1. Intelligence testing

2. What is Intelligence? Intelligence is a construct (i.e, concrete observational entities), not a concrete object. Intelligence is a construct (i.e, concrete observational entities), not a concrete object. Researchers disagree on what the definition of intelligence should be. Researchers disagree on what the definition of intelligence should be. Although we may not be able to definitively answer what intelligence is, we can list behaviors which we feel represent some level of intelligence. For Example: Although we may not be able to definitively answer what intelligence is, we can list behaviors which we feel represent some level of intelligence. For Example: - Crossing a busy street without looking both ways. - Being able to solve a Rubiks cube - Being able to get a super low airfare on priceline.com Additionally, none of these behaviors alone can be said to represent the entire range of intelligent behavior. Additionally, none of these behaviors alone can be said to represent the entire range of intelligent behavior.

3. What is Intelligence (cont.)? Scientists believe that intelligence is a valid and useful construct for two reasons : First, a wide variety of mental processing tasks show systematic individual variation. An individual who performs well on one measure of cognitive ability, will likely perform well on other measures of mental processing. Second, this construct is related to success in a wide variety of life tasks : school performance, training programs, and work behaviors. So, since intelligence does exhibit consistent individual differences and can be used to predict performance in a number of important areas.

4. What is Intelligence (cont.)? Although experts differ on an exact definition of intelligence most agree that intelligent behavior has at least two components: 1. The ability to learn from experience. 2. The ability to adapt to the surrounding environment.

5. Definition of Intelligence (1) The ability to learn or understand or to deal with new or trying situations : the skilled use of reason (2) : the ability to apply knowledge to manipulate one's environment or to think abstractly as measured by objective criteria (Webster's)(1) The ability to learn or understand or to deal with new or trying situations : the skilled use of reason (2) : the ability to apply knowledge to manipulate one's environment or to think abstractly as measured by objective criteria (Webster's) The cognitive abilities of an individual to learn from experience, to reason well, and to cope effectively with the demands of daily living. The cognitive abilities of an individual to learn from experience, to reason well, and to cope effectively with the demands of daily living.

6. - Relatively modern phenomenon - not until 1890 - Before 1900, psychologists were not able distinguish intelligence from other human characteristics - Early development of theories of intelligence and test construction started in England & France. - Galton & Cattell looked at individual differences - i.e., reaction time, measures of strength - Classification of mentally retarded - treatment was inhumane. - Relatively modern phenomenon - not until 1890 - Before 1900, psychologists were not able distinguish intelligence from other human characteristics - Early development of theories of intelligence and test construction started in England & France. - Galton & Cattell looked at individual differences - i.e., reaction time, measures of strength - Classification of mentally retarded - treatment was inhumane.

8. Sir Francis Galton Charles Spearman Louis Thurstone General factor (g) J. P. Guilford Howard Gardner

9. G factor A greater ability to form neural connections which leads to a better general intellectual performance (i.e. if we are generally intelligent, we are more likely to develop strong mechanical, musical, artistic, and other kinds of ability) Brain can process information more quickly Brain can process information more quickly Better able to learn from experience Better able to learn from experience

10. Spearman observed that an individual’s scores on any two cognitively demanding tasks were positively correlated. This led him to believe that a general intellectual factor (g), was responsible for this correlation. Basically His Idea Was: Different types of problems require different types of abilities. For example, the abilities needed to fix a car are at least somewhat different from the abilities needed to do a geometric proof in math class. But, all types of problems require an ability to see relationships between things and to manipulate those relationships. All types of problems require g. So performance on all tasks are determined by a general factor (g) which determines the ability to see relationships and manipulate those relationships and more specific factors (s)

11. Crystallized Intelligence - an individuals acquired set of knowledge and skills. In cognitive psychology, crystallized intelligence is further divided into: Declarative Knowledge: Fact based information Procedural Knowledge: How to do things. Fluid and Crystallized intelligence measures are correlated, but distinct Cattell (1963) agreed with Spearman but argued that g was made up of two types of general intelligence: Fluid Intelligence - the ability to see relationships, i.e. analogies and number and digit series completion. For example : 2 4 8 16 ___

12. Grouping Factors of Intelligence Thurstone didn’t believe that the g factor could explain all variation across cognitive tests. Thurstone didn’t believe that the g factor could explain all variation across cognitive tests. Thurstone theorized that there were common group factors present in different classes of tests. Thurstone theorized that there were common group factors present in different classes of tests. For example, a reading comprehension test and a vocabulary test show greater correlation than do a reading comprehension test and a measure of numerical ability. These group factors are independent of one another, but still related to g. These group factors are independent of one another, but still related to g.

13. Grouping Factors of Intelligence (cont.) Thurstone hypothesized seven primary mental abilities, which together combined to create g: 1. Verbal Comprehension - vocabulary, reading, verbal analogies 2. Word Fluency --- anagrams, rhyming tests 3. Number -- mathematical operations 4. Space - spatial visualizations and mental transformation. 5. Associative Memory -- rote memory 6. Perceptual Speed -- quickness in noticing similarities and differences 7. Reasoning - skill in inductive, deductive, and math problems

14. 7 Independent Types of Intelligence Linguistic (verbal) Logical-mathematicalMusical Spatial (artistic) Kinesthetic (athletic) Interpersonal (social skills) Intrapersonal (personal adjustment) Howard Gardiner argues that there are really many different and independent types of intelligences. He suggests that people may be very good at some of these skills, while not at others.

15. Gardner’s Seven Intelligences

17. - Stanford-Binet Intelligence Scale - The Wechsler Scales Group Tests Army Alpha : consisted of 8 subtests measuring verbal, numerical, & reasoning abilities. Army Beta : equivalent non-verbal test and used pictorials & nonverbal instruction Individual Intelligence Tests

19. Wechsler Intelligence Scale for Children (WISC) The Wechsler tests gives several scores: 1. Overall IQ score (M = 100, SD = 15) Wechsler Adult Intelligence Scale (WAIS) The Wechsler tests gives several scores: 1. Overall IQ score (M = 100, SD = 15) Perceptual Reasoning Index Perceptual Reasoning Index Verbal Comprehension Index Verbal Comprehension Index Working Memory Index Working Memory Index Processing Speed Index Processing Speed Index

20. Mental Age (MA) Chronological Age (CA) Intelligence Quotient (IQ) IQ = MA/CA x 100 Ratio IQ Deviation IQ Normal distribution Because Mental Age doesn’t typically grow after 25, this method underestimates most adult IQs.Because Mental Age doesn’t typically grow after 25, this method underestimates most adult IQs.

22. 2. Norms 3. Objectivity 4. Reliability 5. Validity 1. Standardization

23. Predicts to some extent how well we will do in life Predictability of Intelligence Scores Predictability of Intelligence Scores Many occupations are available only to persons with college or graduate degrees. Many occupations are available only to persons with college or graduate degrees. It takes less time to train persons with higher intelligence to a high level of job knowledge and skill. It takes less time to train persons with higher intelligence to a high level of job knowledge and skill. Persons with higher intelligence tend to perform better in complex jobs. Persons with higher intelligence tend to perform better in complex jobs.

24. Differences in intelligence and achievement: Gap is narrowing White Americans score 15 points than African Americans Asian Americans score higher than White Americans