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IQ Test Objectives and agenda Objectives List the definitions of intelligence Work with the difference between intelligence.

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Presentation on theme: "IQ Test Objectives and agenda Objectives List the definitions of intelligence Work with the difference between intelligence."— Presentation transcript:

1 IQ Test http://alliqtests.com/tests/3/5/

2 Objectives and agenda Objectives List the definitions of intelligence Work with the difference between intelligence and achievement Outline the different psychological ideas of intelligence Agenda Warm-up—answer questions on intelligence Discuss warm-up Take intelligence test Group—research the following psychologist’s ideas on intelligence—Charles Spearman, Howard Gardner, Robert Sternberg

3 Warm Up What is intelligence? List behaviors that you believe to characteristic of intelligent people, and then behaviors characteristic of unintelligent people.

4 Achievement vs. Intelligence Achievement—knowledge and skills gained from experience. Things you know and can do. Intelligence—abilities to learn from experience, think rationally, and to deal effectively with others and the environment. Intelligence makes achievement possible

5 Charles Spearman and The G-Factor General intelligence (g): Spearman’s belief that there is a single factor that underlies specific mental abilities and is therefore measured by every task on an intelligence test. Specific intelligences tended to be positively correlated.

6 Objectives and agenda Objectives Know the similarities and differences between alternate ideas of intelligence Argue whether intelligence tests are the best way to determine intelligence List why people have different intelligences Agenda Warm-up--True intelligence?—Derek—Take notes and be ready to discuss from your notes if Derek is “Intelligent.True intelligence? Notes on Different types of Intelligence Intelligence test—take Discuss different types of intelligence tests. The Real Rainman video Homework—study guide for Unit III.

7 Howard GARDNER “Multiple Intelligences” key name 1943 - ___ From a biological point of view, Gardner has noted that brain damage often may diminish some abilities but not others. Gardner argues humans do not have one intelligence (g factor) but instead multiple intelligences which are relatively independent of the others.

8 Gardner’s Multiple Intelligences Gardner argues there are 9 intelligences: 1. Verbal Linguistic 2. Logical-mathematical 3. Visual Spatial 4. Bodily-kinesthetic 5. Auditory-musical 6. Interpersonal (sensitivity to the feelings of others) 7. Intrapersonal (insight into one’s own inner feelings) 8. Existential (insight into larger picture of life ((phil.)) 9. Naturalist (understanding laws that govern natural behavior)

9 The Real Rainman ( http://video.google.com/videoplay?docid=- 6097787318198018019&ei=uS6eS6qZD4ToqALuormBDQ&q=Kim+Peek+The+Real+Rain+Man&hl=en) Derek--60 minutes Lily the geography wiz! ( http://www.youtube.com/watch?v=r43yCiKlbCo) Howard GARDNER “Multiple Intelligences” - continued The existence of savants, prodigies and other exceptional individuals supports Gardner’s theory:

10 Robert Sternberg “The true measure of success is not how well one does in school… …but how well one does.” Sternberg looked to overcome the fact that although IQ tests predicted school tests relatively well, they did less well predicting vocational success.

11 Robert STERNBERG Triarchic theory of intelligence key name 1949 - ______ Analytical (academic problem solving) Creative (reacting to new situations and ideas) Practical (everyday tasks – common sense)

12 Other Intelligences Emotional intelligence.—5 factors Self-awareness—recognize own feelings Mood management—distract from uncomfortable feeling. –how long they last Self motivation—move ahead with confidence and enthusiasm Impulse control—delay pleasure until task has been accomplished People skills—ability to empathize, understand, communicate and cooperate

13 Alfred BINET Created an intelligence test that could measure the mental age of school children key name 1857-1911 Mental age Chronological age X 100 = IQ

14 What is the IQ of: a10-year-old with the mental age of a 12 year old? an 8-year-old with the mental age of a 10 year old? Mental age Chronological age X 100 = IQ 12 10 X 100 = 120 A 10-year-old with the mental age of a 9 year old? 10 8 X 100 = 125 9 10 X 100 = 90

15 Alfred Binet and Intelligence Tests Mental Age: chronological age that most typically corresponds to a given level of performance. Intelligence increased with age A child who does as well as the average 8- year-old is said to have a mental age of 8. Binet did not believe his test measured inborn intelligence.

16 David WECHSLER Creator of the most widely used intelligence tests today WISC: Wechsler Intelligence Scale for Children WAIS: Wechsler Adult Intelligence Scale Verbal & performance scores key name 1896-1981

17 Assessing Intelligence- Sample Items from the WAIS From Thorndike and Hagen, 1977 VERBAL General Information Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span PERFORMANCE Picture Completion Picture Arrangement Block Design Object Assembly Digit-Symbol Substitution

18 Qualities of A Good Test To be accepted all psychological tests must be: 1. Standardized 2. Reliable 3. Valid

19 Reliability vs. Validity (DON’T MIX THEM UP) Reliability—equals consistency— same scores for same person at different times Validity deals with accuracy or predictability. Asks the question does the test measure what it is supposed to measure?

20 Purpose of IQ test—Determine High IQ and low IQ’s Problems with Intelligence Tests Not perfect Some better than others Education and background Motivation Culturally biased Words and concepts used by particular groups Understand meanings of some questions. Problem-solving methods

21 The Normal Curve—”Bell Curve” Ninety-five percent of all people fall within 30 points of 100 Number of scores 55 70 85 100 115 130 145 Wechsler intelligence score Sixty-eight percent of people score within 15 points above or below 100

22 Broadening Theory of Intelligence Savant Syndrome: a condition in which a person otherwise limited in mental ability has an exceptional specific skill. Rainman High intelligence does not guarantee creativity Gifted—outstanding talent or to show potential for perform at remarkably high levels

23 Mental Retardation Mild Retardation: IQs from 50 to 70 – can read, do basic math, hold a job and take care of themselves Mild Retardation: IQs from 50 to 70 – can read, do basic math, hold a job and take care of themselves Moderate Retardation: IQs from 35 to 49 – can speak, feed and dress themselves, work under supportive conditions Moderate Retardation: IQs from 35 to 49 – can speak, feed and dress themselves, work under supportive conditions Severe Retardation: IQs from 20 to 34 – Require constant supervision, limited communication. Severe Retardation: IQs from 20 to 34 – Require constant supervision, limited communication. Profound Retardation:Below 20--Barely communicate with basic emotional responses--Cannot feed or dress and dependent on others for care Profound Retardation:Below 20--Barely communicate with basic emotional responses--Cannot feed or dress and dependent on others for care

24 Causes of Mental Retardation Genetic disorders (Down Syndrome) Genetic disorders (Down Syndrome) Pregnant women who do drugs or drink alcohol Pregnant women who do drugs or drink alcohol Difficulties during childbirth Difficulties during childbirth

25 Environmental Influences on Intelligence Genetics play a role in intelligence (because identical twins have similar IQs) but … the home environment and parenting styles can influence IQ and; preschool programs like Head Start affect IQ as well. SEE NEXT SLIDE

26 Is Intelligence Genetic or Environmental? Influenced by both, but the most genetically similar have the most similar scores. Similarity of intelligence scores (correlation) Identical twins reared together Identical twins reared apart Fraternal twins reared together Siblings reared together Unrelated individuals reared together

27 Intelligence Film


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