1. W HAT IS INTELLIGENCE ? (A ND WHAT IS STUPIDITY ?)

2. A CTIVITY Picture someone you believe to be intelligence. On a piece of paper write down some characteristics of that person. Also write down your definition of intelligence. Then write if you believe intelligence is fixed or able to change.

3. I NTELLIGENCE T HEORIES AND C OGNITIVE D EVELOPMENT

4. A SSESSING C OGNITIVE D IFFERENCES Psychometric approach- The use of standardized tests of intelligence to study differences in cognition. Intelligence Quotient (IQ)- score obtained from standardized tests. IQ= MA/CA x 100 (mental age divided by chronological age) http://www.youtube.com/watch?v=5qOlacRg_w8

5. W HERE DID THESE IQ TESTS COME FROM ANYWAY ? Binet created the first intelligence test Came up with the intelligence quotient (IQ=MA/CA x 100) Created his IQ scale to assess struggling students in order to help them Greatest fear was that his IQ scale would be used on all children and would be used to define something innate and permanent. Alfred Binet 1857-1911

6. W HERE DID THESE IQ TESTS COME FROM ANYWAY ? Binet’s greatest fears were realized when Lewis M. Terman (1916) created the Standford-Binet Intelligence Scale. What Terman did to change the face of IQ testing: Popularized the use of IQ tests Created the standardized scale still used today Conducted universal testing Used IQ tests to place children into “their proper place in society”; those who were deemed “feeble- minded” should be institutionalized and not allowed to procreate

7. W HAT DO INTELLIGENCE TESTS MEASURE ? Verbal comprehension Word fluency Number speed and accuracy Spatial visualization Memory Perceptual Speed Reasoning

8. C ONCEPTIONS OF I NTELLIGENCE There is not one clear definition of intelligence For a long time it was believe that it was a general cognitive ability This is beginning to lose ground to multidimensional conception of intelligence.

9. C ONCEPTIONS OF I NTELLIGENCE Single Factor- traditional belief, define intelligence as a single ability or capacity (usually referred to as g ). Multiple Factor- Acknowledge g but also believe there are other factors such as crystallized intelligence and fluid intelligence. Multiple Intelligences- proposed 8 different types of intelligences and each type of intelligence has its own way of learning and processing.

10. G ARDNER ’ S M ULTIPLE I NTELLIGENCES (M.I.) Has identified 9 intelligences: 1. Logical-mathematical- logic, abstractions, reasoning and numbers 2. Spatial- spatial judgment and the ability to visualize with the mind's ey 3. Linguistic- words, spoken or written. 4. Bodily-kinesthetic- control of one's bodily motions and the capacity to handle objects skillfully 5. Musical- sensitivity to sounds, rhythms, tones, and music.tones 6. Interpersonal- interaction with others. 7. Intrapersonal- introspective and self-reflective capacities introspective 8. Naturalistic- nurturing and relating information to one’s natural surroundings 9. Existential- spiritual or religious intelligence ✴ In the classroom, MI theory shows us that students can be intelligent in one way or another

11. I NTERPRETING IQ S CORES

12. IQ AND S CHOOL A CHIEVEMENT Does an IQ score predict school achievement? IQ is a good predictor of school success Correlation of about.66- this is a moderate to strong positive correlation However, just because there is a correlation it is important to understand that intelligence doesn’t cause a child to do well or poorly in school. Why?

13. H EREDITY VS. E NVIRONMENT It has been found that genetics and intellectual similarity is highly correlated (found in twin and adoption studies). However, increased knowledge of genetics has shown that genes do not determine one’s destiny; there are other factors besides genes that play in, which is one’s environment. It is determined that genes and environment work together to create the variance in intelligence that we see. (It is 50/50). http://www.youtube.com/watch?v=FPwxOTF0 Y_8&feature=youtu.be

14. B IG I SSUES WITH I NTELLIGENCE T ESTS Learned behavior Snap shot Cultural Bias Limited value Social influence Don’t test all the facets of intelligence (ie- creativity, motivation, rationality).

15. I S IQ S TABLE ? There is considerable variation amongst individual’s IQ stability. Some remain stable while others jump 20-30 points from ages 2-17

16. G IFTEDNESS Giftedness is the high ability in any area (usually only in one area but can sometimes be in more than one). IQ of 130 or greater Recently, schools are making exceptions for minorities and those who are creative.

17. C HARACTERISTICS OF THE G IFTED Can retain a large quantity of information Advanced comprehension Varied interests and curiosity Ability to generate original ideas and solutions Strong verbal skills Persistent, goal-directed behavior Heightened self-awareness Advanced level of moral judgement High expectations of self and others, often leading to high levels of frustration with self, others, and situations

18. P ROBLEMS WITH I NTELLIGENCE T ESTS Learned behavior Snap shot Bias Limited value Don’t test all the facets of intelligence (ie- creativity, motivation, rationality). Social influence

19. W HY IS IT IMPORTANT FOR YOU TO RECOGNIZE YOUR BELIEFS ABOUT INTELLIGENCE ? Your beliefs about intelligence affect your teaching methods and how you interact with your students. ‣ Pygmalion in the Classroom (Roenthal and Jacobson) Since intelligence test scores only provide some information they should always be used along with other sources of information. It’s important to remember that an IQ score does not determine one’s destiny.

20. S AMPLE Q UESTIONS A bat and ball cost $1.10 total. The bat costs $1 more than the ball. How much does the ball cost? Is the following logically valid? Premise 1: If a zwap can be a mag Premise 2: And a zwap can also be a kib Then, a mag is a kib

21. Jack is looking at Anne, but Anne is looking at George. Jack is married but George is not. Is a married person looking at an unmarried person? Yes No Can not be determined