2. © 2013 Worth Publishers Chapter 10 Intelligence Spring 2016

3. Q1. In which battle did Napoleon die? his last battle Q2. Where was the Declaration of Independence signed? at the bottom of the page Q3. River Ravi flows in which state? Liquid Q4. What is the main reason for divorce? marriage Q5. What is the main reason for failure in schools? exams Q6. What can you never eat for breakfast? Lunch & dinner Q7. What looks like half an apple? The other half

4. Q8. If you throw a red stone into the blue sea what will happen? It will simply become wet Q9. How can a man go eight days without sleeping ? No problem, he sleeps at night. Q10. How can you lift an elephant with one hand? You will never find an elephant that has only one hand.. Q11. If you had three apples and four oranges in one hand and four apples and three oranges in other hand, what would you have ? Very large hands Q12. If it took eight men ten hours to build a wall, how long would it take four men to build it? No time at all, the wall is already built. Q13. How can u drop a raw egg onto a concrete floor without cracking it? Any way you want, concrete floors are very hard to crack.

5. Chapter Overview  Definitions of intelligence  One ability or many?  The role of creativity and emotional intelligence  How to construct tests to try to assess intelligence  Intelligence stability, change, and extremes  Genetic vs. environmental influences  Group differences in ability  Racial difference or cultural test bias? Overall question to consider: does each of us have an inborn level of talent, a general mental capacity or set of abilities, and can that level be measured and represented by a score on a test?

6. Psychology’s Wars Memory War (Repression) Gender war (Nature vs. Nurture) Intelligence War – does each of us have an inborn general mental capacity, and can we quantify this capacity as a meaningful number? Throughout the history of psychology, there have been philosophical debates:

7. What is Intelligence? List behaviors you believe to be distinctively characteristic of either particularly intelligent or of particularly unintelligent people. – How intelligent are you... Fill out 11-2. What are your strengths? Areas of Weakness? In small groups, your task is to design a simple measure that your group believes might be indicative of intellectual functioning. In your discussions, you should discuss the ease of administration and production of a simple numerical score. Prepare to present and defend your design.

8. How many uses for a brick can you think of? Is this a DIVERGENT TASK or CONVERGENT TASK

9. Divergent Thinking: method used to generate creative ideas by exploring many possible solutions. Convergent Thinking: Follows a particular set of logical steps to arrive at one solution.

10. Defining Intelligence: MONDAY Come up with a list of what YOU think best describes what intelligence is. Provide a statement that represents your thinking for each.

11. Reification Do not talk about “IQ” as something that is fixed. – Reification – viewing an abstract, immaterial concept as if it were a concrete thing.

12.  Intelligence tests are a series of questions and other exercises which attempt to assess people’s mental abilities in a way that generates a numerical score, so that one person can be compared to another.  Intelligence can be defined as “whatever intelligence tests measure.”  Your college entrance test measures how good you are at scoring well on that test. “Definition” of Intelligence

13. Divergent Thinking: method used to generate creative ideas by exploring many possible solutions. Convergent Thinking: Follows a particular set of logical steps to arrive at one solution.

14. Definition of Intelligence: Beyond the Test? The text defines intelligence, whether it’s math ability or a rainforest dweller’s understanding of plants, as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

15. 12 Interesting Facts on Intelligence IQ is associated with some simple abilities. – No one with measurable IQ has difficulty deciding which of two lines is longer or whether two pairs of letters are identical. – However, in order to perform these simple tasks, a person with an IQ below 70 may need up to five times longer than an individual with a higher IQ. The nervous systems of those with low IQs are simply less efficient.

16. School attendance correlates with IQ. Staying in school can elevate IQ or, more accurately, keep it from slipping. Evidence for this dates back to the turn of the twentieth century when the London Board of Education found that the IQs of children in the same family decreased from the youngest to the oldest. The older children progressively missed more school. – Toward the end of the Vietnam War, a lottery determined draft priority. Those men born on July 9, 1951, were picked first so they tended to stay in school longer in order to avoid the draft. Those men born July 7 were last in the lottery and thus had no incentive to stay in school. – Men born on July 9 had higher IQs and also earned 7 percent more money. Summer vacations also seem to affect IQ. With each passing month, children’s end-of year scores decline.

17. IQ is not influenced by birth order. – The idea that birth order influences personality and intelligence has not stood up under recent scrutiny. – Moreover, the claim that large families make low- IQ children may be unfounded because researchers have found that low-IQ parents make large families. Smart people tend to have small families, but it is not small families per se that make people smart.

18. IQ is related to breast-feeding. – Even when researchers control for factors such as the sense of closeness mother and child experience through nursing, breast-fed children appear to have an IQ of 3 to 8 points higher by age 3.

19. IQ varies by birth date. – State policies mandate the age of students entering school as well the age they may leave, typically 16 or 17. – Those born in the final three months of the year are more likely to enter school a year later; thus, when they leave school, they have been attending one year less. For each year of school completed, there is an IQ gain of approximately 3.5 points. Unsurprisingly, as a group, those born later in the year show a lower IQ score.

20. IQ evens out with age. – Imagine, suggests Ceci, two biological siblings adopted by two different middle class families, at age 5 and again in early adulthood. Are their IQs more alike when younger and living in the homes of their adoptive parents or when they are older and living on their own? Contrary to expectation, as the siblings go out on their own, their IQ scores become more similar. The probable reason is that once they are away from the dictates of their adoptive parents, they are free to let their genotypes express themselves. Because they share about 50 percent of their genes, they will become more alike because they are likely to seek similar sorts of environments.

21. Intelligence is plural, not singular. – Regardless of their views of so-called general intelligence, researchers agree that there are statistically independent mental abilities such as spatial, verbal, analytical, and practical intelligence. – Howard Gardner is, of course, a primary proponent of multiple intelligences theory.

22. IQ is correlated with head size. – Modern neuroimaging techniques demonstrate that cranial volume is correlated with IQ. Evidence also comes from studies of the helmet sizes of members of the Armed Forces whose IQs were measured during basic training. Correlations are quite small. FACT: MALES HAVE BIGGER HEADS THAN FEMALES.

23. Intelligence scores are predictive of real-world outcomes. – Even among those with comparable levels of schooling, the greater a person’s intellectual ability, the higher the person’s weekly earnings. Those with the lowest levels of intellectual ability earn only two-thirds the amount workers at the highest level earn.

24. Intelligence depends on context. – In visiting racetracks, researchers found that some men were excellent handicappers while others were not. A complex mental algorithm that was used to convert racing data from the racing programs sold at the track distinguished experts from nonexperts. – However, the use of the algorithm was unrelated to the men’s IQ scores. Some experts were dockworkers with IQs in the 80s, but they reasoned far more complexly at the track than all nonexperts, even those with IQs above 120. At the same time, the experts performed very poorly at reasoning outside the track.

25. IQ is going up. – IQ has risen about 20 points with every generation, an increase called the "Flynn effect," after New Zealand political scientist James Flynn. The rise in IQ has been attributed to better nutrition, more schooling, and better-educated parents.

26. IQ may be influenced by the school cafeteria menu. – In one large study, 1 million students enrolled in the New York City school system were examined before and after preservatives, dyes, colorings, and artificial flavors were removed from lunch offerings. The investigators found a 14 percent improvement in IQ after the removal. Improvement was greatest for the weakest students.

27. Ceci, S. (July/August, 2001). Intelligence: The surprising truth. Psychology Today, 46–53.

28. Why do intelligent people fail? 1.Lack of motivation 2.Lack of impulse control 3.Lack of perseverance and perseveration 4.Using the wrong abilities 5.Inability to translate thought into action 6.Lack of product orientation 7.Inability to complete a task 8.Failure to initiate 9.Fear of failure 10.procrastination 11.Misattribution of blame 12.Excessive self-pity 13.Excessive dependency 14.Wallowing in personal difficulties 15.Distractibility and lack of concentration 16.Spreading oneself too thin or too thick 17.Inability to delay gratification 18.Inability to see the forest for the trees 19.Lack of balance between critical, analytical thinking and creative, synthetic thinking 20.Too little or too much self confidence

29. Intelligence: Single or Multiple? Is intelligence one general ability or several specific abilities? Charles Spearmangeneral intelligence [g] Louis Thurstone7 linked clusters of abilities Howard Gardner8 intelligences Robert Sternberg3 intelligences Creativity and intelligence5 components Emotional intelligence4 components

30. Factor Analysis 123456789101112 N.75.74.71.5858.63.01.04-.06 -.04 -.02.09 E.01-.06 -.09.02-.06.09.48.59.49.68.64 1.Do the 12 statements measure 12 different aspects of personality or do some of the statements go together? 2.What dimensions might they have in common? What do they measure? 3.Categorize the questions into subgroups and then label each subgroup. 4.Items 1-6 – clusters that define neuroticis 5.Items 7-12 – clusters describing extraversion facto 6.The larger the correlation, the greater is the item’s contribution to the facto 7.The neuroticism factor is best illustrated by # 1 & 2 8.The extraversion factor is best illustrated by # 11 & 12

31. Origins of Intelligence The Intelligence Test a method of assessing an individual’s mental aptitudes and comparing them to those of others, using numerical scores

32. Alfred Binet & Theodore Simon Developed an intelligence test containing questions that assessed mental age – Helped predict school success Flagged kids who needed special help – Made no assumptions about the origin of intelligence

33. Alfred Binet & Theodore Simon He quickly realized that some children were able to answer questions that were more advanced than older children were generally able to answer, while other children of the same age were only able to answer questions that younger children could typically answer.

34. Alfred Binet & Theodore Simon Mental Age - a measure of intelligence test performance devised by Binet – chronological age that most typically corresponds to a given level of performance – child who does as well as the average 8-year-old is said to have a mental age of 8

35. Alfred Binet & Theodore Simon Binet himself did not believe that his psychometric instruments could be used to measure a single, permanent and inborn level of intelligence stressed the limitations of the test, – intelligence is far too broad a concept to quantify with a single number. he insisted that intelligence is influenced by a number of factors, changes over time and can only be compared among children with similar backgrounds

36. Lewis Terman Stanford University psychologist: Believed that intelligence was inherited. – Revised to make the Stanford-Binet – help guide people toward appropriate opportunities Eugenics Movement: a method of preserving and improving the dominant groups in the population; it is now generally associated with racist and nativist elements – Prime Minister Lee Kuan Yevv of Singapore, who tried to institute a eugenics program of rewarding well-educated women for higher birth rates

38. Origins of Intelligence Intelligence Quotient (IQ) – defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100 IQ = ma/ca x 100) – on contemporary tests it produces a mental ability score based on the test taker’s performance relative to the average performance of others the same age. average performance for a given age is assigned a score of 100 – Terman & others used to document a presumed innate inferiority of certain ethnic and immigrant groups

39. Normal Curve Normal distribution – bell-shaped curve that represents data about how many human characteristics are dispersed. Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

40. Intelligence Testing & WWI In 1917, as president of the APA, psychologist Robert Yerkes developed two tests known as the Army Alpha and Beta tests. – Army Alpha was designed as a written test (Beta, for those who couldn’t read) – Over 2 million tested Tests stayed around and where used to screen new immigrants as they entered the United States at Ellis Island. – The results of these mental tests were inappropriately used to make sweeping and inaccurate generalizations about entire populations, which led some intelligence "experts" to exhort Congress to enact immigration restrictions

41. 1. Bull Durham is the name of a A. chewing gum B. aluminum ware C. tobacco D. clothing 2. Seven-up is played with A. rackets B. cards C. pins D. dice 3. The Merino is a kind of A. horse B. sheep C. goat D. cow 4. The most prominent industry of Minneapolis is A. flour B. packing C. automobiles D. brewing 5. Garnets are usually A. yellow B. blue C. green D. red 6. The Orpington is a kind of A. fowl B. horse C. granite 8. Soap is made by A. T. Babbitt B. Smith & Wesson C. W. L. Douglas D. Swift & Co. 9. Laura Jean Libby is known as a A. singer B. suffragist C. writer D. army nurse 10. An air-cooled engine is used in the A. Buick B. Packard C. Franklin D. Ford 11. A house is better than a tent, because A. it costs more B. it is more comfortable C. it is made of wood 12. Why does it pay to get a good education? A. it makes a man more useful and happy B. it makes work for teachers C. it makes demand for buildings for schools and colleges 13. If the grocer should give you too much money in making change, what is the right thing to do? A. buy some candy off him with it B. give it to the first poor man you meet C. tell him of his mistake

42. What do scores mean?  Lewis Terman, of Stanford University, began with a different assumption than Binet; Terman felt that intelligence was unchanging and innate (genetic).  Later, Terman saw how scores can be affected by people’s level of education and their familiarity with the language and culture used in the test. What to do if you score low on an IQ test? Binet Terman Study, and develop self- discipline and attention span. Remove your genes from the population (eugenics).

43. Assessing Intelligence Wechsler Adult Intelligence Scale (WAIS) Wechsler Adult Intelligence Scale (WAIS) ◦ most widely used intelligence test ◦ Yields an overall intelligence score & subtests  verbal  performance (nonverbal) Major differences between the two scores, alert examiner to possible learning problems.

44. David Wechsler’s Tests: Intelligence PLUS The Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC) measure “g”/IQ and have subscores for:

45. Assessing Intelligence- Sample Items from the WAIS From Thorndike and Hagen, 1977 VERBAL General Information Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span PERFORMANCE Picture Completion Picture Arrangement Block Design Object Assembly Digit-Symbol Substitution

46. Stanford Binet Scale Stanford-Binet Scale of Human Intelligence IQ ScoreOriginal TermCurrent Term 145 and overGenius 120–144Exceptional 110–119High Average 90–109Average or Normal 80–89DullDull Normal 70–79Borderline DeficiencyMild disability 50–69MoronModerate disability 20–49ImbecileSevere disability Below 20IdiotProfound disability

47. WISC / WAIS Scale IQ Range ("Deviation IQ")Intelligence Classification 130 and overgifted 120–129high 110–119High Average 90–109Average 80–89Low Average 70–79Borderline Below 69Extremely Low

48. General Intelligence, also known as g Charles Spearman (1863-1945) performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high “g” (general intelligence). * Factor analysis is a statistical procedure that identifies clusters of related items on a test (any test, not just an intelligence test). It is used to identify the different dimensions of performance that underlie a person’s total score.

49. Thurstone’s Seven Clusters of Abilities  Louis Thurstone (1887- 1955) disagreed with the idea of one general measure and trait of overall intelligence.  Thurstone found that the results of 56 skill tests fell into 7 clusters.  However, further analysis showed that people who were strong in one cluster tended to be strong in other clusters. 1.Verbal comprehension 2.Inductive reasoning 3.Word fluency 4.Spatial ability 5.Memory 6.Perceptual speed 7.Numerical ability g

50. Multiple Intelligences The “savant syndrome” (rainman)refers to having isolated “islands” of high ability amidst a sea of below-average cognitive and social functioning.savant syndrome” (rainman)refers Howard Gardner’s Multiple Intelligences  Howard Gardner (b. 1943) noted that different people have intelligence/ability in different areas.  Research and factor analysis suggests that there may be a correlation among these intelligences.

51. Howard Gardner’s Eight Intelligences

52. George and his identical twin brother Charles can give you the day of the week for any date over a span of 80,000 years. Ask them to identify the years in the next two centuries in which Easter will fall on March 23 and they will give correct answers with lightning speed. The twin brothers can describe the weather on any day of their adult life. At the same time, they are unable to add or count to 30, and they cannot figure change from a $10 bill for a $6 purchase.

53. Kenneth can accurately cite the population of every U.S. city over 5000; the distance from each city or town to the largest city in its state; the names, number of rooms, and locations of 2000 leading hotels in the United States; and statistics concerning 3000 mountains and rivers Kenneth has a mental age of 11 years and a vocabulary of 58 words.

54. Upon hearing Tchaikovsky’s Piano Concerto No. 1 for the first time in his teen years, Leslie played it back flawlessly and without hesitation. He can do the same with any other piece of music, no matter how long or complex. Leslie is severely mentally handicapped and blind, and he has cerebral palsy.

55. Intelligence and Success 54 “Success in life” is impossible to define. However, wealth tends to be related to intelligence test scores, PLUS:  focused daily effort/practice, taking 10 years to achieve success-level expertise.  social support and connections.  hard work and energetic persistence (grit).

56. Charles and Margaret are both engineers and have been married for 5 years. Three years ago, Charles was offered a job in Europe. Margaret agreed to quit her job in the United States and move to Europe with Charles. The job was an excellent career move for Charles. Soon after the move they had a baby. After the birth, Margaret decided to start working again and, with effort, found a very exciting job that paid well and promised real security. Meanwhile, Charles was offered a transfer back to the United States. Margaret feels she needs another year or two in her new job to meaningfully advance her career. She is also tired of moving. She has already given up a lot of time following Charles around. Charles knows that his wife’s job is as important as his own but he thinks returning to the United States would help both their careers in the end. What should Charles do?

57. Robert Sternberg (b. 1949) proposed that “success” in life is related to three types of ability. Practical intelligence: expertise and talent that help to complete the tasks and manage the complex challenges of everyday life Sternberg’s Intelligence Triarchy Analytical intelligence: solving a well- defined problem with a single answer Creative intelligence: generating new ideas to help adapt to novel situations

59. Creativity Creativity refers to the ability to produce ideas that are novel and valuable. [Creative intelligence involves using those ideas to adapt to novel situations.] Convergent thinking is a left-brain activity involving zeroing in on a single correct answer. Creativity uses divergent thinking, the ability to generate new ideas, new actions, and multiple options and answers. Does chess involve creativity?

60. Creativity Come up with examples of creativity beyond the artistic vocations. – Possible answers include entrepreneurship, generating hypotheses and explanations in science, generating and proving theorems in mathematics, and inventive problem solving in any form of engineering. Is it creative, or just derivative/rip-off, when people do mashups (videos, music, images) involving sampling of the work of others?

61. Robert Sternberg’s Five Components of Creativity Expertise: possessing a well- developed base of knowledge Imaginative thinking: having the ability to see new perspectives, combinations, and connections Venturesome personality: tending to seek out new experiences despite risk, ambiguity, and obstacles Intrinsic motivation: enjoying the pursuit of interests and challenge, without needing external direction or rewards Creative environment: having support, feedback, encouragement, and time and space to think

62. To Boost Creativity: Four Strategies  Pursue an interest until you develop expertise.  Allow time for incubation (“sleeping on it”) with your attention away from projects, during which unconscious connections can form.  Allow time for mental wandering and aimless daydreaming with no distractions.  Improve mental flexibility by experiencing other cultures and ways of thinking.

63. Social intelligence refers to the ability to understand and navigate social situations. Social and Emotional Intelligence Emotional intelligence involves processing and managing the emotional component of those social situations, including one’s own emotions.

64. Recognizing emotions in facial expressions, stories, and even in music Perceiving emotions Being able to see blended emotions, and to predict emotional states and changes in self and others Understanding emotions Modulating and expressing emotions in various situations Managing emotions Using emotions as fuel and motivation for creative, adaptive thinking Using emotions Components of Emotional Intelligence Benefits of Emotional Intelligence People with high emotional intelligence often have other beneficial traits, such as the ability to delay gratification while pursuing long-term goals. The level of emotional intelligence, including the skill of reading the emotions of others, correlates with success in career and other social situations.

65. EI Based on Peter Salovey and John Mayer’s model of emotional intelligence, the scale items are designed to assess: – (1) the appraisal and expression of emotion in self and others, – (2) the regulation of emotion in self and others, and – (3) the utilization of emotion in solving problems. In scoring their scale, students should first reverse the numbers (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1) that they placed in response to items 5, 28, and 33, and then add the numbers in front of all 33 items. The authors reported means of 135 and 120 for therapists and prisoners, respectively, and means of 131 and 125 for females and males, respectively. Research has indicated that high scale scores are associated with greater optimism, less depression, and less impulsivity. Scores also predicted first-year college grades, were positively associated with the “openness to experience” trait of the Big Five personality dimensions, but were unrelated to cognitive ability.

66. Intelligence and Brain Anatomy “Genius” seems to correlate with:  overall brain size.  the size of some brain regions such as the parietal lobe.  high brain activity in the frontal and parietal lobes.  extra gray matter (brain cell bodies, seen as more brain surface area/convolutions).  extra white matter (axons) leading to high connectivity among different regions. activity of the front part of the frontal lobes to organize and coordinate information “being in shape”; using less energy to solve problems than the brains of “normal” people. Intelligence and Brain Functioning Intelligence in action seems to involve:

67. Intelligence and Processing Speed Verbal and general intelligence test scores correlate with the:  speed of retrieving information from memory.  speed of receiving and processing sensory and perceptual information. Q: Did you process the tic tac toe game deeply enough to say whether it was an X or an O in each of the now-empty squares?

68. VIDEO LINK: Battle of the Brains

69. Testing Create a list of the different types of “tests” you have taken throughout your life.

70. Aptitude vs Achievement Tests Aptitude Test Aptitude Test ◦ a test designed to predict a person’s future performance ◦ aptitude is the capacity to learn ◦ SAT Achievement Test Achievement Test ◦ a test designed to assess what a person has learned ◦ Unit tests ◦ ACT

71. Your achieved vocabulary influences your score on aptitude tests. Aptitudes (capacity to learn) influence your grades on tests for achievement. If you have low capacity to learn – obviously influence your scores on achievement tests! Aptitude vs. Achievement

72. IQ SAT scores (verbal + quantitative) Aptitude vs. Achievement  Achievement tests measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course.  Aptitude tests attempt to predict your ability to learn new skills.  The SAT, ACT, and GRE are supposed to predict your ability to do well in future academic work. If the SAT is an aptitude test, should it correlate with IQ? In this sample yes (+.82). Correlation falls apart above 120.

73. Assessing Intelligence Assessment refers to the activity and the instruments used to measure intelligence. The challenge is to make these instruments valid (measure what they are supposed to measure) and reliable (yielding the same score if administered again, even if administered by someone else).  to study how (and why) people differ in ability  to match strengths and weaknesses to jobs and school programs  to help the “survival of the fittest” process; trying to select the people who have the greatest abilities. This was the position of eugenicist Francis Galton (1822-1911). Why Try to Measure Intelligence?

74. In order for intelligence or other psychological tests to generate results that are considered useful, the tests (and their scores) must be: standardized. Principles of Test Construction reliable. valid.

75. Many intelligence tests generate a raw score based on the number of answers correct, but can we turn this into a number that tells us how smart/capable a person is compared to the general population? Standardization Standardization means defining the meaning of scores based on a comparison with the performance of others who have taken the test before. William Stern compared our intelligence test score to others by finding a “mental age” of people who scored on average the way we did. A newer method of generating an intelligence test score is to determine where your raw score falls on a distribution of scores by people of your chronological age.

76. Standardization: How “Normal” is Your Score? If we stacked a bunch of Weschler Intelligence Tests (by people your age) in a pile placed by raw score (number of test items correct), there would be a few very high scores and a few low scores, and a big pile in the middle; this bell-shaped pile is called the normal curve. We will call the average raw score “IQ 100.”  Number of people with this score  Comparing your score to this standard set of scores: if you score higher than 50 percent of people, you your IQ is 100. If your score is higher than 98 percent of the population, your IQ is around what number?

77. Normal Curve Normal distribution – bell-shaped curve that represents data about how many human characteristics are dispersed. Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

78. Skewed Distributions Scores are squeezed into one end: Positively Skewed: extreme score that is high. Negatively skewed: extreme score is very low. The Mean is pulled in the direction of the tail.

79. I got a 90 on my IQ test – what does that mean? Scores for standard !IQ test for adults are distributed as a NORMAL DISTRIBUTION – With a mean of 100 & a standard deviation of 15 The average score on the test is 100. The standard deviation tells us about the spread of scores around the mean – Are they tightley clustered or do they spread out a lot?

80. Standard Deviation in an Normal Distribution The higher the standard deviation, the greater the spread. In a normal distribution, 68% of all scores will fall within 1 SD of the mean (115-85). 95% of the scores will fall within +/- 2 SD from the mean (130-70) A score of 90 = scored 10 pts. (or 2/3rds of a SD) below the mean.

81. Descriptive Percentiles – Express the standing of one score relative to all other scores in a set of data – My SAT score is in the 10 th percentile. I SCORED HIGHER THAN 10% OF THE PEOPLE WHO TOOK THE TEST.

82. Re-Standardization and the Flynn Effect Re-Standardization: Re-testing a sample of the general population to make an updated, accurate comparison group, in case people are smarter than they used to be when the test was first made. The Flynn Effect: Performance on intelligence tests has improved over the years, worldwide.

83. Test your understanding You took an intelligence test last week and were assigned a number of 120. Then, after decades of the Flynn effect, the test was restandardized this week. Today, you took the same test and got exactly the same number of items correct. Your new intelligence test score is most likely to be: A.105 B.120 C.128 the intelligence test is now standardized so that your raw score is compared to a post-Flynn effect population (supposedly SMARTER). Compared to this newer group, your number of items correct might not seem so great; it might even be below average!

84. A test or other measuring tool is reliable when it generates consistent results. Reliability and Validity  Split-half reliability: do two halves of the test yield the same results?  Test-retest reliability: will the test give the same result if used again? If your height was measured with a ruler made of stretchy material, what would be the problem? A test or measure has validity if it accurately measures what it is supposed to measure.  Content validity: the test correlates well with the relevant criterion, trait, or behavior  Predictive (criterion related) validity : the test predicts future performance (e.g. an aptitude test relates to future grades) If your height was measured with a yardstick on which the units were too small, what would be the problem?

85. At the higher range of weights and success, weight is less of a valid predictor of success of football linemen. Predictive Validity: Only in Broad Ranges

86. Groups of 4: share out your findings with your group members, choose one question that your group believes is most important / interesting to share out with the class. Why is this important?? How stable are intelligence scores over our life span? What are the traits of those at the low and high extremes? What evidence points to a genetic influence on intelligence, and what is heritability? What does evidence reveal about environmental influences on intelligence? How and why do the genders differ in mental ability scores? For each question, create ONE power point slide or poster for each question that addresses each point. Be sure to include ACADEMIC information. Should include one web source (site at the bottom of slide), Be prepared to share out your findings to class next week. EXTRA CREDIT: take another IQ test on the web and write a summary using the following terms: Validity, Content Validity, Reliability, Test-Retest, Aptitude

87. Dynamics of Intelligence Are intelligence test scores stable or do they change with age?

88. Which type of intelligence? Stability of Intelligence during Aging: Based on this chart, at what age might you do best at completing a crossword puzzle quickly? Approx 63

89. Stability of Intelligence during Aging Cross-sectional studies examine people of different ages all at once. Older adults do not perform as well as younger adults on intelligence tests.  What factors could explain this?  What is different about these different populations other than their chronological age? Evidence for stability Evidence for change/decline Longitudinal studies track the performance of one group of people, or cohort, over time. This method yields evidence that intelligence remains stable, or even increases, over time.  What could account for this result?  What are the shortcomings of this method?

90. Fluid and Crystallized Intelligence Fluid intelligence refers to the ability to think quickly and abstractly. Crystallized intelligence refers to accumulated wisdom, knowledge, expertise, and vocabulary.

91. Putting the evidence together Can we combine the information on this chart and form a general impression about whether intelligence declines with age? Stability of Intelligence during Aging

92. Stability of Intelligence Test Scores Over the Lifespan Pushing toddlers to learn does not seem to help much. Only by age four is a child’s performance on intelligence tests a predictor of future performance on intelligence tests. Based on the results of a longitudinal study depicted in this chart, does intelligence test score at age 11 predict intelligence test score at age 80?

93. Intelligence and Longevity In a Scottish longitudinal study, 11-year-olds with higher intelligence test scores lived longer and more independently and were less likely to develop Alzheimer’s Disease. In a study of nuns, those with lower verbal ability were later more likely to develop Alzheimer’s Disease, which includes a shorter lifespan.

94. Extremes of Intelligence The Wechsler Intelligence Scale is set so that about 2 percent of the population is above 130 and about 2 percent of the population is below 70. Very High Intelligence, Gifted Intellectual Disability

95. Extremes of Intelligence “Intellectual disability” refers to people who  have an IQ around 70 or below.  have difficulty with adaptive skills, such as:  conceptual skills (literacy and calculation).  social skills, including making safe social choices.  practical daily living skills such as hygiene, occupational skills, and using transportation.  Although some people with high intelligence test scores can seem socially delayed or withdrawn, most are “successful.”  “Gifted” children, like any children, learn best with an appropriate level of challenge.  Segregated, “tracked” programs, however, often unfairly widen achievement gaps.

96. Genetic and Environmental Influences on Intelligence (Nature and Nurture)  Even if we agree for argument’s sake that “success” in life is caused in part by some kind of intelligence, there is still a debate over the origin of that intelligence. – Are people “successful” because of inborn talents? – Or are they “successful” because of their unequal access to better nurture?  Information to tease out the answers can be found in some twin and adoption studies.

97. Genetic and Environmental Influences on Intelligence Studies of Twins Raised Apart Findings from these studies indicate that both nature and nurture affect intelligence test scores. What explains this difference?

98. Heritability  When you see variation in intelligence between two or more people, the heritability of that trait is the amount of variation that is apparently explained by genetic factors.  This does NOT tell us the proportion that genes contribute to the trait for any one person. Clarifying Heritability  If three people had exactly the same education, nutrition, and experiences, some psychologists speculate that genes might be responsible for perhaps 40 percent of their intelligence; nurture certainly made a big impact.  However, such identical nurturing (which is actually impossible) could not create differences in intelligence.  With identical nurture, the heritability of intelligence would be virtually 100 percent.

99. Genetic Influences on Intelligence  Identical twins seem to show similarity in specific talents such as music, math and sports.  The brains of twins show similar structure and functioning.  There are specific genes which may have a small influence on ability.

100. Adoption Studies With age, the intelligence test scores of adoptees looks more and more like that of their ____________ parents. In another study, heritability of intelligence test scores continued to increase beyond age 16. (adoptive? birth/biological?)

101. Environmental Influences on Intelligence  Environment has more influence on intelligence under extreme conditions such as abuse, neglect, or extreme poverty.  Tutored human enrichment has a larger impact on compensating for deprivation than on boosting intelligence under normal conditions.

102. Schooling and Intelligence  Preschool and elementary school clearly have at least a temporary impact on intelligence test scores.  College can have a positive impact on intelligence test scores if students have: – motivation and incentives. – belief that people can improve. – study skills, especially the willingness to practice.

103. Understanding Group Differences in Test Scores Now, let’s look at:  gender differences.  “racial” differences.  understanding the impact of environment.  within-group differences and between-group differences.  the impact of test bias and stereotype threat on performance.

104. Supposed Male-Female Ability Differences Male/female difference related to overall intelligence test score. Boys are more likely than girls to be at the high or low end of the intelligence test score spectrum.

105.  Girls tend to be better at spelling, locating objects, and detecting emotions.  Girls tend to be more verbally fluent, and more sensitive to touch, taste, and color.  Boys tend to be better at handling spatial reasoning and complex math problems.  It is a myth that boys generally do better in math than girls. Girls do at least as well as boys in overall math performance and especially in math computation. Male-Female Ability Differences

106. Standard Tests of Male and Female Strengths

107. Ethnic/Racial Differences in Intelligence Test Scores The green triangle shows African-Americans scoring higher than the average non- African-Americans. How can we interpret this group difference in average intelligence test scores? We will look at the issue of test bias and other factors affecting scores for perceived minorities. The bell curve for African American intelligence test scores is centered at 85. For non-African Americans, the average is 100. Whatever the cause of this score difference, it is incorrect to use this information to predict the score of an individual. But first…

108. Understanding Group Differences: Within-group vs. Between-group Group differences, including intelligence test score differences between so-called “racial groups,” can be caused by environmental factors. Below: the difference between groups is caused by poor soil (environment). What may be a reason why there is a difference in the flowers?

109. The “Racial” Intelligence Test Score Gap  Racial categories are not distinct genetically and are unscientific.  Both “whites” and “blacks” have higher intelligence test scores than “whites” of the 1930s.  “Whites” may have more access to “fertile soil” for developing their potential, such as:  schools and educational opportunities.  wealth, nutrition, support, and educated mentors.  relative freedom from discrimination.

110. Economic and social correlates of IQ IQ<7575-9090-110110-125>125 US population distribution 52050205 Married by age 307281 7267 Out of labor force more than 1 month out of year (men) 2219151410 Unemployed more than 1 month out of year (men) 1210772 Divorced in 5 years212223159 % of children w/ IQ in bottom decile (mothers) 391767- Had an illegitimate baby (mothers)illegitimate 3217842 Lives in poverty3016632 Ever incarcerated (men) 77310 Chronic welfare recipient (mothers) 3117820 High school dropout553560.40 Values are the percentage of each IQ sub-population, among non-Hispanic whites only, fitting each descriptor. Herrnstein & Murray (1994) pp. 171, 158, 163, 174, 230, 180, 132, 194, 247-248, 194, 146 respectively. http://www.intelltheory.com/bellcurve.shtml Economic and social correlates of IQ

112. Two Problems Called “Bias” Are Tests Biased? Bias 1: In the popular sense of the word, intelligence tests are often biased. Often, tests have questions which rely on knowledge of mainstream culture. For example, the 2011 SAT writing prompt demanded students discuss the authenticity of reality television shows. Bias 2: Aptitude tests seem to predict future achievement equally well for various ethnic groups, and for men and women. Test makers must prevent “bias” in the popular sense of the word: making it easier for one group than another to score high on a test. Test makers also strive to prevent the scientific form of bias: making it easier for one group than for another to have their abilities accurately assessed, and their future performance predicted.

113. The Effect of Stereotype Threat Study result: Women did worse on math tests than men, except when they are told first that women usually do as well as men on the test. Why? Study result: Blacks/African-Americans did worse on intelligence tests when reminded of their racial/ethnic identification right before the test. Why? Study result: Blacks/African-Americans scored higher when tested by Blacks rather than being tested by Whites. Why?

114. The Power of Expectations  Stereotype threat refers to a feeling that one will be evaluated based on a negative stereotype.  Stereotype threat may interfere with performance by making people use their working memory for worrying instead of thinking.  This worry is self- confirming/fulfilling: the effect of minority status on performance is worsened by worry about that effect.

115. Is discriminating among college or job applicants based on test scores better than discriminating based on appearance? Can test scores be used as Alfred Binet suggested: to identify those who would benefit from educational interventions? Can a person’s worth and potential be summed up in one intelligence test score? Issues Related to Intelligence Tests