ghost
valiant
hot
bitter
sun
sandwich
show
spending
peach
story
prince
dog
cold
glasses
club
boat
defense
pit
writer
Want another problem?
Take away 3 lines and leave only 2 triangles
1. Article: “Study: Sleep Essential for Creativity”
2. Article: “Creativity – What Is It? Where’s It From?”
3. Article: “Helping Children to Play May Stunt Creativity”
4. Article: “Cashing In On Creativity At Work”