1. Testing and Individual Differences

2. What is Intelligence? Intelligence –Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Intelligence test –A method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores.

3. Savant syndrome A condition in which a person otherwise limited in mental ability has an exceptional specific skill. –People who often score low on intelligence tests but have an island of brilliance. –Kim Peek »In 8 to 10 seconds, he could read and remember a page. »Learned 9000 books! Rain Man

4. Is Intelligence One General Ability or Several Specific Abilities? Spearman’s General intelligence (g)General intelligence –Factor analysis- a statistical procedure that identifies clusters of related items. Thurstone’s counter argument- did not rank people based on a single scale of general aptitude. –Factor analysis was persistent Comparison to athleticism g

5. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences Gardner’s Nine Intelligences –Linguistic –Logical-mathematical –Musical –Visual/Spatial –Bodily-kinesthetic –Intrapersonal –Interpersonal –Naturalist –Existential

6. Nine 9. Existential Plato, philosopher

7. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences Sternberg’s Three Intelligences –Analytical (academic problem- solving intelligence –Creating intelligence –Practical intelligence

8. Emotional Intelligence Emotional intelligence -A social intelligenceEmotional intelligence Perceive emotions Understand emotions Manage emotions Use emotions for adaptive or creative thinking –Too far?

11. Measuring & Assessing Intelligence

12. Brain Size and Complexity Brain size studies –Einstein- 15% larger in lower parietal lobes Brain complexity studies –Neural plasticity Ability to grow neural connections in response to environment –Highly educated people die with 17% more synapses –Gray matter vs. White matter Higher intelligence scores had more gray matter in areas for memory, attention, and language It Matters

13. Pay close attention to the next slide…

16. Which side was incomplete on the last slide?

18. Brain Function Perceptual speed –Those who perceive very quickly tend to score somewhat higher on intelligence test. Neurological speed –Possibly faster cognitive processing may allow more information to be acquired allowing for higher scores on intelligence tests. –Neurological approach in it’s infancy

19. The Origins of Intelligence Testing Sir Francis Galton’s “intellectual strengths” assessment –Reaction time –Sensory acuity –Muscular power –Body proportions Conclusion: Unreliable

20. Alfred Binet –Indentifying French school children in need of assistance –Mental age vs Chronological age Example: A child with below-average mental age is a 9 year old who performs at a 7 year old level. This child would struggle with schoolwork considered normal for their age. Hoped his test would be used to improve education and not label and limit children’s opportunities.

21. The Origins Lewis Terman: The Innate IQ –Stanford-Binet TestStanford-Binet William Stern’s Intelligence quotient (IQ)William Stern’s Intelligence quotient (IQ) IQ = (mental age/chronological age) X 100 Now, IQ of 100 is considered average World War I testing

22. Modern Tests of Mental Abilities Achievement tests – what you have learned Aptitude tests – predict ability to learn Wechsler Adult Intelligence Scale (WAIS) –Consists of 11 subtests, offering scores for verbal comprehension, perceptual organizations, working memory, and processing speed. –Identifies strengths and weaknesses –Most popular

24. Are You Mensa Material? Score 1 point for each correct answer. Add 5 points if you finished in less than 20 minutes; 3 points if finished in less than 30 minutes. 25An excellent Mensa candidate 20-24 You can almost surely pass the Mensa supervised test 14-19 A very good candidate for Mensa 10-13 A fair candidate for Mensa Below 10 Everyone has an off day!

25. Principles of Test Construction Standardized Reliable Valid

26. Standardization Defining meaningful scores by comparison with the performance of a pretested group

27. Normal Curve Group members’ score typically are distributed in a bell-shaped pattern that form the normal curve.

28. Normal Curve

29. Flynn effect

30. Reliability –The extent to which a test yields consistent results Test-retest reliability Validity –The extent to which a test measures or predicts what it is suppose to –Content validity (Criterion)Content validity A test samples the behavior that is of interest –A driver’s test –Testing & Individual Differences Test –Predictive validityPredictive validity Predicting the future performance

31. Issues in Testing This is not an accepted intelligence test but only an informal exercise. Get out a piece of paper and number 1-24 There are 24 items on the test. Each item is made up of letters, words, geometric shapes, and lines. Convert each to a verbal equivalent word or phrase. Example: STTHEORY You have 3 minutes to complete the test

32. Review answers Everyone raise your hand. Put it down after I have counted one past your total number of correct responses. Is this test a good measure of intelligence? How might psychologists decided whether this test or any test is valid?

35. The Dynamics of Intelligence

36. Stability or Change? Ian Deary Study –June 1, 1932 – Scotland –87, 498 intelligence tests given to 10 ½ - 11 ½ year old –1997 tests were rediscovered –Test was readministered to 542 survivors –What would the results – reveal?

37. Scores across seven decades correlated +.66. (What does this mean?) –High scoring 11 year olds were more likely to be living independently and less likely to suffer from Alzheimer’s

38. Extremes of Intelligence The Low Extreme Intellectual disability – Formerly known as Mental Retardation –Intelligence test scores fall at 70 or below. –Down syndromeDown syndrome Average IQ 50 –Mainstreamed- least restrictive environment

39. Extremes of Intelligence Classifications of Intellectual Disability LevelApproximate Intelligence Scores Adaptation to Demands of Life Mild50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self- supporting social and vocational skills Moderate35-50 May progress to second-grade level academically. Adults may contribute to their own support by working under close supervision Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training ProfoundBelow 25 Require constant aid and supervision

40. Extremes of Intelligence The High Extreme Terman’s study of gifted children –Healthy, well adjusted and very successful in academics Studied over a period of seven decades –Many were doctors, lawyers, professors, scientists and writers. Self-fulfilling prophecy Appropriate developmental placement –Define each student’s talents and promote both equality and excellence for all.

41. Question 1 Why do intelligent people fail?

42. Question 2 Are intelligent people happier? Why or why not?

46. Genetic and Environmental Influences on Intelligence

47. Intelligence Nature vs. Nurture Are our intellectual abilities mostly inherited or are they molded by our environments?

48. Twin & Adoptive Studies Identical twin studies –Intelligence test scores of identical twins reared together- basically the same –Reared separately- similar enough –Identical twins- similar gray matter volume –Intelligence is polygenetic- many genes involved in order to influence intelligence Adoptive Studies –Adopted children’s intelligence scores over time become more like those of their biological parents.

49. Heritability –Proportion of variation among individuals that we can attribute to genes –Never pertains to an individual, only why people differ from one another. –Examples: Boys raised in barrels until age 12, intelligence differences would be due to heredity = Heritability would be 100% A world of clones= heritability would be 0%

50. Heritability

51. Environmental Influences Early environmental influences –Environment can override genetics and depression cognitive development. –Tutored human enrichment –Targeted training Schooling and intelligence –Project Head Start Individual attention & school readiness X

52. Gender Similarities and Differences Who is better? Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math Computation Math problem solving Spatial ab ility

53. The Question of Bias Two meanings of bias –Popular sense Performance difference caused by cultural experiences –Scientific sense Does the test predict future behavior only for some groups of test-takers? Test-taker’s expectations –Stereotype threat A self-confirming concern that one will be evaluated based on a negative stereotype

54. The End

55. Teacher Information Types of Files – This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation – Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation – Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

56. Teacher Information Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple). – Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. – Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation. For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

57. Teacher Information Continuity slides – Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.kkorek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022 262-253-3400 kkorek@germantown.k12.wi.us

58. Division title (green print) subdivision title ( blue print) xxx –xxx

59. Division title (green print) subdivision title ( blue print) Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

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61. Definition Slides

62. Intelligence Test = a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores.

63. Intelligence = mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

64. General Intelligence (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.

65. 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.

66. Savant Syndrome = a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

67. Emotional Intelligence = the ability to perceive, understand, manage, and use emotions.

68. Mental Age = a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8.

69. Stanford-Binet = the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

70. Intelligence Quotient (IQ) = defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca X 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

71. Achievement Tests = tests designed to assess what a person has learned.

72. Aptitude Tests = tests designed to predict a person’s future performance; aptitude is the capacity to learn.

73. Wechsler Adult Intelligence Scale (WAIS) = the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

74. Standardization = defining meaningful scores by comparison with the performance of a pretested group.

75. Normal Curve = a symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.

76. Reliability = the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting.

77. Validity = the extent to which a test measures or predicts what it is supposed to.

78. Content Validity = the extent to which a test samples the behavior that is of interest.

79. Predictive Validity = the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity).

80. Intellectual Disability = (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

81. Down Syndrome = a condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

82. Stereotype Threat = a self-confirming concern that one will be evaluated based on a negative stereotype.

83. Wechsler Adult Intelligence Scale