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Or Are you really as smart as you think you are? And how you can find out.

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Presentation on theme: "Or Are you really as smart as you think you are? And how you can find out."— Presentation transcript:

1 Or Are you really as smart as you think you are? And how you can find out

2 Phrenology Craniometry The Dilemma: Mustard Seed or Ball Bearings

3 Alfred Binet Tried to identify mentally retarded children. Came up with the first IQ test

4 Mental Age Chronological Age IQ = A 4 year old who can answer questions that a typical 6 year old could answer would have an IQ of 150 Distinguishing Ignorance from Stupidity?

5 Mean = 100 Standard Deviation = 15 130+ = Gifted 145+ = Genius 70- = Moron 55- = Imbecile 25- = Idiot

6 Componential Intelligence – skills involving metacognition, knowledge acquisition Experiential Intelligence – Being able to apply knowledge to novel situations Contextual Intelligence – Common sense

7 The Savant Problem Brain Damaged Cases Gardner’s theory of Multiple Intelligences

8 1) Linguistic 2) Mathematical 3) Spatial 4) Kinesthetic 5) Musical 6) Interpersonal 7) Intrapersonal 8) Naturalist/Spiritual

9 Alan Turing and his famous test Don’t forget Demo

10 What evidence would be necessary to persuade you that an animal was intelligent? Continuum vs. Discrete Measures of Intelligence

11 Face Validity – The extent to which a test appears to test-takers to be valid Content Validity – How well a test provides a representation of the content domain Criterion Validity – How well the test predicts Construct Validity – Does the content domain measure what its supposed to

12 Multiple Choice – Easy to administer, hard to find good distracter items. Likert Scale – Item in which you rate on a scale your level of agreement: even vs. odd Q-sorts – checklist of adjectives: susceptible to context effects Free response – Need a coding Scheme

13 Double Barreled Questions: “I didn’t vote for Gore because I didn’t like his stance on affirmative action”

14 Redundant Items Lower Content Validity by Over-sampling parts of the content domain. Mix positive and negative questions to overcome positive response bias.

15 Ambiguous Items lower validity: To what extent to you agree with the following: “An eye for an eye, a tooth for a tooth” Turn the other cheek vs. I’ll hurt them twice as much as they hurt me…

16 Ambiguous Items lower validity: “I’m constantly searching my room for bugs”

17 Demand Characteristics: Thank you for your participation in this study. You have submitted photographs of yourself, and these have been reviewed by 100 raters, at least 98 of whom have classified you as "extremely unattractive." We believe that especially unattractive people such as yourself generally have low self-esteem and feel nervous about interactions with other people. Please keep this in mind as you fill out the following survey.

18 Standardization Expectation effects Reinforcing Responses

19 Restricted Range Problems

20 Simpson’s Paradox Revisited

21 Feedback and the Barnum Effect Do Demo Now

22 1)Intelligence is a tricky concept and is not as easily defined as one might think. 2)Testing is difficult, and many tests have problems that you need to be aware of.

23 Take and evaluate online tests 2-3 pages, doubles spaced, normal font and margins You can discuss this with your classmates, but the final analysis must be your own

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