1. Intelligence What is it? How do we measure it? Are those tests valid?

2. General Intelligence  Charles Spearman believed in general intelligence (g), a common skill set that underlies all our specific abilities  People who score highly in one area also tend to score higher than average in others  Charles Spearman believed in general intelligence (g), a common skill set that underlies all our specific abilities  People who score highly in one area also tend to score higher than average in others

3. Multiple Intelligence  Howard Gardner noticed that some savants have extraordinary ability in one area with severe handicaps in others  Gardner came up with 8 areas of intelligence (know these for quiz!) mostly based on case studies  Gardner admits this is not hard science and that his intelligences are very difficult to asses  Howard Gardner noticed that some savants have extraordinary ability in one area with severe handicaps in others  Gardner came up with 8 areas of intelligence (know these for quiz!) mostly based on case studies  Gardner admits this is not hard science and that his intelligences are very difficult to asses

4. Multiple Intelligence  Robert Sternberg suggested three areas of intelligence: analytical, creative, and practical  Analytical is measured in school and tests like SAT  How would you measure the others?  Robert Sternberg suggested three areas of intelligence: analytical, creative, and practical  Analytical is measured in school and tests like SAT  How would you measure the others?

5. Emotional Intelligence  Emotional intelligence is tested on the ability to  Perceive emotions (recognize them in others and in the arts)  Understand emotions (predict them and how they will change)  Manage emotions (know how to express them acceptably in various situations)  Use emotions (to allow for creative thinking)  Emotional intelligence is tested on the ability to  Perceive emotions (recognize them in others and in the arts)  Understand emotions (predict them and how they will change)  Manage emotions (know how to express them acceptably in various situations)  Use emotions (to allow for creative thinking)

6. Emotional Intelligence  Emotionally intelligent people are well-balanced, can delay gratification, and are generally in tune with others  Brain damage can impair emotional intelligence  Is this really intelligence, or something else? Does it matter what we call it?  Emotionally intelligent people are well-balanced, can delay gratification, and are generally in tune with others  Brain damage can impair emotional intelligence  Is this really intelligence, or something else? Does it matter what we call it?

7. Neurology and Intelligence  There is a correlation of +.33 between brain size and intelligence  Some scientists argue that this because of other factors that influence both. What might a scientist say those factors are?  More intelligent people have more synapses at death  There is probably a link between brain plasticity and intelligence  There is a correlation of +.33 between brain size and intelligence  Some scientists argue that this because of other factors that influence both. What might a scientist say those factors are?  More intelligent people have more synapses at death  There is probably a link between brain plasticity and intelligence

8. Neurology and Intelligence  Most processing during intelligence tests takes place in the frontal lobe  Do smarter people think faster? How could this help?  The correlation between intelligence scores and speed in perception is +.3 to +.5  Smarter people experience faster and more complex brain activity in response to simple stimuli  Most processing during intelligence tests takes place in the frontal lobe  Do smarter people think faster? How could this help?  The correlation between intelligence scores and speed in perception is +.3 to +.5  Smarter people experience faster and more complex brain activity in response to simple stimuli

9. Intelligence Testing How? Why? Is it fair?

10. History of Intelligence Tests  Francis Galton wanted to test intelligence in order to identify high achievers so they could mate with each other (1884)  His tests were not valid  Francis Galton wanted to test intelligence in order to identify high achievers so they could mate with each other (1884)  His tests were not valid

11. History of Intelligence Testing  Alfred Binet and Theodore Simon created at test to objectively identify special needs students in Paris, 1904  They used “mental age” as a measure – level of performance typical of a chronological age  Most people have the same chronological and mental ages  Goal: to identify special needs so that they could get more help and be provided with equal opportunities  Alfred Binet and Theodore Simon created at test to objectively identify special needs students in Paris, 1904  They used “mental age” as a measure – level of performance typical of a chronological age  Most people have the same chronological and mental ages  Goal: to identify special needs so that they could get more help and be provided with equal opportunities

12. History of Intelligence Tests  Lewis Terman of Stanford edited Binet’s test and created the Stanford-Binet test  Believed only intelligent people should reproduce (supported the eugenics movement)  US military used Terman’s test on WWI recruits and new immigrants (immigrants tended to score fairly low)  Let’s try some of Terman’s military test!  Lewis Terman of Stanford edited Binet’s test and created the Stanford-Binet test  Believed only intelligent people should reproduce (supported the eugenics movement)  US military used Terman’s test on WWI recruits and new immigrants (immigrants tended to score fairly low)  Let’s try some of Terman’s military test!

13. History of Intelligence Testing

14. Modern IQ Tests  Achievement tests measure what you have learned (test for psychology)  Aptitude tests predict your ability to learn something new (SAT)  Most tests assess both achievement and aptitude to some extent  Achievement tests measure what you have learned (test for psychology)  Aptitude tests predict your ability to learn something new (SAT)  Most tests assess both achievement and aptitude to some extent

15. Modern IQ Tests  David Wechsler created the Wechsler Adult Intelligence Scale (WAIS), made up of 11 subtests  Gives overall score and subscores for processing speed, verbal comprehension, etc.  Most commonly used today  David Wechsler created the Wechsler Adult Intelligence Scale (WAIS), made up of 11 subtests  Gives overall score and subscores for processing speed, verbal comprehension, etc.  Most commonly used today

16. Test Construction: Standardization  1. Give test to a representative sample of people  2. Compare others’ scores to the previously tested group  3. Periodically restandardize to make sure the average is 100  1. Give test to a representative sample of people  2. Compare others’ scores to the previously tested group  3. Periodically restandardize to make sure the average is 100

17. Test Construction: Normal Curve

18. Test Construction: Reliability  On a reliable test, people’s scores will be consistent  A. If someone takes the same test twice, their scores should be similar  B. Someone’s scores on one half of the test should correlate to their scores on the other half  On a reliable test, people’s scores will be consistent  A. If someone takes the same test twice, their scores should be similar  B. Someone’s scores on one half of the test should correlate to their scores on the other half

19. Test Construction: Validity  A valid test measures what you intend it to measure  Most course exams have content validity – they ask questions about what is covered in class  Intelligence tests should also have predictive validity - they should predict future performance  A valid test measures what you intend it to measure  Most course exams have content validity – they ask questions about what is covered in class  Intelligence tests should also have predictive validity - they should predict future performance

20.  If a test asks questions about the content but uses higher- level sentence structure and vocabulary, what might be wrong with it?  If a student’s scores on the odd-numbered questions are 40% higher than their scores on the even-numbered questions, what might be wrong with a test?  What are some qualities of bad tests?  What can be done to make bad tests better?  If a test asks questions about the content but uses higher- level sentence structure and vocabulary, what might be wrong with it?  If a student’s scores on the odd-numbered questions are 40% higher than their scores on the even-numbered questions, what might be wrong with a test?  What are some qualities of bad tests?  What can be done to make bad tests better?

21. Bias  A test would be scientifically biased if it accurately predicted results only for some types of people(ie whites but not blacks), but major American aptitude tests are not biased  Tests do pick up on differences in past experiences that depend on race/culture  A test would be scientifically biased if it accurately predicted results only for some types of people(ie whites but not blacks), but major American aptitude tests are not biased  Tests do pick up on differences in past experiences that depend on race/culture

22. Intelligence and Culture  Different cultures value different skills and include those abilities in their definitions of intelligence  Africans and Asians tend to include social skills  A smart child is a respectful child  Different cultures value different skills and include those abilities in their definitions of intelligence  Africans and Asians tend to include social skills  A smart child is a respectful child