2.  What is intelligence?

3.  Francis Galton  Charles Spearman  Louis Thurstone  JP Guilford  Raymond Cattell  David Wechsler  Howard Gardner  Daniel Goleman

4.  Heredity versus environment

5.  Infant IQ tests not good predictor of adult IQ esp. with standard measures  Specific tests show some predictive validity  Ex. visual recognition and visual attention correlate with vocab ability  Main use – identify high risk

6.  Group differences In intelligence  Gender differences  Birth order  Race/Ethnicity  Zajonc – confluence model

7.  Lower socioeconomic US children obtain scores 10 to 15 pts below upper and middle class children  African American children tend to obtain scores 15 pts lower than their European American age mates  Asian American children tend to score higher than European American children  Why the differences?

8.  Bell Curve Intelligence tests are valid indicators IQ mainly due to heredity People with lower IQ having more children US becoming divided:  Larger lower class with low intelligence  Smaller higher class with high intelligence

9.  Minnesota Adoption Studies – example of impact of nurture  Cultural attitudes toward education rather than inborn racial differences – see pg 350 (Asian/American mothers)  Culture fair tests – hot topic and debate

10.  Self-motivation – you are responsible for paying attention and concentration  Persistence – follow through on schedules etc despite setbacks  Control impulses and delay gratification – think “is it worth it”

11.  Regulate mood – don’t take attitude “I can’t help how I feel”  Empathy – high degree of self-awareness that allows you to sense the feelings of others  Hope – belief that things improve, life is basically good, hard work and persistence pay off

12.  First IQ test – 1905 to 1908 Binet-Simon  Developed for the Parisian school system to systematically discriminate normal from retarded children.

13.  Stanford-Binet 1916 Lewis Terman was at Stanford University and adapted the Binet-Simon for American usage Age 2 to adult

14.  Subtests Verbal Reasoning Quantitative Reasoning Abstract/Visual Reasoning Short-term Memory

15.  Early versions of SB used ratio IQ  ma/ca x 100 = IQ Example - 6/8 x 100 = 75  Deviation IQ – same mean and SD Advantage – permits comparison across age ranges

16.  David Wechsler  Different versions for different ages  Subtests General Info Comprehension Similarities Vocabulary Math Block Design Object Assembly

17.  Verbal IQ  Performance IQ  Full Scale IQ  Major discrepancy b/n verbal and performance IQ may indicate LD 

18.  Show bell curve  SB best for examinees at extreme ends of intelligence

19.  Wechsler Scales Classification of Intelligence  130 and above – very superior  120 to 129 – superior  110 to 119 – high average  90-109 – average  80 to 89 – low average  70 to 79 – borderline  69 and below – intellectually deficient

20.  50% of US children score between 90 to 110  95 % between 70 and 130  5% gifted/deficient – both can place heavy burdens on children and their parents

21.  50-55 to 70Mild (85%)  35-40 to 50-55Moderate(10%)  20-25 to 35-40Severe(3 to 4%)  Below 20 – 25Profound(1 to 2%)

22.  Limitations in two or more: Communication Self care Home living Social skills Community use Self direction Health and safety Functional academics Leisure and work

23.  High IQ scores  And outstanding abilities in a specific academic area Ex. Language  Arts  Math  leadership  creativity

24.  Standardization  Validity  Reliability

25.  Francis Galton – looked at indiv. diff. more than a century ago.  Unitary faculty, an inherited trait  Distributed in the population from high to low in the same way other characteristics, such as height, are distributed.  Set stage for the present controversy regarding “nature vs. nurture” in intellectual functions.

26.  Raymond Cattell  1) Fluid intelligence - on-the-spot reasoning ability, like the ability to see complex relationships and solve problems.  Tied to the nervous system & independent of culture and formal training.  Most susceptible to effects of aging and brain damage.

27.  Cattell continued  Crystallized intelligence - almost entirely dependent on cultural and educational experience.  Things like vocabulary and information knowledge.  Whereas fluid intelligence decreases with age, crystallized intelligence remains stable.

28.  David Wechsler  High ability on one intellectual task is reasonably predictive of high ability on another.  Ability to act purposefully, think rationally, and deal effectively with the environment.  The different subtests of the Wechsler scales are different measures of intelligence, not measures of different kinds of intelligence. They merely measure the different ways intelligence can manifest itself.

29.  JP Guilford  Isolated a matrix of 120 elements, which comprise intelligence.  Divergent thinking – generate new, creative, and different ideas  Convergent thinking - group divergent ideas and synthesize them into one unifying concept

30.  Charles Spearman  Two-factor theory of intelligence.  general ability, “g’  specific ability, “s”  “g” is common to all intellectual tasks, while “s” is always specific to a given task.

31.  1) You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side. What do you do? A. Continue to read your book or watch a move, paying little attention to the turbulence B. Become vigilant for an emergency, carefully monitoring the flight attendants and reading the emergency instruction cards. C.A little of both a and b. D.Not sure; never noticed.

32.  2) You’ve taken a group of 4 year olds to the park, and one of them starts crying because the others won’t play with him. What do you do? A. stay out of it; let the kids deal with it on their own.  B. Talk to him and help him figure out ways to get the other kids to play with him.  C. Tell him in a kind voice not to cry.  D. Try to distract the crying boy by showing him some other things he could play with.

33.  3) Assume you had hoped to get an A in one of your courses, but you have just found out you got a C on the midterm. What do you do?  A. sketch out a specific plan for ways to improve your grade and resolve to follow through with your plan  B. resolve to do better in the future  C. Tell yourself it really doesn’t matter much how you do in that particular course, and concentrate instead on other classes where your grades are higher  D. go to the professor and try to talk her into giving you a better grade

34.  4) Imagine you are an insurance salesman calling prospective clients. Fifteen people in a row have hung up on you, and you are getting discouraged. What do you do?  A. Call it a day and hope you have better luck tomorrow  B. assess qualities in yourself that may be undermining your ability to make a sale  C. Try something new on the next call, and keep plugging away  D. consider another line of work

35.  5) You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear someone telling a racist joke. What do you do?  A. Ignore it – it is only a joke  B. Call the person into your office for reprimand  C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization  D. Suggest to the person telling the joke he go through a diversity training program

36.  6) You are trying to calm down a friend who has worked himself into a fury at a driver in another car who has cut dangerously close in front of him. What do you do?  A. Tell him to forget it; he’s okay now and it’s no big deal  B. Put on one of his favorite CDs and try to distract him  C. Join him in putting down the other driver, but exaggerate your reaction  D. Tell him about a time something similar happened to you and how you felt as mad as he does now, but then you saw the other driver was on the way to a hospital emergency room

37.  7) You and your boyfriend or girlfriend have gotten into an argument that has escalated into a shouting match; in the heat of anger, you are both making personal attacks you don’t really mean. What’s the best thing to do?  A. Take a 20 minute break and then continue the discussion  B. Just stop the argument – go silent, no matter what your partner says  C. Say you’re sorry and ask your partner to apologize too  D. Stop for a moment, collect your thoughts, then state your side of the argument as clearly as you can

38.  8) You have been assigned to lead a work group that is trying to come up with a creative solution to a nagging problem at work. What is the first thing you do?  A. draw up an agenda and allot time for discussion of each item so you make the best use of your time together  B. Have people take the time to get to know each other better  C. Begin by asking each person for ideas about how to solve the problem, while ideas are fresh  D. Start with a brainstorming session, encouraging everyone to say whatever comes to mind, no matter how wild

39.  9) Imagine that you have a 5 yr old son who is extremely timid, and has been hypersensitive about – a bit fearful of – new places and people since he was born. What do you do?  A. Accept that he has a shy temperament and think of ways to shelter him from situations that would upset him  B. Take him to a child psychiatrist for help  C. Purposely expose him to lots of new people and places so he can get over his fear  D. Engineer an ongoing series of challenging but manageable experiences that will teach him he can handle new people and places

40.  10) For some time now, you have been wanting to get back to playing the musical instrument you learned to play when you were younger. You have finally gotten around to practicing again, and want to make the best use of your time. What do you do?  A. Hold yourself to a strict practice time every day  B. Choose pieces that stretch your abilities a bit  C. Practice only when you are in the mood  D. Pick pieces that are far beyond your ability, but that you can master with diligent effort.

41.  200 Emotional Genius  150 Highly empathic  100 Average  50 Emotionally challenged  0 Neanderthal