1.  True or false: 1. Street smarts are a sign of intelligence 2. Creative people are highly intelligent 3. An IQ is a score on a test 4. Two children can answer the same thing on an IQ test and score differently 5. Gifted children tend to be socially and physically awkward 6. Adopted children are more similar in intelligence than to their biological parents

2. The most controversial subject in Psychology?

3.  Factor theories of intelligence  The theory of multiple intelligences  The Triarchic Theory of Intelligence

4.  Think  Understand complex ideas  Reason  Solve problems  Learn from experience  Adapt to the environment  But what is intelligence?  We still don’t know.

5.  Argues that intelligence is made up of a number of mental abilities, ranging from one to hundreds.  Charles Spearman suggested that intelligence has an underlying factor called “g” for general intelligence. “g” is broad reasoning and problem solving skills  However, some people are more skilled in certain areas.  An “s” factor was created for specific abilites that people are more superior in.

6.  Even though some people have better abilities in skills such as memory, verbal comprehension, reasoning, etc, in general as people’s scores in one specific ability goes up, it also goes up in others.  Comparison: track athletes. Measurements in sprints, hurdles, and long jumps correlate with each other because they all use common leg muscles. Similarly, the G score could show a single ability all skills tap.

8.  Theory proposed by Howard Gardiner  Says intelligence in comprised of multiple intelligences  Each intelligence has own neurological base in a different are of the brain.  Language ability  Logical-mathematical  Bodily-kinestetic  Musical  Spatial relations  Interpersonal  Intrapersonal  Naturalistic  existential

9.  http://www.youtube.com/watch?v=kBbmerz R2JI http://www.youtube.com/watch?v=kBbmerz R2JI  Which intelligences would be most valued or beneficial in a standard school environment?  Why? How does this help/harm students?

10.  http://www.youtube.com/watch?v=cf6lqfNT maM&feature=related

11.  “people have different types of intellectual strengths.”  Is this a measure of intelligence or are they skills?  If Verbal- Linguistic is most used in school, how might that influence someone’s opinion of whether other intelligences are legitimate?

12.  Video from Psychology book on other cultures and how they use intelligence in a different way.

13. Watch the video  How is intelligence different in the following cultures? How might this support the theory you supported yesterday?  Do you think this is nature or nurture?  http://www.youtube.com/watch?v=o7_IY0pu uo4

14.  1. Explain in your own words what the “g” factor of intelligence is  2. How is this similar or different to Gardiner’s theory of intelligence?

15. Triarchic theory Emotional intelligence Writing- which theory do you think has the most credibility?

16.  Robert Sternberg proposed an intelligence with three types:  1. Analytical Intelligence  2. Creative Intelligence  3. Practical Intelligence  Take 2 notes on each type of intelligence  http://www.youtube.com/watch?v=L7C7qIRY iv0&feature=related

19.  What we call academic ability  Allows us to solve problems and acquire knowledge; best measured by standard Intellegence tests

20.  Ability to cope in novel (new) situations, profit from experience, and generate many possible solutions to problems  may measure our adaptability

21.  “street smarts”  Enables people to adapt to working with new people and meet demands of environment  Allows people to get by in the real world- not predictive of academic success

22.  Article read  What might be some benefits of having emotional intelligence?  Why might it not be considered a type of intelligence?  http://bigthink.com/ideas/14673 http://bigthink.com/ideas/14673  Transcript and Article read: http://danielgoleman.info/2011/are-women- more-emotionally-intelligent-than-men/

23.  1. What are the three prong’s of Sternberg’s triarchic theory?  2. Evaluate the effects of considering emotional intelligence as a form of intelligence?  How might school be different?  How might people’s lives be affected by this?

24.  Stanford Binet intelligence scale  The Weschler Scales

25.  What is considered the “IQ” test  a standardized test that measures intelligence and cognitive abilities in children and adults, from age two through mature adulthood. -originally developed to help place school children in appropriate settings  help determine the level of intellectual and cognitive functioning in preschoolers, children, adolescents and adults, and assist in the diagnosis of a learning disability, developmental delay, mental retardation, or giftedness.

26.  score is considered to be what the authors call the best estimate of "g" or "general reasoning ability" and is the sum of all of subtest scores.  Verbal Reasoning  Abstract/Visual Reasoning,  Quantitative Reasoning  short-Term Memory

27. Mental Age/ CA x 100

28. Mental age X 100 Chronological age

29.  https://docs.google.com/viewer?a=v&q=cach e:1eFzaK4gVjwJ:wps.prenhall.com/wps/med ia/objects/2972/3043654/t06_02.pdf+&hl=en &gl=us&pid=bl&srcid=ADGEESjeJVFn6FNMPZP 6qJbxfnaaMa2Og8bDod2tQtMDQfziTzx- ky27_kGQEE_EikEieySLZinKTnlfzZ4Dl5rY34GIT XBSKktmyWgB- tR0XBPBjLdz3b3tIuv14s0QWuwnvvPRVtJV&sig =AHIEtbTYNXdI2CY6eVqMxHo2C8GWOZ9y4A& pli=1

30.  Developed a series of scales where each subtest measures a different intellectual task:  Verbal Tasks: require knowledge of verbal tasks  Performance Tasks: Require familiarity with spatial-relations concepts  Stereotypically speaking, predict what types of people would perform better on each measure

31.  Weschler Adult intelligence Scale (WAIS)  Wechsler intelligence scale for children  introduced deviation IQ: compares answers only to those with the same age group. So a person of average intelligence scores 100.  How are the SAT and ACT scored? The same way as Stanford-Binet or WAIS?

32.  http://wps.prenhall.com/wps/media/object s/2972/3043654/t06_02.pdf

33. 1. Information: 28 items on a variety of information adults have presumably had opportunities to acquire in our culture. No specialized or academic information included; however, some of the items cover quite sophisticated information. 2. Comprehension: 18 items that require examinee to explain what should be done in certain circumstances, the meaning of proverbs, why certain societal practices are followed, and so forth. The test measures practical judgement, common sense, and the ability to understand and adapt to social customs. Score on each item varies (0-2 pts) according to the degree to which the response describes the most pertinent aspects of the question. 3. Arithmetic: 20 arithmetic problems similar to those encountered in elementary math courses. Problems are administered orally and must be solved without paper and pencil. In addition to math knowledge, test measures concentration and systematic problem-solving ability. 4. Similarities: 19 items requiring examinee to describe how two given things are alike. Score on each item varies according to the degree to which the response describes a general property primarily pertinent to both items in the pair. Measures concrete, functional, and abstract concept formation. 5. Digit Span: Two parts, Digits forward and digits backwards. Examinee required to repeat 3 - 9 digits forward and 2 - 9 digits backwards. Measures short-term memory, attention, and concentration.. 6. Vocabulary: 66 words of increasing difficulty are presented orally and visually. Examinee required to define the words. Score (0-2) based on sophistication of definition. Measures verbal knowledge and concept formation. 7. Letter-Number Sequencing (Optional Test): Examiner presents combinations of letters and numbers, from 2 to nine letter-number combinations. Examinee must repeat each series by, first, repeating the numbers in ascending order, then the letters in alphabetical order (e.g., 9-L- 2-A; correct response is 2-9-A-L). Measures "working memory," the ability to simultaneously recall and organize stimuli of different, similar types. This also is a standard test on the Wechsler Memory Scale-III.

34. Below each animal on the key is a colored cylinder (the child is told that the cylinder is the animal's house). The rest of the board contains pictures of each animal with a hole underneath. The child is given twenty colored cylinders and told to give each animal a house the same color as the house for that animal in the key. Speed and accuracy are scored. The Geometric Designs test requires the little flowers to copy ten simple designs on paper using a colored pencil. Again, speed and accuracy are scored. In addition, there is an alternative test for the Verbal scale. The Sentences test is similar to the Digit Span test, but requires the child to repeat sentences after the examiner. The test may be substituted for another Verbal test, to compensate for a specific handicap or when administration of another test is disrupted.

35.  Do you think intelligence is inherited or is a person’s environment (experiences, surroundings) more responsible?  How could psychologists test this?

36.  In “The Bell Curve,” Hernstein and Murray assert:  IQ is an accurate measure of intelligence  Intelligence is mainly due to heredity.  Overall intelligence in US is declining, because people with less intelligence are having more children.  US is becoming divided into larger lower class of people with low intelligence and smaller class of wealthier people higher intelligence.  What would be consequences of believing point 2?  Critics charge that IQ is affected by early learning experiences, academic and vocational motivation, and formal education.

37. How could you test influences of genes?  Research includes kinship studies, twin studies and adoptee studies.  IQ scores of identical twins are more alike than scores for any other pairs.  All in all, studies generally suggest that the heritability of intelligence is between 40% and 60%.

38. Figure 9.5 Findings of Studies of the Relationship between IQ Scores and Heredity The data are a composite of studies summarized in Science. By and large, correlations are greater between pairs of people who are more closely related. Yet people who are reared together also have more similar IQ scores than people who are reared apart. Such findings suggest that both genetic and environmental factors contribute to IQ scores.

39.  What is evidence for a genetic cause in intelligence levels?  Identical twins have the highest correlation  The closer two people are in relation, the more similar their intelligences are.  What is evidence for an environmental cause in intelligence levels?  Siblings reared apart, even twins, have different intelligences  Parent-child differences in intelligence

40.  What are the 2 types of tests of intelligence we reviewed Friday? Which is the traditionally known “IQ” test?  Can you think of potential problems with these tests?  What were 3 assertions by the book “The Bell Curve”?

41.  Stereotype vulnerability  Home environment/parenting  Research methods include: manipulation of the testing situation, observation of the role of the home environment, and the evaluation of the effects of educational programs.

42.  African American students worry about confirming negative stereotypes of performance on tests  This concern creates test anxiety  leads them to perform worse on tests.

43.  Study was done to test this: two groups of college students given difficult GRE verbal test questions (each group had both AA and white college students). One group told that psychologists were testing “the psychological processes involved in solving verbal problems.” The other group was told it was a test of their verbal abilities and limitations. In the first group, both races did equally well. In the second group (who believed that the perception of their ability was on the line) did significantly worse.

44. Figure 9.6 The Complex Web of Factors That Appears to Affect Intellectual Functioning Intellectual functioning appears to be influenced by the interaction of genetic factors, health, personality, and sociocultural factors.

45.  Children of mothers who are :  emotionally and verbally responsive  furnish appropriate play materials  involved with their children  encourage independence  provide varied daily experiences during the early years obtain higher IQ scores later on.  Organization and safety in the home have also been linked to higher IQs and achievement test scores at later ages.

46.  Intellectual functioning appears to reflect a complex web of  Genetic,  Physical,  Personal,  And sociocultural factors.  Evidence clearly argues for a more balanced view than that of The Bell Curve.

47.  Intellectual functioning changes with age, experiences, education and many other factors.  Many things you can do to enhance your child’s intellectual functioning  Provide safe home.  Be emotionally and verbally responsive  Provide a variety of experiences.  Encourage your children to be independent.  Make sure your children know the educational basics.  Consider giving your children training in music.

48.  Factors that contribute to adults’ intellectual functioning  General Health.  Socioeconomic status.  Stimulating activities.  Marriage to a spouse with a high level of intellectual functioning.  Openness to new experience.

49.  CD ROM test

50. Ms. Bishop quoted a scholarly article last week stating that standardized tests tend to be culturally biased (intentionally or unintentionally), and used the example of the word “heirloom.” According to the article, this is a word that white people are commonly exposed to, and people of minority races are not. In this class, we saw that as still being a partially true statement. What are your feelings about this? How could this affect you?

51.  Answer the questions in the margins as you read  Circle key terms  Summarize the major concepts in the article

52.  Write one paragraph in response to the following questions:  Are standardized tests culturally biased and could they be to blame for lower achievement among minorities? Use evidence from the text and discussion support your answer.

53.  In full sentences, write what you think is responsible for the achievement gap. What specifically needs to change in order to close the gap?