1. Myers’ Psychology for AP* David G. Myers *AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product. PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2010

2. Unit 11: Testing and Individual Differences

3. Unit Overview What is Intelligence? Assessing Intelligence The Dynamics of Intelligence Genetic and Environmental Influences on IntelligenceGenetic and Environmental Influences on Intelligence Click on the any of the above hyperlinks to go to that section in the presentation.

4. What is Intelligence?

5. Intelligence –Savant syndromeSavant syndrome Intelligence test

6. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g)General intelligence –Factor analysisFactor analysis –Comparison to athleticism Thurstone’s counter argument g

7. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences Gardner’s Eight Intelligences –Linguistic –Logical-mathematical –Musical –Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal –Naturalist

8. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences

17. Sternberg’s Three Intelligences –Analytical (academic problem- solving intelligence –Creating intelligence –Practical intelligence

18. Comparing Theories of Intelligence

23. Emotional Intelligence Emotional intelligence –Perceive emotions –Understand emotions –Manage emotions –Use emotions for adaptive or creative thinking

24. Is Intelligence Neurologically Measurable? Brain Size and Complexity Brain size studies Brain complexity studies –Neural plasticity –Gray matter versus white matter

25. Is Intelligence Neurologically Measurable? Brain Function Perceptual speed Neurological speed

26. Assessing Intelligence

27. The Origins of Intelligence Testing Francis Galton’s intelligence testing –Reaction time –Sensory acuity –Muscular power –Body proportions

28. The Origins of Intelligence Testing Alfred Binet: Predicting School Achievement Alfred Binet –Indentifying French school children in need of assistance –Mental ageMental age –Chronological age

29. The Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-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

30. Modern Tests of Mental Abilities Achievement tests Aptitude tests

31. Modern Tests of Mental Abilities Achievement tests Aptitude tests

32. Modern Tests of Mental Abilities Wechsler Adult Intelligence Scale (WAIS)Wechsler Adult Intelligence Scale (WAIS) –Wechsler Intelligence Scale for Children (WISC)

33. Wechler Adult Intelligence Scale

34. Principles of Test Construction Standardization Standardization –Normal curve (bell curve)Normal curve

35. Normal Curve

42. Principles of Test Construction Standardization Flynn effect

43. Principles of Test Construction Standardization Flynn effect

44. Principles of Test Construction Reliability Reliability –Scores correlate –Test-retest reliability –Split-half reliability

45. Principles of Test Construction Validity Validity –Content validityContent validity Criterion –Predictive validityPredictive validity

46. The Dynamics of Intelligence

47. Stability or Change? Intelligence testing through life

48. Stability or Change? Intelligence testing through life

49. Extremes of Intelligence The Low Extreme Intellectual disability –Mental retardation –Down syndromeDown syndrome 21 st chromosome –Mainstreamed

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

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

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

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

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

55. Extremes of Intelligence The High Extreme Terman’s study of gifted Self-fulfilling prophecy Appropriate developmental placement –Tracking students

56. Genetic and Environmental Influences on Intelligence

57. Twin and Adoption Studies Identical twin studies –Polygenetic Adoptive children studies

58. Heritability

65. Environmental Influences Early environmental influences –Tutored human enrichment –Targeted training Schooling and intelligence –Project Head Start

66. Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math and spatial aptitudes

67. Group Differences in Intelligence Test Scores Ethnic Similarities and Differences Ethnic similarities Ethnic differences

68. The Question of Bias Two meanings of bias –Popular sense –Scientific sense Test-taker’s expectations –Stereotype threatStereotype threat

69. The End

70. Teacher Information Types of Files – This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation – Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation – Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

71. Teacher Information Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple). – Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. – Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation. For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

72. Teacher Information Continuity slides – Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.kkorek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022 262-253-3400 kkorek@germantown.k12.wi.us

73. Division title (green print) subdivision title ( blue print) xxx –xxx

74. Division title (green print) subdivision title ( blue print) Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

75. Definition Slide = add definition here

76. Definition Slides

77. Intelligence Test = a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.

78. Intelligence = mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

79. General Intelligence (g) = a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.

80. Factor Analysis = a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.

81. Savant Syndrome = a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

82. Emotional Intelligence = the ability to perceive, understand, manage, and use emotions.

83. Mental Age = a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8.

84. Stanford-Binet = the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

85. Intelligence Quotient (IQ) = defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca X 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

86. Achievement Tests = tests designed to assess what a person has learned.

87. Aptitude Tests = tests designed to predict a person’s future performance; aptitude is the capacity to learn.

88. Wechsler Adult Intelligence Scale (WAIS) = the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

89. Standardization = defining meaningful scores by comparison with the performance of a pretested group.

90. Normal Curve = a symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.

91. Reliability = the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting.

92. Validity = the extent to which a test measures or predicts what it is supposed to.

93. Content Validity = the extent to which a test samples the behavior that is of interest.

94. Predictive Validity = the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity).

95. Intellectual Disability = (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

96. Down Syndrome = a condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

97. Stereotype Threat = a self-confirming concern that one will be evaluated based on a negative stereotype.