Chapter 10 Outline, 2016

Chapter 10 Outline, 2016 The controversy…

What Is Intelligence? reification

“G” or Several Specific Abilities? factor analysis, Spearman – “g”, evolutionarily familiar situations, Thurston (7), Howard Gardner (8) – multiple intelligences, savant syndrome / autism spectrum disorder, Sternberg – triarchic theory (3) -Criticism - Talents? Intelligence?!? Goldman (and Mischel –“M&M test) – emotional intelligence AKA social intelligence, 10-year rule

Assessing Intelligence – -modern tests: achievement versus aptitude tests The Origins of Intelligence Testing: Galton, Binet and Simon; IQ, Stanford-Binet test (Terman), mental age / chronological age, Terman / eugenics…, Wechsler, WAIS, WISC

Principles of Test Construction – Standardization – normal curve (and percents again), the Flynn effect (SATs down, IQ up – why?) Reliability – test-retest, split-halves Validity – content validity, predictive validity AKA criterion validity -irony: these tests are reliable than predictively valid

The Dynamics of Intelligence – stability vs. change -aging and intelligence: cross-sectional versus longitudinal, crystallized versus fluid intelligence; cohort -stability versus change: no early predictor except _____; -by age 4: _____; after age 7: ______, correlates to high-IQ

Extremes of Intelligence: Low: intellectual disability / mental retardation – conceptual, social, and practical skills (know handout), (Fetal Alcohol Syndrome), Down syndrome, PKU, the Flynn Effect issue, mainstream issue

High: Terman (again); tracking issue / “giftedness”; brain size, speed, glucose consumption

Genetic Factors: heritability (again), twin studies, brain scans, gray / white matter, polygenetic, correlation of scores (charts, pg. 407)

Environmental Factors: early intervention – Hunt / Iranian orphans  Project Head Start and long-term effects; growth mindset -gender differences: girls (on the average) better at– boys (on the average) better at –

***GROUP DIFFERENCES: probable explanation:

The Question of Bias -- the “near consensus”: two meanings of biased, discriminatory, predictive validity, -test-taker’s expectations: stereotype threat; -“Math class is tough!” (1992 “teen talk” Barbie; recalled…) / one aspect of a person… Chapter 10 Outline, 2016 The controversy…

What Is Intelligence? reification

“G” or Several Specific Abilities? factor analysis, Spearman – “g”, evolutionarily familiar situations, Thurston (7), Howard Gardner (8) – multiple intelligences, savant syndrome / autism spectrum disorder, Sternberg – triarchic theory (3)

-Criticism - Talents? Intelligence?!? Goldman (and Mischel –“M&M test) – emotional intelligence AKA social intelligence, 10-year rule

Assessing Intelligence – -modern tests: achievement versus aptitude tests

The Origins of Intelligence Testing: Galton, Binet and Simon; IQ, Stanford-Binet test (Terman), mental age / chronological age, Terman / eugenics…, Wechsler, WAIS, WISC

Principles of Test Construction – Standardization – normal curve (and percents again), the Flynn effect (SATs down, IQ up – why?)

Reliability – test-retest, split-halves

Validity – content validity, predictive validity AKA criterion validity -irony: these tests are reliable than predictively valid

The Dynamics of Intelligence – stability vs. change

-aging and intelligence: cross-sectional versus longitudinal, crystallized versus fluid intelligence; cohort -stability versus change: no early predictor except _____; -by age 4: _____; after age 7: ______, correlates to high-IQ

Extremes of Intelligence: Low: intellectual disability / mental retardation – conceptual, social, and practical skills (know handout), (Fetal Alcohol Syndrome), Down syndrome, PKU, the Flynn Effect issue, mainstream issue

High: Terman (again); tracking issue / “giftedness”; brain size, speed, glucose consumption

Genetic Factors: heritability (again), twin studies, brain scans, gray / white matter, polygenetic, correlation of scores (charts, pg. 407)

Environmental Factors: early intervention – Hunt / Iranian orphans  Project Head Start and long-term effects; growth mindset

-gender differences: girls (on the average) better at–

boys (on the average) better at –

***GROUP DIFFERENCES: probable explanation:

The Question of Bias -- the “near consensus”: two meanings of biased, discriminatory, predictive validity, -test-taker’s expectations: stereotype threat;

-“Math class is tough!” (1992 “teen talk” Barbie; recalled…) / one aspect of a person… Chapter 11 Outline – ‘06

The controversy: Does each of us have an inborn general mental capacity (intelligence), and can we quantify this capacity as a meaningful number?

The Origins of Intelligence Testing: Binet and Simon; They decided to develop an objective test to identify children likely to have difficulty in the regular classes after the French government was reluctant to trust teachers with determining a student’s mental age. Binet hoped his test would be used to improve children’s education, but he also feared it would be used to label children and limit their opportunities.

Stanford-Binet test (Terman), Terman found that the Paris-developed age norms worked poorly with California school- children thus he edited it creating the tests known as Stranford-Binet test, which later lead to the development of the IQ Test.

IQ -- mental age / chronological age, German psychologist William Stern derived the famous intelligence quotient, or IQ. IQ is simply a person’s mental age divided by chronological age and multiplied by 100 to get rid of the decimal point. IQ = mental age/chronological age X 100.

Terman / eugenics… Terman tested children’s “original endowment” by assessing their “vocational fitness” Euenics is a nineteenth century movement that proposed measuring human traits and using the results to encourage or discourage people from reproducing—Terman lamented what he believed was the “dullness” and “unusually prolific breeding” of certain ethnic groups. He wanted to “curtail the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency”

What Is Intelligence? Reification: Intelligence is not a “thing”. When we refer to “IQ” as a fixed trait such as height, we commit a reasoning error called reification—viewing an abstract, immaterial concept as if it were a concrete thing.

“G” or Several Specific Abilities? -factor analysis is a statistical procedure that identifies clusters of related items (called factors) on a tests; used to identify different dimensions of performance that underlie one’s total score.

Spearman – “g”: a general intelligence factor that Spearman and others believed underlies specific mental abilities and is therefore measured by every task on intelligence tests.

Thurston: He mathematically identified eight clusters of “primary mental abilities,” such as word fluency, memory, and reasoning after giving 56 different tests to people.

Howard Gardner – multiple intelligences: Supports Thurstone’s idea that intelligence comes in different packages, noted how brain damage cripples one ability yet not others and how people may have many or only one exceptional talent. -savant syndrome: A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

Sternberg: Believes in three main aspects of intelligence: Analytical (assessed by intelligence tests, which present well- defined problems having a single right answer) Creative (demonstrated in reacting adaptively to novel situations and generating novel ideas) Practical (often required for everyday tasks, which are frequently ill-defined, with multiple solutions) Goldman (and Mischel –“M&M test) – emotional intelligence: The ability to perceive, express, understand, and regulate emotions. AKA social intelligence: the know how involved in comprehending social situations and managing oneself successfully. -Talents? Intelligence?!?

Intelligence and Creativity – up to about 120 IQ; five (other) components: Expertise (a well-developed base of knowledge) Imaginative thinking skills (provided the ability to see things in new ways, to recognize patters, to make connections. Having mastered the basic elements of a problem, we redefine or explore the problem in a new way. ) A venturesome personality (it tolerates ambiguity and risk, perseveres in overcoming obstacles and seeks new experiences rather than following the pack.) Intrinsic motivation (Creative people are not focused on impressing people or making money, they take intrinsic pleasure in the challenges of their work.) A creative environment (a well-developed base of knowledge)

Teresa Amabile (collages): she asked college students to make paper collages, telling half beforehand that experts would evaluate their work. Those unaware that their work would be evaluated produced collages that judges later rated more creative, students were freer to create with out extra stress.

Is Intelligence Neurologically Measureable? brain size: 25 modern studies have revealed a slight +.15 correlation between head size and intelligence score. – Franz Gall: Phrenologist realized that human intelligence surpasses animal intelligence differences among humans might similarly be due to differing brain structures.

Assessing Intelligence – modern tests aptitude versus: a test designed to predict a person’s future performance; aptitude is the capacity to learn. Achievement tests: a test designed to assess what a person has learned. David Wechsler – WAIS: David Wechsler, who, as a 6 year old Romanian, was among the Eastern Europeans immigrants of the early 1900s who some believed were feeble minded created the WAIS tests, which is the most widely used intelligence tests; contains verbal and performance subjects. The WISC test intelligence levels of preschool children.

Principles of Test Construction –

Standardization: Standardization defines meaningful scores by comparison with the performance of a pre-tested “standardized group” normal curve: The 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. the Flynn effect: James Flynn observed how the average person’s intelligence test score 80 years ago was only a 76, and since that time test scores have continue to rise as the average man seems to become more intelligent.

Reliability: the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting. The higher the correlation between the test-retest or the split-half scores, the higher the tests’ reliability.

- Validity: the extent to which a test measures or predicts what is supposed to. - Content validity: the extent to which ha a test samples the behavior that is of interest. - 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. - Criterion-related validity: the behavior that a test is designed to predict; thus, the measure used in defining whether the test has predictive validity. -irony: these tests are more reliable than predicatively valid

The Dynamics of Intelligence --No early predictor except 2-7 month old babies who quickly grow bored with a picture— who given a choice, prefer to look at a new one, score higher on tests of brain speed and intelligence up to 11 years later. -by age 4: children’s performance on intelligence tests begins to predict their adolescent and adult scores. After age 7, intelligence test scores, though certainly not fixed, stabilize.

-correlation, SAT / GRE: Math and verbal scores correlated minimally on the SAT, while verbal tests on the GRE an verbal SAT scores correlated with a +.86 taken four to five years later.

Extremes of Intelligence: Low: mental retardation: A condition of limited mental ability, indicated by an intelligence score below 70 and difficulty in adapting to the demands of life, varies from mild to profound. know table 11.1 (pg. 439); Down syndrome: a condition of retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup. Mainstreamed: children with mild retardation are synthesized into the regular classrooms where they grow up with their families and then live in a protected group home.

Genetic Factors: Identical twins that are reared together have the same test scores that are virtually similar as those of the same person taking the same test twice! Brain scans reveal that identical twins have very similar gray matter volume, and the brains are the same in areas associated with verbal and spatial intelligence. Engineers can create a mouse that is a superior learner by inserting an extra gene into fertilized mouse eggs, the gene then changes the neural receptor involved in memory.

Environmental Factors: early intervention: Hunt went to an Iranian orphanage and realized that the children were not developing at the proper age because the little care they received was not in response to their crying, instead they did not develop any sense of person control over their environment and became passive “lumps”, this deprivation led to the bludgeoning of native intelligence. Project Head Start: a U.S. government funded preschool program serves 860,000 children most of whom come from families below the poverty level. IT aims to enhance children’s chances for success in school and beyond by boosting their cognitive and social skills.

**GROUP DIFFERENCES: Racial groups differ in their average scores on intelligence tests. High scoring people (and groups) are more likely to attain high levels of education and income.

-gender differences: girls (on the average) better at– spelling, verbally fluent; more sensitive to touch, taste, and odor; and more capable of remembering words and the location of objects. boys (on the average) better at – math problem solving, spatial ability, and are more likely to earn a degree in inorganic sciences and engineering.

The Question of Bias: Jensen (again…); Could biased questions explain racial differences in test performance? If so, are tests a vehicle for discrimination, consigning potentially capable children to dead-end classes and jobs? Jensen argues that blaming a test for a group’s lower scores is like blaming the measuring stick for revealing that people who suffer from malnutrition have stunted growth.

-one aspect of a person / stereotype threat: a self-confirming concern that one will be evaluated based on a negative stereotype.