1. Intelligence What makes us smart? Or not so smart?

2. Introduction Think of someone you know who you consider “intelligent.” What are some of their characteristics? List behaviors that you consider to be distinctly characteristic of: –Intelligent people –Unintelligent people Can you classify all your behaviors listed into: –Practical Problem Solving Skills? –Verbal Skills? –Social Competence?

3. What is Intelligence?

4. No real definition The ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Socially constructed –Role of Culture? –What enables success According to this definition, are Einstein, Babe Ruth, and the Kardashian Sisters all intelligent? Why or Why not?

5. What is Intelligence? Big Q – One ability or Many? –Your opinion? –Savant syndrome – a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. Which does this support?

6. Is intelligence one thing or several different abilities? To find out scientists use FACTOR ANALYSIS: –A statistical procedure that identifies clusters of related items on a test. Charles Spearman –Used FA to discovery his g or (general intelligence). –He saw using FA that doing well in one area of a test predicted that you will do well in another. –Comparison to Athleticism g Think of the person from the beginning of the period. Are they good at one thing or many things? How would Spearman explain this?

7. Multiple Intelligences Gardner believed that there exists at least 8 different types of intelligences. 1.Linguistic 2.Logical-mathematical 3.Spatial 4.Musical 5.Body-kinesthetic 6.Intrapersonal 7.Interpersonal 8.Naturalist Is intelligence one thing or several different abilities?

8. Howard Gardner Multiple Intelligences

9. Is Intelligence One General Ability or Several Specific Abilities? Theories of Multiple Intelligences

18. Is Intelligence One General Ability or Several Specific Abilities? Gardner’s Multiple Intelligences Support Brain Damage Patients – lose some abilities, still have others –Separate neural areas Savants, prodigies Makes sense from evolutionary/adaptive view Criticisms No Test –No way to verify His personal taxonomy Not based on empirical evidence Can “trap” people in categories

19. Sternberg’s Triarchic Theory Analytical – academic problem solving) Creative – generating novel ideas Practical – required for everyday tasks where multiple solutions exist Examples? Is Intelligence One General Ability or Several Specific Abilities? "I define intelligence as your skill in achieving whatever it is you want to attain in your life within your sociocultural context, by capitalizing on your strengths and compensating for, or correcting, your weaknesses “

20. Emotional Intelligence (EQ) Social intelligence The ability to perceive, express, understand, and regulate emotions. –Use emotions for adaptive or creative thinking Some studies show EQ to be a greater predictor for future success than IQ

21. EQ Marshmallow Test – What is it measuring?

22. Assessing Intelligence

23. The Origins of Intelligence Testing Alfred Binet: Predicting School Achievement Alfred Binet –Indentifying French school children in need of assistance –Mental ageMental age –Chronological age

24. The Origins of Intelligence Testing Lewis Terman: The Innate IQ Stanford-Binet TestStanford-Binet –Lewis Terman –Intelligence quotient (IQ)Intelligence quotient (IQ) IQ = ( mental age/chronological age ) X 100 IQ of 100 is considered average World War I testing –A = Officer Training –D / E = Never trained as officers A 8 year old has a mental age of 10, what is her IQ? A 12 year old has the mental age of 9, what is his IQ? A boy has the mental age of 10 and an IQ of 200, how old is he?

25. Problems with the IQ Formula It does not really work well on adults, why? then his IQ would be 50!!!!!! If a 60 year old man, does as well as an (above) average 30 year old That makes no sense!!!!!

26. Types of Tests Aptitude Measure ability or potential. Achievement Tests that measure what you have learned.

27. Modern Tests of Mental Abilities Wechsler Adult Intelligence Scale (WAIS)Wechsler Adult Intelligence Scale (WAIS) –Wechsler Intelligence Scale for Children (WISC)

28. Wechsler Tests More common way to give IQ tests….does not use the formula but uses the same scoring system. WAIS WISC WPPSI

29. Wechler Adult Intelligence Scale

30. Principles of Test Construction Standardization –Standardization –defining meaningful scores by comparison with the performance of a pretested group. –Normal curve (bell curve)Normal curve

31. Normal Curve

38. Principles of Test Construction Standardization Flynn effect

39. Principles of Test Construction Standardization Flynn effect o Bad Tests What do you hate about “bad” tests? What are the qualities of bad tests? (MC, Matching, Essay, etc.) How could these “bad” test be made better?

40. Principles of Test Construction Reliability –the extent to which a test yields consistent results –How we check it Test-retest reliability Split-half reliability –Scores correlate

41. Principles of Test Construction Validity – the extent to which a test measures or predicts what it is supposed to.Validity –Content validityContent validity the extent to which a test samples the behavior that is of interest. –Predictive validityPredictive validity the success with which a test predicts the behavior it is designed to predict o T Test Trial 1 vs. Trial 2 Validity? Reliability? o Group Questions Question w/ dichotomous answer Would discriminate between 1 st & 2 nd Born without directly asking the question

42. Principles of Test Construction QuestionGroup 1 (1 st Born) Group 2 (later born) Do you prefer (a) cats (b) dogs?2238 Do your parents love you? (a) Y (b) N31110 Do your parents love you the most? (a) Y (b) N4074 Are you spoiled more than a normal person? (a) Y (b) N1329 Are you considered the “favorite” by parents? (a) Y (b) N3174 Did your teachers recognize your name before you were even their student? (a) Y (b) N 0483 Do you have a later curfew than your sibling? (a) Y (b) N3138 When you and all of your siblings are together and your parents go out, are you the one left in charge? (a) Y (b) N 4029

43. Principles of Test Construction QuestionGroup 1 (1 st Born) Group 2 (later born) When were you born & when were your brothers/sisters born? Who’s the most attractive? (a) 1 st born (b) 2 nd born1230 Do you wear your siblings hand me downs? (a) Y (b) N31257 Did you parents already attend a siblings graduation? (a) Y (b) N Do you have any younger siblings? (a) Y (b) N14139 Were you the first of your siblings to graduate 4 th grade? (a) Y (b) N Is Kevin Brockway most likely to suck eggs? (a) Y (b) N15075

44. Principles of Test Construction QuestionGroup 1 (1 st Born) Group 2 (later born) Have you ever gotten hand me downs from someone in your household? (a) Y (b) N 5352 Did you or you sibling get a cell phone at a younger age? (a) You (b) Sibling Have you gotten beaten up by a sibling? (a) Y (b) N0861 Do you get (a) new clothes (b) hand me downs? Do you feel your parents depend on you to be responsible? (a) Y (b) N8070

45. The Dynamics of Intelligence

46. Stability or Change? Intelligence testing through life

47. Stability or Change? Intelligence testing through life

48. Extremes of Intelligence The Low Extreme Intellectual disability –Mental retardation –Down syndromeDown syndrome 21 st chromosome –Mainstreamed

49. 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 laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

50. 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 laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

51. 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 laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

52. 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 laboring in sheltered workshops Severe20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

53. 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 laboring in sheltered workshops 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

54. Extremes of Intelligence The High Extreme LevelApproximate Intelligence Scores Bright Normal110-119 Superior120-129 Very SuperiorAbove 130 Truly GiftedAbove 150

55. Extremes of Intelligence The High Extreme Terman’s study of gifted Self-fulfilling prophecy Appropriate developmental placement –Tracking students Why Intelligent People Fail Content from Sternberg, R. (1994). In search of the human mind. New York: Harcourt Brace. 1. Lack of motivation. 2. Lack of impulse control. 3. Lack of perseverance and perseveration. 4. Using the wrong abilities. 5. Inability to translate thought into action. 6. Lack of product orientation. 7. Inability to complete tasks. 8. Failure to initiate. 9. Fear of failure. 10. Procrastination. 11. Misattribution of blame. 12. Excessive self-pity. 13. Excessive dependency. 14. Wallowing in personal difficulties. 15. Distractibility and lack of concentration. 16. Spreading oneself too think or too thick. 17. Inability to delay gratification. 18. Inability to see the forest for the trees. 19. Lack of balance between critical, analytical thinking and creative, synthetic thinking. 20. Too little or too much self-confidence.

56. Extremes of Intelligence Mensa Meeting

57. Genetic and Environmental Influences on Intelligence

58. Twin and Adoption Studies Identical twin studies –Polygenetic Adoptive children studies

59. Heritability

67. Environmental Influences Early environmental influences –Tutored human enrichment –Targeted training Schooling and intelligence –Project Head Start

68. Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math and spatial aptitudes

69. Group Differences in Intelligence Test Scores Ethnic Similarities and Differences Ethnic similarities Ethnic differences

70. The Question of Bias Two meanings of bias –Popular sense –Scientific sense Test-taker’s expectations –Stereotype threatStereotype threat

71. The End

72. 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.

73. 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.

74. 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

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

76. 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

77. Definition Slide = add definition here

78. Definition Slides

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

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

81. 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.

82. 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.

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

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

85. 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.

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

87. 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.

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

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

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

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

92. 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.

93. 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.

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

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

96. 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).

97. 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.

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

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