1. Introducing Psychology
4/19/2017
Psychology, 4/e by Saul Kassin
Prepared by Michael J. Renner, Ph.D.
These slides ©2001 Prentice Hall Psychology Publishing.
CHAPTER 10:
Intelligence
©2001 Prentice Hall

2. Introducing Psychology
4/19/2017
Intelligence
Intelligence Tests
The Nature of Intelligence
The Great Debates
Education
Chapter Outline
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

3. Intelligence Tests The Stanford-Binet
Introducing Psychology
4/19/2017
Intelligence Tests The Stanford-Binet
A new type of test, developed by Alfred Binet in 1904 to screen French school children for potential academic problems.
Translated into English and adapted for the U.S. by Lewis Terman of Stanford University.
Mental Age
The average age of the children who achieve a certain level of performance
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

4. Intelligence Tests Intelligence Quotient
Introducing Psychology
4/19/2017
Intelligence Tests Intelligence Quotient
Originally defined as the ratio of mental age to chronological age, it now represents a person’s performance relative to same-age peers.
Shifts the focus to the rate of development
Allows children of different ages to be compared.
Mental Age
Chronological Age (
) x 100
IQ=
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

5. Intelligence Tests The Wechsler Scales
Wechsler Adult Intelligence Scale (WAIS)
The most widely used IQ test for adults, it yields separate scores for verbal and performance subtests
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

6. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
Intelligence Tests The Wechsler Scales Simulated Items Similar to those in the WAIS
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

7. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
Intelligence Tests The Wechsler Scales Simulated Items Similar to those in the WAIS
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

8. Intelligence Tests Group Aptitude Tests
Introducing Psychology
4/19/2017
Intelligence Tests Group Aptitude Tests
Stanford-Binet, Wechsler, and other scales test one person at a time.
This is not practical for quick, large-scale assessment.
During World War I, the U.S. Army developed two tests that could be group-administered.
“Alpha” for those who could read English
“Beta” for all other recruits
Group tests are now common.
Scholastic Aptitude Test (SAT)
American College Test (ACT)
Graduate Record Examination (GRE)
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

9. Intelligence Tests Distribution of Scores on the SAT
Introducing Psychology
4/19/2017
Intelligence Tests Distribution of Scores on the SAT
Figure 12.5b from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

10. Intelligence Tests Are Intelligence Tests Accurate?
Introducing Psychology
4/19/2017
Intelligence Tests Are Intelligence Tests Accurate?
Standardization
The procedure by which existing norms are used to interpret an individual’s test score
Reliability
The extent to which a test yields consistent results over time or using alternate forms
Two types are test-retest and split-half.
Validity
The extent to which a test measures what it is supposed to measure
Two types are content and criterion.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

11. Intelligence Tests Standardization
Introducing Psychology
4/19/2017
Intelligence Tests Standardization
Involves administering a test to thousands of people similar to those for whom the test was intended.
And, determining average score and characteristics of distribution of scores
The average score was set at 100 and test scores are distributed in a normal bell-shaped curve with about 68% of scores falling between 85 and 115.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

12. Intelligence Tests Reliability
Introducing Psychology
4/19/2017
Intelligence Tests Reliability
A reliable test measures a variable(s) consistently.
Unlike validity, reliability does not address what is being measured.
Forms of reliability
Test-Retest
The extent to which a test yields consistent results when readministered at a later time
Split half
The degree to which alternate forms of a test yield similar results
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

13. Intelligence Tests Validity
Introducing Psychology
4/19/2017
Intelligence Tests Validity
A valid test measures or predicts what it claims to measure or predict.
Types of Validity
Content validity
The extent to which a test measures what it is supposed to measure
Criterion-related validity
The extent to which a test can predict a concurrent or future outcome
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

14. Introducing Psychology
4/19/2017
Intelligence Tests Are Intelligence Tests Biased? Raven's “Culture-Fair” Test
Person is given a series of matrices and must complete each by selecting the correct symbol for the available choices.
Designed to be free of cultural bias
Figure 12.6 from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Raven, J. C. , Court, J. H., & Raven, J. (1985). A manual for Raven’s progressive matrices and vocabulary scales. London: H. K. Lewis.
Sample Item
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

15. The Nature of Intelligence General Intelligence (g)
Introducing Psychology
4/19/2017
The Nature of Intelligence General Intelligence (g)
A broad intellectual-ability factor used to explain why performances on different intelligence-test items are often correlated
Factor Analysis
A statistical technique used to identify clusters of test items that correlate with one another.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

16. The Nature of Intelligence Spearman’s Theory of Intelligence
Introducing Psychology
4/19/2017
The Nature of Intelligence Spearman’s Theory of Intelligence
Spearman theorized that individuals differ in general intelligence (g).
To explain why correlations among tests are not perfect, he theorized that each test score is also affected by the specific ability being tested (S).
Figure 12.7 from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

17. Introducing Psychology
4/19/2017
The Nature of Intelligence General Intelligence (g) Neural Speed and Intelligence
Recorded time required for brain to react to visual stimuli.
Ordered subjects from slowest (1) to fastest (5) on this measure.
Subjects with higher conduction speed also had higher scores on an intelligence test.
Figure 12.8 from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Reed, T. E., & Jensen, A. R. (1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16,
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

18. The Nature of Intelligence Gardner's Frames of Mind
Introducing Psychology
4/19/2017
The Nature of Intelligence Gardner's Frames of Mind
Multiple Intelligences
Gardner’s theory that there are seven types of intelligence:
Linguistic intelligence
Logical - mathematical intelligence
Spatial intelligence
Musical intelligence
Bodily-kinesthetic intelligence
Interpersonal intelligence
Intrapersonal intelligence
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

19. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
The Nature of Intelligence Gardner's Frames of Mind Types of Multiple Intelligences I
Linguistic Intelligence
Verbal ability, consists of the skills involved in speaking, listening, reading, and writing
Logical-mathematical Intelligence
Abstract reasoning ability, consists of the skills necessary for solving puzzles and programming computers
Spatial Intelligence
Visual ability, consists of the skills involved in orienting oneself in space and navigation
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

20. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
The Nature of Intelligence Gardner's Frames of Mind Types of Multiple Intelligences II
Musical Intelligence
Ability to appreciate the tonal qualities of sound, consists of the skills necessary to compose and play an instrument
Bodily-kinesthetic Intelligence
Ability to control gross and fine body movements
Interpersonal Intelligence
Ability to understand others, social skills
Intrapersonal Intelligence
Ability to understand oneself, self-insight
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

21. The Nature of Intelligence Sternberg's Triarchic Theory
Introducing Psychology
4/19/2017
The Nature of Intelligence Sternberg's Triarchic Theory
Triarchic Theory of Intelligence
Sternberg’s theory that there are three kinds of intelligence: analytic, creative, and practical.
Analytic - “Components”
Comparing, analyzing, and evaluating
This type of process correlates best with IQ
Creative - “Experiential”
Inventing or designing solutions to new problems
Practical - “Contextual”
Adapting to the contexts of everyday life
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

22. The Nature of Intelligence Sternberg's Triarchic Theory
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

23. The Nature of Intelligence Sternberg's Triarchic Theory
Creativity
Intellectual and motivational processes that lead to novel situations, ideas, artistic forms, or products
Divergent Thinking
The ability to think flexibly and entertain a wide range of possible solutions.
Practical Intelligence
The ability to size up new situations and adapt to real-life demands.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

24. The Great Debates Nature and Nurture Nature's Influence on IQ Scores
Introducing Psychology
4/19/2017
The Great Debates Nature and Nurture Nature's Influence on IQ Scores
The greater the genetic similarity between two individuals, the more similar are their IQ scores.
This suggests a genetic component to intelligence.
Figure 12.10a from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212,
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

25. The Great Debates Nature and Nurture Nurture's Influence on IQ Scores
Introducing Psychology
4/19/2017
The Great Debates Nature and Nurture Nurture's Influence on IQ Scores
All other things being equal, two individuals raised together will have more similar IQ scores than those raised apart.
This is evidence that the environment shapes intelligence in important ways.
Figure 12.10b from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212,
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

26. Introducing Psychology
4/19/2017
The Great Debates Nature and Nurture How Environments Magnify Genetic Influences
Figure 12.10b from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212,
Some theorize that genes predispose children toward varying success rates in school.
Early academic experiences guide the children into different environments.
These environments can multiply the influence of genes.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

27. The Great Debates Nature and Nurture Effects of Schooling
Introducing Psychology
4/19/2017
The Great Debates Nature and Nurture Effects of Schooling
Children from comparable schools
One with 180-day year
One with 210-day year
Children began study performing similarly
At end of study, extended-year children performed better on math (shown here) and reading tests.
Figure 12.11b from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source: Frazier, J. A., & Morrison, F. J. (1998). The influence of extended-year schooling on the growth of achievement and perceived competence in early elementary school. Child Development, 69,
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

28. The Great Debates Nature and Nurture Head Start Programs
Project Head Start
A preschool intellectual-enrichment program for children born of poor families
Serves hundreds of thousands of families across the U.S. each year
Alumni score about 10 points higher on IQ tests, are more confident, are less likely to repeat grades, and are more likely to graduate from high school compared to their peers.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

29. The Great Debates The Racial Gap Explaining Group Differences
Introducing Psychology
4/19/2017
The Great Debates The Racial Gap Explaining Group Differences
Within a group with all treated exactly the same, differences may reflect genetics.
When one group differs from another, the differences between the groups may reflect environmental differences.
Figure from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

30. The Great Debates The Racial Gap Education: The Great Equalizer
Introducing Psychology
4/19/2017
The Great Debates The Racial Gap Education: The Great Equalizer
Cognitive test scores from grades 8 – 16
Initial gap between black and white students was narrowed significantly by the end of college
Education has a vital equalizing role
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

31. The Great Debates Cultural Influences
Asian American students get higher grades and SAT math scores, are more likely to graduate from college, and are more likely to win various scholarships compared to their peers.
However, research shows that their tests scores are about average.
Americans, relative to those in Asian countries, may set lower standards and place less value on educational pursuits.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

32. Introducing Psychology
4/19/2017
The Great Debates Gender Differences The Mental-Rotation Test of Spatial Ability
Which view (a, b, or c) shows a different view of the same object as each standard?
The correct answers are 1(a) and 2(b)
Figure from:
Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

33. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
The Great Debates Gender Differences Verbal, Mathematical, and Spatial Abilities
Girls outscore boys on verbal abilities and reading.
Girls are better at arithmetic in grade school, but boys surpass them by junior high school.
Males outperform females on spatial tasks.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

34. Education Extremes of Intelligence
Introducing Psychology
4/19/2017
Education Extremes of Intelligence
Giftedness
Intelligence significantly above average
May be specific to a given domain
Mental Retardation
A diagnostic category used for people with IQ scores below 70 who have difficulty adapting to the routine demands of life
Mild (IQ 50-70)
Moderate (IQ 35-49)
Severe (IQ 20-34)
Profound (IQ below 20)
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

35. Education Self-Fulfilling Prophecy Three-Step Model
Introducing Psychology
4/19/2017
Education Self-Fulfilling Prophecy Three-Step Model
The idea that a person’s expectation can lead to its own fulfillment (as in the effect of teacher expectations on student performance)
Teachers with low expectations of some students may settle for lower performance from these students.
Figure from:
Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69,
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

36. Education Stereotype Threat
Introducing Psychology
4/19/2017
Education Stereotype Threat
If students are told a test is important, they may respond by performing either better or worse, according to group stereotypes.
African American students are aware of negative stereotypes
Vulnerability to stereotype undermines performance
Figure from:
Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall.
Source:
Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69,
Stereotype Threat Effect on Test Performance
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
©2001 Prentice Hall

37. Introducing Psychology
4/19/2017
©2001 Prentice Hall