1. Testing and Individual Differences Chapter 11

2. What is Intelligence? Intelligence - the ability or abilities involved in learning and/or adaptive abilities ▫Culture Define intelligence differently ▫IQ Test  Intelligence Quotient  only one way to measure

3. General Intelligence Charles Spearman ▫general intelligence - shown simply g ▫ factor analysis  a statistical procedure that identifies clusters of related items.  tries to measure g.  For instance, people that do well on verbal tests tend to also do better than average on spatial reasoning tests.

4. L.L. Thurstone disagreed with Spearman identified 7 clusters of mental abilities: ▫word fluency ▫verbal comprehension ▫spatial ability ▫perceptual speed ▫numerical ability ▫inductive reasoning ▫memory

5. L.L. Thurstone did not give a single intelligence score when a person scored high on one of the clusters, they tended to score well on the others. ▫appeared to be a bit more evidence for a g score

6. Howard Gardner intelligence not a single thing, but multiplicity studies people of low or exceptional abilities savant syndrome ▫People who score low on intelligence tests, yet excel beyond imagination in other areas

7. Gardner’s 8 Intelligences Linguistic Logical-mathematical Musical Spatial Bodily-kinesthetic Intrapersonal (self) Interpersonal (others) Naturalist

8. Robert Sternberg Robert Sternberg says there are 3 intelligences… ▫Analytical intelligence (academic problem- solving) ▫Creative intelligence. ▫Practical intelligence

9. Robert Sternberg The College Board (who runs the SAT and AP program) worked with Sternberg to make new types of tests. ▫He came up with creativity tests like filling in a caption to a cartoon. ▫The tests seemed to help predict college success or failure. They also seemed less ethnically biased.

10. Emotional Intelligence emotional intelligence is suggested as being made up of 4 abilities… ▫Perceive emotions – A person can pick up emotions from others. ▫Understand emotions – A person can predict emotions and gets their impact. ▫Manage emotions – A person can show emotions appropriately. ▫Use emotions – A person can adapt emotions and use them creatively.

11. “Brain Power” Larger Brains = more intelligence More Synapses = more intelligence More grey matter (cell bodies) = more intelligence

12. History of Intelligence Testing Plato Francis Galton – Late 1800s ▫Compared physical traits to intelligence ▫No correlation

13. History of Intelligence Testing Alfred Binet - father of modern intelligence testing ▫interested in the student’s mental age as well as his or her chronological age ▫developed a test to predict how well a student would do in school ▫Identify Special needs Students not measure g

14. History of Intelligence Testing Lewis Terman - believed we could place a number on intelligence Changed Binet’s questions, changed the age norms, upped the range from teens into “superior adults.” Stanford-Binet. ▫IQ - intelligence quotient

15. Modern Testing Achievement tests measure how much you’ve learned thus far Aptitude tests predict how you’ll do in the future. ▫SAT and ACT ▫SAT correlates with IQ +0.82

16. Modern Testing Psychologist David Wechsler made today’s most common intelligence test. There are two versions… ▫WAIS for adults (Wechsler Adult Intelligence Scale) ▫WISC for children ▫two main categories, verbal and performance and broken into 11 subtests  overall intelligence score  separate scores for verbal comprehension, perceptual organization, working memory, and processing speed

17. Principles of test construction Standardization - every student takes the same test under the same circumstances ▫normal curve or a bell curve. ▫The norms must be re-calculated every so often – Flynn Effect

18. Principles of test construction Reliability - a test gives the same or very similar results every time Validity - a test measures what it’s supposed to measure ▫Predictive validity - the idea that aptitude tests can accurately predict future performance  Predictive validity starts strong in the early grade school years, then fades. ▫Aptitude tests are more reliable than they are valid

19. Stability or Change? ▫By age 4, a child’s intelligence test scores begin to predict later intelligence scores ▫After age 7, intelligence test scores grow stable. ▫By late adolescence, these scores are extremely stable

20. Extremes in Intelligence low extreme below an IQ of 70 intellectual disability a person must meet two things: ▫have a low IQ ▫have trouble to meeting the demands of taking care of one’s self

21. Extremes in Intelligence high extreme above an IQ of 135. ▫Usually, these people do better in almost everything ▫Labeling and tracking in schools?

22. Nature or Nurture Twin and adoption studies ▫Adopted children are also studied. Their IQs start somewhat like their adoptive parents, but grow more and more like their biological parents as time goes on. ▫conclusion - estimate of 70% of intelligence is due to genetics Heritability ▫Intelligence is estimated to have a heritability rate of 50%.  This does not mean 50% of intelligence is inherited  It does mean that 50% of the difference in intelligence between people is due to heredity

23. Environmental Influences socio-economic levels Schooling does affect intelligence. The two interact and affect later income levels. ▫Head Start Program ▫A person’s attitude and motivation also matter to a large degree

24. Gender Differences Males and females are very similar in terms of intelligence Gender-based intelligence differences are ▫Spelling – Females spell better. ▫Verbal ability – Females are by far better than males. ▫Nonverbal ability – Females are better at locating things and remembering pictures ▫Sensation – Females ▫Emotion-detecting ability – Females ▫Math and spatial ability – The results are mixed. In many studies, the two genders perform identically. In some studies and areas of the globe, girls do better here, in others, boys do better.  The difference is highlighted at the high end – among kids that score very high on the SAT math, boys outnumber girls 13 to 1.  Boys are better in their spatial ability, such as the ability to rotate a shape around in their imagination

25. Ethnicity and Race races score differently on IQ tests. As groups in America, IQ scores are as follows: ▫Blacks average about 86. ▫Hispanics average about 88. ▫Whites average about 100. ▫Asians average about 105. They do very well on math and aptitude tests. As to why these differences occur, it goes back to nature vs. nurture.

26. Bias Though it may be a mix, there are 3 possibilities as to why some races do better than others… ▫The races are genetically different. ▫The races are socially different in their upbringing. ▫The tests themselves are biased for/against certain races. Expectations ▫Stereotype threat