intelligence chapter 10 unit 11 ap psychology ~ ms. justice
TRANSCRIPT
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IntelligenceChapter 10
Unit 11
AP Psychology ~ Ms. JusticeAP Psychology ~ Ms. Justice
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What is Intelligence?Assessing IntelligenceThe Dynamics of IntelligenceGenetic & Environmental Influences on Intelligence
BIG IDEASBIG IDEAS
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What is Intelligence?
Intelligence (in all cultures) is the ability to learn from experience, solve problems, and
use our knowledge to adapt to new situations.
In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”
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1: What argues for and against considering
intelligence as one general mental
ability?
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Intelligence: Ability or Abilities?
Have you ever thought that since people’s mental abilities are so diverse, it
may not be justifiable to label those abilities with only one word, intelligence?
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General Intelligence
The idea that general intelligence (g) exists comes from the work of Charles
Spearman (1863-1945) who helped develop the factor analysis
approach in statistics.
Athleticism, like intelligence, is many things
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General Intelligence
Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by
factor analysis.
For example, people who do well on vocabulary
examinations do well on paragraph comprehension
examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, or a reasoning
ability factor.
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2: How do Gardner’s and Sternberg’s
theories of multiple intelligences differ?
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Contemporary Intelligence Theories
Howard Gardner (1983, 1999) supports the idea that intelligence comes in
multiple forms. Gardner notes that brain damage may diminish one type of ability
but not others.
People with savant syndrome excel in abilitiesunrelated to general intelligence.
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Gardner: Multiple Intelligences
Gardner speculates about a ninth intelligence— existential intelligence, or the
ability to think about the question of life, death and existence.
Table 10.1, p. 408
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Sternberg: Multiple Intelligences
Robert Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three
intelligences rather than eight.
1. Analytical Intelligence: Intelligence that is assessed by intelligence tests (academic problem-solving).
2. Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas.
3. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).
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3: What is creativity and what fosters it?
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Intelligence and Creativity
Creativity is the ability to produce ideas that are both
novel and valuable.
It correlates somewhat with intelligence.
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Five Components of Creativity: (p. 411)1.Expertise: A well-developed knowledge base.2.Imaginative Thinking: The ability to see things in novel ways.3.A Venturesome Personality: A personality that seeks new experiences rather than following the pack.4.Intrinsic Motivation: A motivation to be creative from within.5.A Creative Environment: A creative and supportive environment allows creativity to bloom.
Intelligence and Creativity
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4: What makes up emotional
intelligence?
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Emotional Intelligence
Emotional intelligence is the ability to perceive, understand, manage and use emotions (Salovey and others, 2005).
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Emotional Intelligence: Components
Component Description
Perceive emotionRecognize emotions in
faces, music and stories
Understand emotion
Predict emotions, how they change and blend
Manage emotionExpress emotions in different situations
Use emotionUtilize emotions to adapt or
be creative
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Emotional Intelligence: Criticism
Gardner and others criticize the idea of
emotional intelligence and question whether we stretch this idea of
intelligence too far when we apply it to our
emotions.
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Emotional Intelligence
# 1 – 33
1 = strongly disagree
2 = disagree
3 = neither disagree nor agree
4 = agree
5 = strongly agree
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Emotional Intelligence Scale Scoring
• Reverse the numbers that you put in response to items 5, 28, and 33
• Add the numbers in front of all 33 items• Mean score = 131 for females and 125 for
males• Higher scores = greater optimism, less
depression and less impulsivity
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5: To what extent is intelligence related to
brain anatomy and neural processing speed?
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Recent Research
• Einstein’s brain was average size, but his parietal lobe’s lower region (center for mathematical and spatial information) was 15% larger than average
• Highly educated people die with 17% more synapses
• Higher intelligence scores are linked with more gray matter (neural cell bodies) in areas involved in memory, attention, and language
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6: When and why were intelligence tests created?
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Assessing Intelligence
Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others
using numerical scores.
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Alfred BinetAlfred Binet developed questions that would
predict children’s future progress in the Paris
school system.
Binet hoped the test would be used to
improve children’s education, but also
worried that the test would be used to label children & limit their
opportunities.
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Lewis Terman
In the US, Lewis Terman adapted Binet’s test for
American school children and named
the test the Stanford-Binet Test.
William Stern introduced the
following formula to derive a person’s
Intelligence Quotient (IQ):
Today, “IQ” is still used as shorthand to represent an
intelligence test score – or a test taker’s performance relative to
the average performance of others the same age.
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7: What’s the difference between aptitude and
achievement tests, and how can we develop and evaluate
them?
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Achievement vs. Aptitude
• Achievement tests – measure what a person has learned
• Aptitude tests – predict a person’s future performance (aptitude = the capacity to learn)
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David WechslerWechsler developed the Wechsler Adult Intelligence Scale
(WAIS) and later the Wechsler Intelligence
Scale for Children (WISC), an
intelligence test for school-aged children.
It is now the most widely used
intelligence test.
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WAISWAIS measures overall intelligence and 11
other aspects related to intelligence that are designed to assess clinical and educational
problems.
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from Figure
10.5, page 419
WAIS: Verbal
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WAIS: Performance
from Figure
10.5, page 419
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WAIS: Spatial
from Figure
10.5, page 419
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WAIS: Object Assembly
from Figure
10.5, page 419
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WAIS: Digit-Symbol Substitution
from Figure
10.5, page 419
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Principles of Test Construction
For a psychological test to be acceptable it must fulfill the following three criteria:
1. Standardization – defining meaningful scores by comparison with the performance of a pre-tested group
2. Reliability – the extent to which a test yields consistent results
3. Validity – the extent to which a test measures or predicts what it is supposed to
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8: How stable are intelligence scores over the
life span?
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Stability of Intelligence Scores
• The stability of intelligence test scores increases with age
• By age 4 scores fluctuate somewhat but begin to predict adolescent and adult scores
• By age 7 scores become fairly stable and consistent
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9: What are the traits of those at the low and high
intelligence extremes?
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Extremes of IntelligenceA valid intelligence test divides two groups of
people into two extremes: the mentally retarded (IQ 70) and individuals with high
intelligence (IQ 135). These two groups are significantly different.
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High Intelligence
Contrary to popular belief, people with high intelligence test scores tend to be healthy,
well adjusted, and unusually successful academically.
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MENSA“Membership of Mensa is open to persons who have attained a score within the upper two percent of the general population on an approved intelligence test that has been properly administered and supervised.”
www.mensa.org
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Mental RetardationMentally retarded individuals required
constant supervision a few decades ago, but with a supportive family environment and special education they can now care for
themselves.
Table 10.3, p. 425
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Rosa’s LawPassed in 2010, the law removed the terms "mental retardation" and "mentally retarded" from federal health, education and labor policy and replaced them with
“individual with an intellectual disability” and “intellectual disability.”
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10: What does evidence reveal about heredity and
environmental influences on intelligence?
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Genetic InfluencesStudies of twins, family members, and adopted
children support the idea that there is a significant genetic contribution to intelligence.
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Environmental Influences
Studies of twins and adopted children show the following:
1. Fraternal twins raised together tend to show similarity in intelligence scores.
2. Identical twins raised apart show slightly less similarity in their intelligence scores.
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•Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence.•Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores.
Environmental Influences
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11: How and why do gender and racial groups differ in
mental ability scores?
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Ethnic Similarities and Differences
1. Racial groups differ in their average intelligence scores.
2. High-scoring people (and groups) are more likely to attain high levels of education and income.
To discuss this issue we begin with two disturbing but agreed upon facts:
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Reasons Why Environment Affects Intelligence
1. Races are remarkably alike genetically. 2. Race is a social category.3. Asian students outperform North American
students on math achievement and aptitude tests.4. Today’s better prepared populations would
outperform populations of the 1930s on intelligence tests.
5. White and black infants tend to score equally well on tests predicting future intelligence.
6. Different ethnic groups have experienced periods of remarkable achievement in different eras.
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12: Are intelligence tests inappropriately biased?
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The Question of Bias•Aptitude tests are necessarily biased in the sense that they are sensitive to performance differences caused by cultural differences.•However, aptitude tests are not biased in the sense that they accurately predict performance of one group over the other.•A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype.•This phenomenon appears in some instances in intelligence testing among African-Americans and among women of all colors.