1. UNIT 11 – TESTING AND INDIVIDUAL DIFFERENCES

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

3. Introduction Quiz
The concern with individual differences in intelligence is strictly a twentieth-century American phenomenon
Highly educated people die with more synapses than their less-educated peers
There is a slight positive correlation between brain size and intelligence scores

4. Introduction Quiz
Today’s Americans score higher on IQ tests than Americans did in the 1930s
How quickly 2-to-7 month-old babies become bored with a picture is one indicator of later intelligence
Among the mentally retarded, males outnumber females by 50 percent
As adopted children grow older, their intelligence scores become more similar to those of their biological parents than to those of their adoptive parents.

5. Introduction Quiz People with higher IQs have longer life spans
True
Exceptionally creative architects, scientists, mathematicians and engineers usually score no higher on intelligence tests than do their less creative peers
Highly educated people die with more synapses than their less-educated peers
There is a slight positive correlation between brain size and intelligence scores

6. Introduction Quiz
The concern with individual differences in intelligence is strictly a twentieth-century American phenomenon
False
Highly educated people die with more synapses than their less-educated peers
True
There is a slight positive correlation between brain size and intelligence scores

7. Introduction Quiz
Today’s Americans score higher on IQ tests than Americans did in the 1930s
True
How quickly 2-to-7 month-old babies become bored with a picture is one indicator of later intelligence
Among the mentally retarded, males outnumber females by 50 percent
As adopted children grow older, their intelligence scores become more similar to those of their biological parents than to those of their adoptive parents.

9. Intelligence Introduction
In your group, create two separate lists that include “distinctively characteristic” behaviors for each of the following groups…
INTELLIGENT people
UNINTELLIGENT people
Each list should include a minimum of 8 behaviors…

10. Intelligence Introduction
Now, walk around the room & look at the ideas of your classmates…
For each column, both INTELLIGENT & UNINTELLIGENT, you need to choose 1 items you agree with and 1 items you disagree with

11. 60.1 – Discuss the difficulty of defining intelligence.
What is intelligence? What makes one person seemingly more intelligence than another? Is intelligence what you know, or how well you perform in school. Psychologists often disagree on how to define intelligence; some believe that intelligence can take numerous forms, while others believe in a single intelligence. For the most popular views of intelligence, the definition lies somewhere in between. A simplified definition of intelligence is the cognitive abilities (thinking, reasoning, and problem solving) of a person based on his or her experiences.
Intelligence: 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, which has tended to be “school smarts”).

12. 60.2 – Present arguments for and against considering intelligence as one general mental ability.
Despite general agreement about the nature of intelligence, two controversies remain…
Is intelligence a single overall ability, or is it several specific abilities?
With modern neuroscience techniques, can we locate and measure intelligence within the brain?
Since mental abilities are incredibly diverse, is it justifiable to label these abilities with only one word – intelligence..?

13. 60.2 – Present arguments for and against considering intelligence as one general mental ability.
Theories of Intelligence 
Psychologists have devised varying techniques in an attempt to decipher the mystery surrounding intelligence. Many psychologists believe that in order to define intelligence, they must be able to measure it. Sir Francis Galton is often mentioned as the father of psychometrics, the measurement of knowledge and ability by using defined tests. Galton believed that intelligence was based on genetics. Therefore, if your parents were intelligent, you would most likely be intelligent as well. Galton studied the history of a select number of people and their relatives; this study led him to conclude that intelligence is the result of heredity. Galton’s work inspired a movement referred to as “eugenics” (well- born), which embraced this core tenet (that intelligence is inherited, or the result of nature). His research laid the groundwork for studying intelligence, but it was not without its critics. The main criticism of Galton’s work centers on the fact that he studied only males. While this appears to be sexist in nature, one must take into consideration the time period in which Galton was working.

14. 60.2 – Present arguments for and against considering intelligence as one general mental ability.
Theories of Intelligence 
Charles Spearman ( )
Viewed intelligence as two different abilities
General Intelligence, or g factor
The ability to reason and solve problems
Specific Intelligence, or s factor
The ability to excel in certain areas
Factor Analysis
A statistical procedure that identifies clusters of related items (called factors) on a test
Used to identify different dimensions of performance that underlie a person’s total score

15. 60.3 – Compare Gardner’s and Sternberg’s theories of intelligence.
L.L. Thurstone ( )
Opponent of Spearman and the g factor
Believed intelligence was composed of seven primary mental abilities
Word fluency
Verbal comprehension
Spatial ability
Perceptual speed
Numerical ability
Inductive reasoning
Memory

16. 60.3 – Compare Gardner’s and Sternberg’s theories of intelligence.
Howard Gardner (1943-present)
Believes that intelligence is multiple abilities that come in a package
We do not have AN intelligence, but rather MULTIPLE INTELLIGENCES
Studied people with diminished and/or exceptional abilities, especially those with Savant Syndrome
Savant Syndrome
A condition in which a person otherwise limited in mental abilities has an exceptional specific skill, such as in computation or drawing
Often score low on intelligence tests, but are otherwise brilliant
4 out of 5 people with this disorder are male and also have autism

17. 60.3 – Compare Gardner’s and Sternberg’s theories of intelligence.
Aptitude
Exemplar
Linguistic-Verbal Intelligence
T.S. Eliot, poet
Logical-Mathematical Intelligence
Albert Einstein, scientist
Musical Intelligence
Igor Stravinsky, composer
Spatial Intelligence
Pablo Picasso, artist
Bodily-Kinesthetic Intelligence
Martha Graham, dancer
Intrapersonal Intelligence
Sigmund Freud, psychiatrist
Interpersonal Intelligence
Mahatma Gandhi, leader
Naturalist (relatively new…)
Charles Darwin, naturalist

18. 60.3 – Compare Gardner’s and Sternberg’s theories of intelligence.

19. 60.3 – Compare Gardner’s and Sternberg’s theories of intelligence.
Robert Sternberg (1949-present)
Generally agrees with Gardner; however, Sternberg believes that intelligence has three basic components
Analytical Intelligence
Creative Intelligence
Practical Intelligence
Most commonly accepted theory of intelligence

20. 60.3 – Compare Gardner’s and Sternberg’s theories of intelligence.
Robert Sternberg (1949-present)
Analytical Intelligence (“book smarts”)
The ability to break problems down into component parts, or analysis, for problem solving
Creative Intelligence
The ability to deal with new & different concepts and to come up with new ways of solving problems
Practical Intelligence (“street smarts”)
The ability to use information to get along in life and become successful

21. 60.4 – Describe the four components of emotional intelligence.
The ability to perceive, understand, manage and use emotions
Emotionally intelligent people tend to be very self-aware
The test for emotional intelligence measures overall emotional intelligence and its four components
Perception of emotion
Understanding of emotion
Management of emotion
Usage of emotion

22. 60.4 – Describe the four components of emotional intelligence.
Complete the emotional intelligence questionnaire to see your level of emotional intelligence

23. 60.4 – Describe the four components of emotional intelligence.
Description
Perceive emotion
Recognize emotions in faces, music and stories
Understand emotion
Predict emotions, how they change and blend
Manage emotion
Express emotions in different situation
Use emotion
Utililize emotions to adapt or be creative

24. 60.4 – Describe the four components of emotional intelligence.
Criticisms
Howard Gardner & 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
Sex differences draw into question whether the EQ test is sex biased

25. 60.5 – Describe the relationship between intelligence and brain anatomy.
Brain Size and Complexity
Einstein’s brain was average in size, but his parietal lobes lower region was 15% larger than average (center for mathematical and spatial information).
Highly educated people die with 17% more synapses.
Higher intelligence scores are linked with more gray matter (neural cell bodies) in areas involved in memory, attention, and language.

26. 60.6 – Describe the relationship between intelligence and neural processing speed.
Brain Function
People who score high on intelligence tests tend to have agile brains and score high in speed of perception and speed of neural processing.