1. David G. Myers PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2014 Myers’ Psychology for AP ®, 2e 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.

2. From Unit II

3. 3 Statistical Reasoning Statistical procedures analyze and interpret data allowing us to see what the unaided eye misses. Composition of ethnicity in urban locales

4. The Need for Statistics Understanding basic statistics is beneficial for everyone

5. Descriptive Statistics

6. Histogram (bar graph)Histogram –Scale labels

7. Descriptive Statistics Histogram

17. DESCRIPTIVE STATISTICS FOUR TYPES: –N : the number of observations that make up the data set –Measures of Central Tendency: the typical value of a set of data –Measures of Variability: summarizes the spread, or variability, in a set of data –Correlation Coefficient: expresses the correlation or relationship between two sets of data 17

18. 18 Measures of Central Tendency: most typical score Mode: The most frequently occurring score in a distribution. Mean: The arithmetic average of scores in a distribution obtained by adding the scores and then dividing by the number of scores that were added together. Median: The middle score in a rank-ordered distribution.

19. 19 Measures of Central Tendency A Skewed Distribution - what is the effect of an extreme score on the mean?

20. 20 REGRESSION TO THE MEAN There is a tendency overtime for scores to move toward the mean. How might this apply to your test scores?

21. 21 Correlation When one trait or behavior accompanies another, we say the two correlate. Correlation coefficient Indicates direction of relationship (positive or negative) Indicates strength of relationship (0.00 to 1.00) r = 0.37 + Correlation Coefficient is a statistical measure of the relationship between two variables.

22. 22 CORRELATION POSITIVE CORRELATION: A direct relationship. Two variables increase or decrease together. NEGATIVE CORRELATION: An inverse relationship. As one variable increases, the other decreases.

23. 23 CORRELATION Strength of the relationship is indicated by the number. –The closer it is to zero, the weaker the relationship –The closer it is to one (plus or minus), the stronger the relationship –Interpret: +.8, -.2, -.9, +.3

24. Correlation: Which of the following examples are positive,negative or zero? 1) speed in running and the number of bricks carried while running 2) IQ and shoe size 3) IQ and school grades 24

25. 25 or Correlation does not mean causation!!!

26. 26 STATISTICS LAB PACKET Start working on page 1 with your group (no more than 3 people in a group) Between class time and HW tonight – complete pages 1 thru 8 in your stat packet

27. 27 Measures of Variability Range (of variability): The difference between the highest and lowest scores (or ages, temperatures, etc.) in a distribution. Standard Deviation: A computed measure of how much scores vary around the mean.

28. Descriptive Statistics Measures of Variability Normal Curve (bell shaped)Normal Curve

29. Descriptive Statistics Measures of Variability Normal Curve (bell shaped)Normal Curve

30. Descriptive Statistics Measures of Variability Normal Curve (bell shaped)Normal Curve

31. Descriptive Statistics Measures of Variability Normal Curve (bell shaped)Normal Curve

32. Descriptive Statistics Measures of Variability Normal Curve (bell shaped)Normal Curve

33. Descriptive Statistics Measures of Variability Normal Curve (bell shaped)Normal Curve

34. Descriptive Statistics Measures of Variability Normal Curve

35. Descriptive Statistics Measures of Variability Normal Curve

36. 36 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve or normal distribution.

37. 37 SKEWED DISTRIBUTION Positive skew = very high scores pull the mean toward the higher end (mean is more positive or greater than the rest of the scores); tails to the right due to high scores Negative skew = very low scores cause mean being pulled down toward the lower end of the scores; tails to left due to low scores

38. 38 STANDARD DEVIATION Standard deviation is based on how different the scores are from each other. The normal distribution is based on standard deviations and allows us to see what percent of the population would “normally” fall within a certain range of scores. Consider height and intelligence on the normal distribution.

39. 39 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve or normal distribution.

40. 40 STANDARD DEVIATION Let’s assume that the average height for women is 64 inches and the standard deviation is 2 inches This means that: – 68% of the population of women is between __ and __ inches. –95% of the female population are between ___ and ____ inches –Since the normal curve is symmetrical, then 2.5% of women’s heights are below ____ inches and 2.5% have heights above ____.

41. 41 STANDARD DEVIATION Let’s assume that the average height for women is 64 inches and the standard deviation is 2 inches This means that: – 68% of the population of women is between __ and __ inches. –95% of the female population are between ___ and ____ inches –Since the normal curve is symmetrical, then 2.5% of women’s heights are below ____ inches and 2.5% have heights above ____.

42. 42 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve or normal distribution.

43. 43 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

44. Calculating the Standard Deviation 44

45. 45 CALCULATING STANDARD DEVIATION Standard deviation is the square root of the variance. Variance is the measure of how different the scores are from each other. In other words, how much spread there is overall among the scores. The difference between the scores is measured by the distance of each score from the mean of all the scores.

46. Standard Deviation

69. 69 STANDARD DEVIATION Complete pages 10, 11, and 12 in your Statistics Lab Packet

70. 70 REVIEW What information about data do the measures of central tendency show? What information about data do the range and standard deviation show? Draw the shape (bells) of two graphs both with normal distributions and one with a SD = 4; the other with a SD = 14

71. STATISTICS FORMATIVE ASSESSMENT Complete Stat lab Complete Study Guide Questions; correct: –Page 24: #’s 13 -18, 20 –Page 27: # 19 –Page 29: #’s 15, 17 Complete the following multiple choice questions in Statistics in Psychological Research Test: #21 - #30 See Mrs. K-H with all materials 71

72. Inferential Statistics

73. Inferential Statistics When Is an Observed Difference Reliable? Inferential statistics Representative samples are better than biased samples Less-variable observations are more reliable than those that are more variable More cases are better than fewer

74. Inferential Statistics When Is a Difference Significant? Statistical significance –The averages are reliable –The differences between averages is relatively large –Does imply the importance of the results

75. 75 Making Inferences A statistical statement of how frequently an obtained result occurred by experimental manipulation or by chance.

76. 76 Making Inferences When sample averages are reliable and the difference between them is relatively large, we say the difference has statistical significance. For psychologists this difference is measured through alpha level, set at 5 percent (.05). A greater than one in twenty probability is considered to be not due to chance alone. When is a Difference Significant?

77. 77 Making Inferences Statistical significance refers to how two groups’ means are different. If you graphed the data from two groups and the graphs did not overlap or only overlapped a little, then the difference would be significant. If the graphs overlapped a lot, then the difference would not be significant. Significance allows you to say how likely the difference in means is due to chance. The usual goal is to get a significant level of 0.05 (or five percent), which says that the results are only 5 percent due to chance (or 95 percent due to your independent variable.) When is a Difference Significant?

78. Module 60: Introduction to Intelligence

80. 80 TRUE OR FALSE? 1.People with higher IQs have longer life spans. 2.Exceptionally creative architects, mathematicians, scientists, and engineers usually score no higher on intelligence tests than do their less creative peers. 3.Highly educated people die with more synapses than their less-educated peers. 4.There is a slight positive correlation between brain size and intelligence score.

81. 81 TRUE OR FALSE? 5.Intelligence test scores have been steadily improving since the 1920s. 6.When reminded of one’s minority race or female gender before taking a test, people will often perform worse than they are capable. 7.Adoptive children have similar intelligence scores as their adoptive parents.

82. 82 ANSWERS 1.TRUE 2.TRUE 3.TRUE 4.TRUE 5.TRUE 6.TRUE 7.FALSE

83. Introduction Intelligence Intelligence test

84. 84 Intelligence Do we have an inborn general mental capacity (intelligence)? If so, can we quantify this capacity as a meaningful number?

85. 85 Defining Intelligence - Intro Who is more intelligent? –Lady Gaga or Tiger Woods? –Chase Utley or Peyton Manning? –Albert Einstein or Donald Trump? How is intelligence measured by schools? How has this impacted your life?

86. 86 A Conceptual Definition of Intelligence Intelligence is an inferred process that humans use to explain the different degrees of adaptive success in people’s behavior.

87. 87 Operational Definitions of Intelligence Intelligence is......... –A person’s score on an IQ test –The extent of a person’s education –A person’s verbal skills A person’s adaptability in new circumstances A person’s yearly income

88. 88 What is Intelligence? Intelligence (in all cultures) is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”

89. 89 Controversies About Intelligence Despite general agreement among psychologists about the nature of intelligence, two controversies remain: 1.Is intelligence a single overall ability or is it several specific abilities? 2.With modern neuroscience techniques, can we locate and measure intelligence within the brain?

90. 90 Intelligence: Ability or Abilities? Have you ever thought that since people’s mental abilities are so diverse, it may not be justifiable to label those abilities with only one word, intelligence? You may speculate that diverse abilities represent different kinds of intelligences. How can you test this idea?

91. 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

92. 92 General Intelligence The idea that general intelligence (g) exists comes from the work of Charles Spearman (1863-1945) who helped develop the 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) approach in statistics. Athleticism, like intelligence, is many things

93. 93 General Intelligence Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis. 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. For example, people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, or a reasoning ability factor.

94. 94 General Intelligence L. L. Thurstone, a critic of Spearman, analyzed his subjects NOT on a single scale of general intelligence, but on seven clusters of primary mental abilities, including: 1.Word Fluency 2.Verbal Comprehension 3.Spatial Ability 4.Perceptual Speed 5.Numerical Ability 6.Inductive Reasoning 7.Memory

95. 95 General Intelligence Later psychologists analyzed Thurstone’s data and found a weak relationship between these clusters, suggesting some evidence of a g factor. Satoshi Kanazawa theorized that general intelligence evolved to help people solve novel problems, distinct from evolutionarily familiar problems like reading emotions or finding a mate (different type of intelligence)

96. 96 Is Intelligence One General Ability or Several Specific Abilities? Contemporary Intelligence Theories Howard Gardner (1983, 1999) supports Thurstone’s idea that intelligence comes in multiple forms. Gardner notes that brain damage may diminish one type of ability but not others. People with savant syndrome excel in abilities unrelated to general intelligence.

97. 97 Howard Gardner Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence.

99. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiples Intelligences: Garner’s Eight Intelligences Grit

100. 100 DEVELOPING AND PRESENTING A LESSON ON INTELLIGENCE Select the intelligence area Read the appropriate pages Plan lesson emphasizing your intelligence area in your activities Fill out lesson plan

101. Plan lesson emphasizing your intelligence area in your activities Teaching parts of speech: adjective, adverb, gerund (all intelligences) PPt. with definitions & examples application –Musical – make a song about three parts of speech –Linguistic – make a poem about three parts of speech –Bodily- kinesthetic – act out each part of speech –Logical mathematical – Venn diagram about attributes 101

102. 102 LESSON PLAN CHECKLIST Do each of your objectives start with a verb? Is each objective measurable? Do the activities reflect the intelligence domain? Do the activities match the objectives? Is the lesson approximately 10 minutes in length?

103. 103 Robert Sternberg’ Triarchic Theory Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight. 1.Analytical Intelligence: Intelligence that is assessed by intelligence tests. 2.Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas. 3.Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

104. 104 Criticism of Sternberg Three intelligences are not as independent of each other as Sternberg asserts Three areas actually share an underlying general intelligence Practical intelligence is actually: g + personality + motivation

105. 105 Theories: Comparison

106. 106 Emotional Intelligence Emotional intelligence is the ability to perceive, understand, and use emotions (Salovey and colleagues, 2005). The test of emotional intelligence measures overall emotional intelligence and its four components.

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

108. 108 Emotional Intelligence: Components ComponentDescription Perceive emotion Recognize emotions in faces, music and stories Understand emotion Predict emotions, how they change and blend Manage emotion Express emotions in different situations Use emotion Utilize emotions to adapt or be creative

109. 109 Emotional Intelligence Modestly better job performance Can delay gratification Often succeed in career, marriage, and parenting situations where academically smarter but emotionally less intelligent people fail

110. 110 Emotional Intelligence: Criticism Gardner and others criticize the idea of emotional intelligence and question whether we stretch this idea of intelligence too far when we apply it to our emotions. “g” does predict both occupational status and job performance. g gets you in the door; other factors determine success

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

112. 112 Is Intelligence Neurologically Measurable? Recent Studies indicate some correlation (about +.40) between brain size and intelligence. As brain size decreases with age, scores on verbal intelligence tests also decrease. Gray matter concentration in people with high intelligence.

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

114. 114 Brain Function Studies of brain functions show that people who score high on intelligence tests perceive stimuli faster, retrieve information from memory quicker, and show faster brain response times. People with higher intelligence respond correctly and quickly to the above question.

115. 115 Conceptual Difficulties Psychologists believe that intelligence is a concept and not a thing. When we think of intelligence as a trait (thing) we make an error called reification — viewing an abstract immaterial concept as if it were a concrete thing. (Example: She has an IQ of 120)

116. 116 REIFICATION WE INVENT A CONCEPT, GIVE IT A NAME, AND THEN CONVICE OURSELF IT EXISTS.

117. 117 INTELLIGENCE AND CULTURE Intelligence is a socially constructed concept. What does our culture deem as intelligent?

118. 118 Generally Accepted Definition of Intelligence Mental quality consisting of the ability to learn from experience solve problems use knowledge to adapt to new situations

119. 119 Controversies About Intelligence Despite general agreement among psychologists about the nature of intelligence, two controversies remain: 1.Is intelligence a single overall ability or is it several specific abilities? 2.With modern neuroscience techniques, can we locate and measure intelligence within the brain?

120. Module 61: Assessing Intelligence

122. 122 Assessing Intelligence Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.

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

124. 124 Alfred Binet Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system.

125. 125 Alfred Binet Binet and Simon set out to measure mental age: the chronological age that most typically corresponds to a given level of performance They theorized that mental aptitude is a general capacity that might predict school achievement Binet refused to speculate as to what the test measured or what led to high or low scores Binet felt tests should be used solely to identify children needing special attention

126. 126 Lewis Terman In the US, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-Binet Test.

127. Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-Binet –Lewis Terman –New age norms –Adding superior end

128. Origins of Intelligence Testing Lewis Terman: The Innate IQ The following is the formula of Intelligence Quotient (IQ), introduced by William Stern: IQ of 100 is considered average World War I testing

129. 129 Intelligence Quotient IQ as measured by the Stanford-Binet worked well for children, but not for adults Current scores of intelligence are the test- taker’s performance relative to the average performance of others the same age (norms are established) Average score = 100

130. 130 INTELLIGENCE QUOTIENT Terman was an advocate of widespread use of intelligence tests (believed in innate intelligence) as well as eugenics (encourage only the smart and fit people to reproduce)

131. 131 GENERAL APTITUDE TESTS DO GENERAL APTITUDE TESTS HAVE MORE RELIABILITY OR VALIDITY? –Predictive power diminishes with age –Best for young children –Major reason is the narrowness of the range (who will you be competing against in college? Will SAT scores predict your performance?)

132. 132 Abuses of Intelligence Tests Testing of immigrants led to quota laws World War I recruits used to establish unfair immigration laws with biased quotas esp against Southern and Eastern Europeans

133. Modern Tests of Mental Abilities

134. Achievement tests Aptitude tests

135. Modern Tests of Mental Abilities Achievement tests Aptitude tests

136. 136 Aptitude and Achievement Tests Aptitude tests are intended to predict your ability to learn a new skill and achievement tests are intended to reflect what you have already learned.

137. 137 David Wechsler Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers.

138. 138 WAIS WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

139. 139 WAIS AND WISC Significant improvement over previous tests Nonverbal performance scales less native language dependent Less dependent on culture knowledge Psych Sim had examples

140. 140 To keep average scores near 100, Stanford- Binet and Wechsler scales are re- standardized.

141. Principles of Test Construction

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

143. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

144. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

145. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

146. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

147. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

148. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

149. Principles of Test Construction Standardization Normal curve (bell curve)Normal curve

150. 150 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

151. Principles of Test Construction Standardization Flynn effect

152. Principles of Test Construction Standardization Flynn effect

153. 153 Flynn Effect In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.

154. 154 FLYNN EFFECT Reason is unknown Possible explanations: –Nutrition –Schooling –Stimulating environments –Hybrid vigor –Testing familiarity

155. 155 Standardization Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.

156. 156 Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: 1.Standardization 2.Reliability 3.Validity

157. 157 Reliability A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: 1.Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are. 2.Reliability using different tests: Using different forms of the test to measure consistency between them. 3.Test-Retest Reliability: Using the same test on two occasions to measure consistency.

158. 158 RELIABILITY To establish reliability, you look for high correlation coefficient Current IQ tests are +.9

159. 159 Validity Reliability of a test does not ensure validity. Validity of a test refers to what the test is supposed to measure or predict. 1.Content Validity: Refers to the extent a test measures a particular behavior or trait. 2.Predictive Validity (criterion related validity): Refers to the function of a test in predicting a particular behavior or trait. 3.Criterion Validity: Test agrees with an independent measure of what the test aims to assess.

160. 160 ACTIVITY Within a small group, develop a test of general athletic ability. This activity will give you practice with the concepts of operational definitions, standardization, reliability, and validity.

162. Stability or Change?

163. 163 The Dynamics of Intelligence Does intelligence remain stable over a lifetime or does it change? Are individuals on the two extremes of the intelligence scale really that different?

164. Stability or Change? Aging and Intelligence Cross-Sectional Evidence (younger subjects give more correct answers than do older adults Longitudinal Evidence – IQ is stable over lifespan

165. 165 Stability or Change? Longitudinal cohort Intelligence scores become stable after about seven years of age. In numerous studies, stability of intelligence scores have been determined (Angoff, 1988; Deary et al., 2004).

166. Stability or Change? Aging and Intelligence It all depends –Crystallized intelligence –accumulated knowledge, verbal skills, increases with ageCrystallized intelligence –Fluid intelligence – ability to treason quickly & abstractly, decreases with ageFluid intelligence

167. Stability or Change? Stability Over the Life Span

168. 168 STABILITY OR CHANGE? Based on SAT scores, verbal and math scores are only moderately correlated, indicating these aptitudes are distinct. Reliability between two verbal measurements (SAT & GRE) or two math measurements is high, indicating stability Some studies have shown a link with late onset Alzheimer’s and lower verbal ability.

169. 169 Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the intellectually challenged (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different. Intellectually challenged

170. 170 Intellectually Disability Mentally disabled individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves. Mainstreaming

171. 171 CAUSES OF MENTAL Disabilty Syndromes: Down (extra 21 st chromosome), Williams Familial learning disability FAS (fetal alcohol syndrome) Brain damage

172. Extremes of Intelligence The High Extreme Terman’s study of gifted Self-fulfilling prophecy Appropriate developmental placement

173. 173 High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.

175. 175 Genetic and Environmental Influences on Intelligence No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”

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

177. 177 HERITABILITY Definition: the variation is attributable to genetic factors We can attribute to heredity 50% of the variation in intelligence. We can never say what percentage of an individual’s intelligence is inherited. Explain: the more environments are similar, the more heritable are traits such as intelligence

178. Heritability

183. Heritability Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence.

184. 184 GENETIC INFLUENCES Identical twin IQ scores virtually identical (including those raised separately – Bouchard) Identical twins have very similar gray matter volume Genes for genius?

185. 185 Adoption Studies Adopted children show a marginal correlation in verbal ability to their adopted parents.

186. Environmental Influences

187. 187 Environmental Influences Studies of twins and adopted children also show the following: 1.Fraternal twins raised together tend to show similarity in intelligence scores. 2.Identical twins raised apart show slightly less similarity in their intelligence scores.

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

189. 189 Environmental Influences: Early Intervention Effects Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence. Romanian orphans with minimal human interaction are delayed in their development.

190. 190 ENVIRONMENTAL INFLUENCES Among the poor, environmental conditions can override genetic differences. Malnutrition Environment has a bigger influence in extreme cases than in “normal” compared to “enriched” Early intervention programs such as Head Start have marginal benefits

191. 191 Schooling Effects Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores. To increase readiness for schoolwork, projects like Head Start facilitate leaning.

193. Group Differences in Intelligence Test Scores Why do groups differ in intelligence? How can we make sense of these differences?

194. 194 Gender Similarities and Differences There are seven ways in which males and females differ in various abilities. 1. Girls are better spellers 2. Girls are verbally fluent and have large vocabularies 3. Girls are better at locating objects 4. Girls are more sensitive to touch, taste, and color 5. Boys outnumber girls in counts of underachievement 6. Boys outperform girls at math problem solving, but under perform at math computation 7. Women detect emotions more easily than men do

195. 195 Gender Similarities and Differences (chart continued) 8.Math SAT scores: males are over represented at extreme scores 9.Males do better in physics and computer science AP courses 10.Males tend to excel at spatial tasks such as rotating 3-dimensional objects in one’s mind

196. 196 REASONS FOR GENDER DIFFERENCES Evolutionary history as hunters and gatherers (consistent over time) Exposure to hormones during prenatal period Cultural influences

197. 197 Ethnic Similarities and Differences 1.Racial groups differ in their average intelligence scores. 2.High-scoring people (and groups) are more likely to attain high levels of education and income. To discuss this issue we begin with two disturbing but agreed upon facts:

198. 198 Racial (Group) Differences If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994). White-Americans Black-Americans Average IQ = 100 Average IQ = 85 Hispanic Americans

199. 199 Environmental Effects Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than another.

200. 200 Reasons Why Environment Affects Intelligence 1.Races are remarkably alike genetically. 2.Race is a social category, not a neatly defined biological category. 3.Today’s better prepared populations would outperform populations of the 1930s on intelligence tests. 4.White and black infants tend to score equally well on tests predicting future intelligence. Also score same when receive the same “knowledge”. 5.Different ethnic groups have experienced periods of remarkable achievement in different eras. 6.Schools and culture matter. ( ex. Asian students and math scores)

201. 201 Reasons Why Environment Affects Intelligence, continued The Flynn effect is the same margin that intelligence test scores differ between blacks and whites Gap between black and white scores widen in High School and decrease rapidly in college. Explanation?

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

203. 203 The Question of Bias Previous tests were biased in favor of certain cultural experiences, Wechsler’s addition of a nonverbal aspect improved this problem Current tests only expose unequal experience and opportunities that have real consequences (not bias, rather reality)

204. 204 The Question of Bias Aptitude tests are necessarily biased in the sense that they are sensitive to performance differences caused by cultural differences. However, aptitude tests are not biased in the sense that they do accurately predict performance of one group over the other.

205. 205 Stereotype Threat A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype (Claude Steele). This phenomenon appears in some instances in intelligence testing among African-Americans and among women of all colors.

206. 206 STEREOTYPE THREAT Over time when reminded of stereotype –Students will disidentify with school achievement –Detach their self-esteem from academics and look for self-esteem elsewhere

207. 207 INTELLIGENCE: COMPUTER ACTIVITIES Go to my Web Page, Intelligence Homework Page intelligence (sunsetpsychology) Complete this until you can do it without ANY mistakes PsychSimPsychSim Get Smart