1. UNIT 11

2.  What is Intelligence? What is Intelligence?  Assessing Intelligence Assessing Intelligence  The Dynamics of Intelligence The Dynamics of Intelligence  Genetic and Environmental Influences on Intelligence Genetic and Environmental Influences on Intelligence

4.  Intelligence Intelligence  Savant syndrome Savant syndrome  Intelligence test Intelligence test

5.  Spearman’s General intelligence (g)General intelligence  Factor analysis Factor analysis  Comparison to athleticism  Thurstone’s counter argument g

6.  Gardner’s Eight Intelligences  Linguistic  Logical-mathematical  Musical  Spatial  Bodily-kinesthetic  Intrapersonal  Interpersonal  Naturalist

7. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

8. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

9. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

10. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

11. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

12. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

13. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

14. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

15. IS INTELLIGENCE ONE GENERAL ABILITY OR SEVERAL SPECIFIC ABILITIES? THEORIES OF MULTIPLE INTELLIGENCES

16.  Sternberg’s Three Intelligences  Analytical (academic problem-solving intelligence  Creating intelligence  Practical intelligence

17. COMPARING THEORIES OF INTELLIGENCE

22.  Emotional intelligence Emotional intelligence  Perceive emotions  Understand emotions  Manage emotions  Use emotions for adaptive or creative thinking

23.  Brain size studies  Brain complexity studies  Neural plasticity  Gray matter versus white matter

24.  Perceptual speed  Neurological speed

26.  Francis Galton’s intelligence testing  Reaction time  Sensory acuity  Muscular power  Body proportions

27.  Alfred Binet  Indentifying French school children in need of assistance  Mental age Mental age  Chronological age

28.  Stanford-Binet Test Stanford-Binet  Lewis Terman  Intelligence quotient (IQ) Intelligence quotient (IQ) ▪ IQ = (mental age/chronological age) X 100 ▪ IQ of 100 is considered average  World War I testing

29.  Achievement tests Achievement tests  Aptitude tests Aptitude tests

30.  Achievement tests Achievement tests  Aptitude tests Aptitude tests

31.  Wechsler Adult Intelligence Scale (WAIS) Wechsler Adult Intelligence Scale (WAIS)  Wechsler Intelligence Scale for Children (WISC)

32. WECHLER ADULT INTELLIGENCE SCALE

33.  Standardization Standardization  Normal curve (bell curve) Normal curve

34. NORMAL CURVE

41.  Flynn effect

43.  Reliability Reliability  Scores correlate  Test-retest reliability  Split-half reliability

44.  Validity Validity  Content validity Content validity ▪ Criterion  Predictive validity Predictive validity

46.  Intelligence testing through life

48.  Intellectual disability Intellectual disability  Mental retardation  Down syndrome Down syndrome ▪ 21 st chromosome  Mainstreamed

49. LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate35-50May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

50. LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate35-50May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

51. LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate35-50May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

52. LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate35-50May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

53. LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate35-50May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe20-35May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training ProfoundBelow 25Require constant aid and supervision

54.  Terman’s study of gifted  Self-fulfilling prophecy  Appropriate developmental placement  Tracking students

56.  Identical twin studies  Polygenetic  Adoptive children studies

57.  Heritability

58. HERITABILITY

64.  Early environmental influences  Tutored human enrichment  Targeted training  Schooling and intelligence  Project Head Start

65.  Spelling  Verbal ability  Nonverbal ability  Sensation  Emotion-detecting ability  Math and spatial aptitudes

66.  Ethnic similarities  Ethnic differences

67.  Two meanings of bias  Popular sense  Scientific sense  Test-taker’s expectations  Stereotype threat Stereotype threat