Psychology This Week

Monday
◦ Human intelligence
 The basics
 Memento Memory Quiz

Tuesday
◦ IQ testing
 Finish of semester materials

Wednesday
◦ Review guide

Thursday
◦ Review
Psychology Today

Intelligence
◦ What is it?
◦ What’s is the History of IQ testing
◦ Who’s who?

Memento
◦ Memory/IQ challenge
 (Memento Test)
Human Intelligence
The IQ and You
A Challenge

Find the answer that best matches the
stem pair in the analogy. SEDATIVE ::
DROWSINESS
◦
◦
◦
◦
◦
A. epidemic : contagiousness
B. vaccine : virus
C. laxative : drug
D. anesthetic : numbness
E. therapy : psychosis
Answer: D
A Challenge
Rearrange the following letters to make a
word and choose the category in which it
fits.
"FADLOFDI"

◦
◦
◦
◦
A. city
B. fruit
C. flower
D. vegetable
Answer: C “Daffodil” is a flower
A Challenge

Which one of the sets of letters below
can be arranged into a five letter English
word.
◦
◦
◦
◦
◦
A. a t r u n
B. p o d e b
C. t e c a r
D. m o h a t
E. e t l r n
Answer: C “cater”
What factors may determine how
well you answered the previous
questions?
Psychology
What is Intelligence?
 What are some modern views on
intelligence?
 What is the history of intelligence testing?
 What is an IQ?
 What are some modern day facts about
intelligence?

Defining Intelligence

Intelligence◦ Global capacity to act purposefully, think rationally,
and deal effectively with the environment
Intelligence- at the Core
General Mental Abilities (g-factor)
-Reasoning
-Problem solving
-Knowledge
-Memory
-Successful adaptation to one’s
surroundings
Howard Gardner




American Psychologist
and Educator
Modern view on
intelligence
Gardner argues that there
is both a biological and
cultural basis for the
multiple intelligences.
7 total intelligences
Theory of Multiple Intelligences
“Intelligent behavior does not arise from a single unitary quality of the mind,
but rather that different kinds of intelligence are generated from separate
metaphorical pools of mental energy.”
More recent view on intelligence
How is Intelligence Measured?
IQ testing:
The good, the bad, the…… outdated?
Alfred Binet
1899 Child
Psychologist/Educator
 France
 1900’s French law states
mandatory for all
students between 6 and
14 to attend school daily

◦ Even the mentally disabled
"What should be the test given to children thought to possibly have
learning disabilities, that might place them in a special classroom?"
Testing Intelligence

Stanford-Binet Intelligence Scale, Fifth Edition (SB5):
◦ Widely used individual intelligence test, derived directly from
Alfred Binet’s first intelligence test; for ages 2-90!
SB5 Measure
-Fluid Reasoning
-Knowledge
-Quantitative Reasoning
-Visual-Spatial Processing
-Working Memory
SB5- Fluid Reasoning
What comes next in the series above?
SB5- Knowledge
Why is yeast added to bread dough?
What does cryptic mean?
What is silly or impossible about this
picture?
SB5- Quantitative Reasoning
If a shirt is being sold for 30% of it’s
original price and the price tag is $60,
what is the cost of the shirt?
SB5- Visual-Spatial Processing
Which two circles contains configuration of blocks
identical to the one in the circle at left?
Standard
Responses
SB5- Working Memory
Memorize the following list of numbers:
18121941177614922001
Write down the numbers in order.
Now, try again…
1812
1941
1776
1492
2001
Intelligence Quotient (IQ)

Intelligence Quotient (IQ):
◦ Intelligence index; mental age divided by
chronological age, then multiplied by 100
 Average IQ in the USA is 100
 Chronological Age: Person’s age in years
 Mental Age: Average intellectual performance
MA/CA X 100 = IQ
More IQ Terms

Deviation IQ:
◦ Scores based on a person’s relative standing in his or
her age group; how far above or below average a
person’s score is, relative to other scores
 IQ scores are not very dependable until a child reaches age 6
 Terminal Decline: Abrupt decline in measured IQ about 5
years before death
David Wechsler




American Psychologist
1939
New York
Wechsler Adult/Children
Intelligence Scales
(WAIS) (WICS)
Wechsler Scales

Performance Intelligence:
◦ Nonverbal intelligence;
 measured by solving puzzles, completing pictures, and
assembling objects

Verbal Intelligence:
◦ Language intelligence;
 measured by answering questions involving vocabulary,
information, arithmetic, and other language-oriented tasks
“Intelligence is the aggregate or global capacity of the individual to act
purposefully, to think rationally and to deal effectively with his environment
(Wechsler, 1944, p. 3).”
Wechsler Tests

Wechsler Adult Intelligence Test-Third
Edition (WAIS-III): Adult intelligence test
that rates verbal and performance
intelligence and abilities
◦ Wechsler Intelligence Scale for Children-Third
Edition (WISC-III): Downscaled version of the
WAIS-III; for children aged 6 years to 16 years
11 months, 30 days
◦ SB5 is better suited for children and
adolescents
◦ WISC-IV to be published in 2003
Cognition, Language, and Intelligence
Good Intelligence Tests

Characteristics -
◦ Standardization
◦ Objectivity – no bias
 Culture-Fair Test: Test designed to minimize importance of
skills and knowledge that may be more common in some
cultures than in others
 Norms based on large sample of general population
◦ Reliability – same results time after time
 Test-Retest: Give test to a large group, then give exactly the same test to
same group later
 Split-Half: Making sure scores on one-half of a test match the scores on
the other half
◦ Validity – measures what it is supposed to measure
 Predictive validity
Fig.11.10 The following sample
items are from a culture-fair
test.
1. Which pattern is different
from the remaining four?
2. Which of the five figures on
the right would properly
continue the three on the
left_that is, fill in the blank?
3. Which of the figures on the
right should go in the square on
the left to make it look right?
4. At left, the dot is outside the
square and inside the circle. In
which of the figures on the right
could you put a dot outside the
square and inside the circle? (
(Courtesy of R.B. Cattell).
Answers: 1-3, 2-5, 3-2, 4-3
Psychology Today
Intelligence
Battle of the Sexes
From Test Taker to Test
Maker
INTELLIGENCE
FACTS & STATS
FIG.11.4 THE STABILITY OR RELIABILITY OF IQ SCORES INCREASES
RAPIDLY IN EARLY CHILDHOOD. SCORES ARE VERY CONSISTENT FROM
EARLY ADULTHOOD TO LATER MIDDLE AGE. (SOURCE: SCHUERGER &
WITT, 1989.)
Fig.11.4 The stability or reliability of IQ scores increases rapidly in early childhood. Scores are very consistent from
early adulthood to later middle age. (Source: Schuerger & Witt, 1989.)
•Normal Distribution - The
distribution of scores (commonly
called IQ scores) on the Wechsler Adult Intelligence Scale follows an
approximately normal curve, an average distribution of values. The test
is regularly adjusted so that the median score is 100—that is, so that
half of the scores fall above 100, and half fall below.
Cognition, Language, and Intelligence
Intelligence scores of individuals born in
different years but tested at the same age
Relative mean
intelligence scores
120
115
110
105
100
1930
1940
1950
1960
1970
Year data collected
1980
1990
Genetic Influences
Similarity of 1.0
intelligence 0.9
scores 0.8
(correlation) 0.7

0.6
0.5
0.4
0.3
0.2
0.1
0.0
Identical Identical
twins
twins
reared reared
together apart
Fraternal Siblings
reared
twins
reared together
together
Unrelated
individuals
reared
together
The most
genetically
similar
people have
the most
similar
scores
Cognition, Language, and Intelligence
Importance of IQ Scores

Modern society
◦ Persons with higher IQ scores do better in
educational achievement, and obtain higher
paying employment
 Average truck driver – IQ under 100
 Average doctor or lawyer – IQ is 125 or more
 High correlation between educational and occupational
success
Cognition, Language, and Intelligence
Race-Ethnic Differences

Intelligence and achievement since 1930s
◦ African American scores average 15 points
below whites
◦ Hispanic/Latino Americans average scores fall
between those of whites and African
Americans
◦ Asian Americans average 5 points higher than
scores of whites
Cognition, Language, and Intelligence
Race-Ethnic Differences

Large increases in IQ since 1930s due to
◦ Lives of African Americans have improved
(more opportunities in education and life)
◦ Less children born benefit from family size
◦ Changes in health and nutrition

Bell curve
– U.S. becoming meritocracy
◦ Society headed toward genetic decline
Cognition, Language, and Intelligence
Extremes in Intelligence

Mental retardation – IQ of 70 or
below
◦ Wide range of conditions resulting from
genetics, trauma, and maternal infections





Mildly retarded – IQ of 50 to 70
Moderately retarded – IQ of 35 to 49
Severely retarded – IQ of 20 to 34
Profoundly retarded – IQ under 20
Gifted – high IQ and high creativity
◦ High achievers and highly successful in life
Organic Causes of Mental
Retardation





Related to physical disorders
Birth Injuries: Lack of oxygen during delivery
Fetal Damage: Congenital problem; prenatal
damage from disease, infection, or drug use by the
mother
Metabolic Disorders: Disorder in metabolism;
affects energy use and production in the body
Genetic Abnormalities: Abnormality in the genes,
such as missing genes, extra genes, or defective
genes
Types of Organic Causes

Phenylketonuria (PKU):
◦ Genetic disease in which the child lacks an important
enzyme. Allows phenylpyruvic acid to accumulate in the
body
 If untreated, severe retardation may occur by age 3
 Routine medical tests at birth can detect PKU
 Treat with phenylalanine-free diet (found, for example, in
Aspartame, known as Nutrasweet)
More Organic Causes of Mental
Retardation

Microcephaly:
◦ Head and brain are abnormally small; brain is forced to
develop in a limited space

Hydrocephaly:
◦ Buildup of cerebrospinal fluid within the ventricles (brain
cavities); pressure can enlarge the head and damage the
brain

Cretinism:
◦ Stunted growth and retardation caused by insufficient
supply of thyroid hormone
 May also be caused by lack of iodine
 Easily detected in infancy
Down Syndrome

Down Syndrome:
◦ Genetic disorder caused by presence of extra
chromosome (usually on the 21st pair; trisomy 21);
results in mental retardation and shorter life span




Does not run in the family
Older a woman is, greater the risk to produce a Down’s child
Older fathers also contribute (about 25% of the time)
No cure, but is detectable before birth
Fragile X Syndrome

Fragile X Syndrome:
◦ Genetic form of retardation caused by defect
in X chromosome
 Runs in families
 Sex-linked; mainly affects boys
 Most suffer from hyperactivity and attention
disorders
 Become more severely retarded as adults
Semester 1 Review Guides
Those taking the Final– Mandatory
Those not taking the Final– Optional
Wednesday- Review Guides
Thursday- Review Guides
Friday- Final Review
Festivus!!