Presentation on theme: "Intelligence & Intelligence Testing Module 24. Intelligence the ability to learn from experience, solve problems, and use knowledge to adapt to a new."— Presentation transcript:
Think about this… Creativity Challenge: What are 4 - 8 things you can think of that could happen if we suddenly had three arms?
Think about this… When analyzing your high school experience as a whole, do you feel you are receiving a “multiple intelligences” education? (base your answer on both Gardner and Sternberg’s theories) What factors helped you come to your conclusion?
Daniel Goleman’s Emotional Intelligence ability to perceive, express, understand, & regulate emotions more in touch with own feelings & the feelings of others
Think about this… How might a person’s ability to excel in emotional intelligence influence his/her relationship with others? What careers would require a great deal of emotional intelligence?
Charles Spearman’s General Intelligence noticed that people who excel in one area have a tendency to excel in others a general intelligence factor (g) underlies other, more specific aspects of intelligence
Alfred Binet (1857 – 1911) developer of the first test to classify children’s abilities using the concept of mental age based on the assumption that children’s intellectual abilities grew every year
Mental Age mental age - chronological age that corresponds to the difficulty of the questions a child can answer
Lewis Terman (1877-1956) adapted Binet’s tests for use in the United States Stanford-Binet intelligence test
Intelligence Quotient (IQ) intelligence reported as a calculated IQ score IQ = (MA/CA) X 100 formula has been replaced with modern versions
Extremes of Intelligence a score of 100 is average mental retardation is defined by the APA as an IQ score of less than 70 an IQ score of 110-119 is considered “bright normal” a score of 120 – 129 is considered “superior” a score higher than 130 is considered “very superior”
David Wechsler (1896-1981) developed the Wechsler Intelligence Scales (most widely used) changes: 3 different tests for different age groups separate verbal and performance scores subtests and subtest scores
Reliability reliability - gives reliability - gives consistent results types of reliability: test-retest reliability - taking the same test and receiving a similar score split-half - score on one half of a test’s questions is similar to the score on the other scorer reliability – score of the test should be similar regardless of who scores it
Test Validity Validity - measures or predicts what it is supposed to Good indicator of validity - its ability to make accurate predictions examples: ACT/SAT – predicting success in the first year of college; intelligence tests – predicting school success
Read “Group Differences in Intelligence Test Scores” (pages 469 – 472) As a group, answer the following questions: In the United States, how do African Americans’ intelligence scores compare to white Americans’ intelligence scores? What might be the cause for this racial difference? Does nature or nurture decide a person’s intelligence? How do we know this? How do male and female intelligence scores compare? Which might be the cause for this gender difference?
IQ Questions 1. chronological age of 17, mental age of 15 2. chronological age of 8, mental age of 6 3. chronological age of 20, mental age of 20 4. chronological age of 16, mental age of 18 For each of the following, calculate the person’s IQ and tell how that score compares to the average score:
IQ Answers 1. IQ = 88, below average 2. IQ = 75, below average 3. IQ = 100, average 4. IQ = 112, above average
IQ & Job Performance Pre-Q Answer the following question on a blank sheet of paper: Do you think a person’s IQ is a good predictor of their job performance? Explain your answer.
IQ & Job Performance Articles Read each article and then complete the following on the same sheet of paper you used for the pre-question: Identify the author’s argument Identify the main facts the author uses to support his/her argument Do you agree with this author’s argument? Why or why not?
IQ & Job Performance Post-Q Answer the following question on the same sheet of paper as your pre-q and article questions: Has your opinion on the IQ & job performance issue changed at all? Why or why not?