last week!
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Last Week!. Exam Saturday, December 17 th , 12 noon Do NOT be late!!! 65 Multiple choice 5 of 7 definitions 4 of 7 short answers 2 of 3 longer answers 3 hours long Short answers and essay CUMULATIVE. Intelligence and Testing: History. Brass instruments in 1800s Wundt (1832 – 1920) - PowerPoint PPT PresentationTRANSCRIPT
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Last Week!Last Week!
Exam Saturday, December 17th, 12 noonDo NOT be late!!!65 Multiple choice5 of 7 definitions4 of 7 short answers2 of 3 longer answers3 hours longShort answers and essay CUMULATIVE
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Intelligence and Testing: HistoryIntelligence and Testing: History
Brass instruments in 1800s– Wundt (1832 – 1920)– Galton (1822 – 1911)– Cattell (1860 – 1944)– Wissler (in 1901)
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Testing: HistoryTesting: History
Advent of the Modern testing– Attitudes towards mentally ill and mentally
delayed were changing
Alfred Binet– Developed a scale for the Paris government in
1905
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Binet’s scaleBinet’s scale
Had 4 characteristics:1. Measured a child’s general mental abilities,
and was aimed at classification, not assessment
2. Brief and practical
3. Practical judgment was measured rather than low-level abilities
4. Items arranged by level of difficulty
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Examples of itemsExamples of items
1. Follows object with moving eyes3. Grasps item that is seen7. Points to familiar-named object (point to the cup)10. Compares two lines of markedly unequal length18. Reproduces from memory 2 designs shown for
10 seconds22. Compares 5 blocks to put them in order of weight26. Puts 3 nouns or 3 verbs in a sentence30. Defines abstract words by designating the
difference between them (e.g boredom and weariness)
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Binet continuedBinet continued1908
– Calculation of mental level– Standardization
1911– 5 tests for each age level
1916– Terman’s influence: people started comparing
ration of mental age and chronological age: Mental age / chronological age = 100
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IQ testing comes to AmericaIQ testing comes to America
Goddard:– American recruited by Vineland training school
to identify and classify “feebleminded” children
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MA and diagnosis of Vineland MA and diagnosis of Vineland Residents tested with a translation of Residents tested with a translation of
the Simon-Binetthe Simon-Binet
Binet-Simon Mental Age
Diagnosis Number of Residents
I & II Idiot 73
III to IV Imbecile 205
VIII to XII Feebleminded 100
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The Simon-Binet comes to AmericaThe Simon-Binet comes to America
Goddard imports testNormal sample of 1 547 normal children
yielded 3% of these children were feebleminded
His work on Ellis Island in 1910
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Group TestingGroup Testing
Army needed a fast way to assess potential recruits
Yerkes’ Army Alpha & Army BetaAlpha had 8 verbally loaded subtests
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Following Oral Directions: mark a cross in the 1st and also the 3rd circle:
Arithmetical Reasoning: How many men are 5 men and 10 men?
Synonym-Antonym pairs: Are these the same or opposites? accumulate - dissipate
Number Series Completion: Complete the series:
3 6 8 16 18 36… …
Analogies: Complete the analogy:
Tears-sorrow:: laughter joy smile girls grin
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Group TestingGroup Testing
0 was most common score on Army alpha
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Yerkes (1921) calculation of Army Yerkes (1921) calculation of Army Alpha DataAlpha Data
0
50
100
150
200
250
300
350
400
Score
0 10 20 30 40
Number of people with score
Test 4 Alpha
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Group testing con’dGroup testing con’d
Army Beta designed for illiterates or for people whose first language was not English
Consisted of mazes, mentally counting blocks, number-symbol completions
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Army beta testsArmy beta testsTest 3
O O O O…
X X X X…
OOXOOXOOX…
XXXOXOXXXOXO...
Test 4
62 62
59 56
327 327
249 249
1536 1536
3745 3745
45010 45001
62019 62019
Test 7
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Very bizarre testing conditionsBrigham’s misuse of the data
Group testing con’dGroup testing con’d
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Brigham’s (1923) use of Yerkes’ dataBrigham’s (1923) use of Yerkes’ data
0
50
100
150
0 5 10 15 20 25
Score
Nu
mb
er o
f p
eop
le
Nordic Alpine, Mediterranean African
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History of Intelligence Testing, History of Intelligence Testing, summarysummary
Attempts to measure intelligence have been laden with problems, and the use of the measures is questionable
How you develop a test will depend on how you define and see intelligence
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Some Views of IntelligenceSome Views of Intelligence
Spearman: a general ability which involves mainly the eduction of relations and correlates
Binet & Simon: the ability to judge well, to understand well, and to reason well
Piaget: A generic term to indicate superior forms of organization and equilibrium of cognitive structuring used for adaptation to the physical and social environment
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Definitions of IntelligenceDefinitions of Intelligence
Problems with operational definitions Layperson’s and expert’s definitions are
similar Experts agree on 2 part definition:
1. The capacity to learn from experience
2. The capacity to learn from one’s environment
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Approaches to IntelligenceApproaches to Intelligence
Spearman’s g– Finds high correlations between various subtests– One general factor (g) and several specific factors (s1,
s2, s3, etc…)– Invented factor analysis– Performance due to g and a specific ability on the
subfactors– g was energy or power in the whole cortex, and the s
factor was a substrate
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CattellCattell
Distinguished between fluid and crystallized intelligence
Fluid = nonverbal, culture-reduced, learning and problem-solving
Crystallized = Language and world knowledge
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PiagetPiaget
Cognitive stages are progression in intelligence, and process of adaptation is reflection of intelligence
Performance on conservation tasks was his indication of intelligence, had to match age and stage
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Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences
8 criteria for an intelligence:– Potential isolation by brain damage– Existence of idiot savants– Identifiable core operations– Distinctive developmental history– Evolutionary plausibility– Support from experimental psychology– Support from psychometric findings– Susceptibility to symbol encoding
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Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences
9 intelligences:1. Linguistic Intelligences2. Musical intelligences3. Logical-Mathematical intelligences4. Spatial intelligences5. Bodily Kinesthetic intelligences6. Interpersonal intelligences7. Intrapersonal intelligences8. Naturalist intelligences9. Spirituality/existential intelligences
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Information Processing approachesInformation Processing approaches
Like in other cognitive domains, look at how knowledge base, speed of processing, working memory, and metacognition affect performance on tests of intelligence
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ScalesScalesStanford-Binet
– Heavily verbalWechsler Scales
– Differs from above in terms of non-verbal itemsKaufman Assessment Battery for children
– Heavily non-verbal and believed to be culture-fair, and E. has more flexibility when administering
Bayley scales– Measures infant intelligence
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IQ: Nature or Nurture?IQ: Nature or Nurture?
Heritability indexEvidence for Nature
– Honzik
Evidence for Nurture– Skeels– Teratogens
Fetal alcohol syndrome and Fetal alcohol effect
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Differences between groups?Differences between groups?
Problems occur when we take previous arguments and apply them to individual groups
Making IQ inherited is making it a characteristic that is necessarily destined and immutable
Started with Cyril Burt, whose work guided policy in the ‘60s and ‘70s
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Differences between groups?Differences between groups?
Cyril Burt faked his dataHis defenders were large proponents of
inherent racial differences in IQ, e.g. JensenThe Bell Curve by Herrnstein and Murray
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The Bell CurveThe Bell Curve
Relies on faulty statistical analysisRelies on work of problematic work of J.
Phillipe Rushton
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Racial differences in IQ, con’dRacial differences in IQ, con’d
Genetic hypothesis is also untenable for 2 very strong reasons:– Problems with generalizing within-group
differences to between group differences– A crucial prediction does not hold up: degree of
ancestry has no effect on IQ (Scarr, 1977)
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Intelligence and cognitive Intelligence and cognitive developmentdevelopment
Transactional model of development
Environment Genotype Phenotype
Phenotype Genotype Environment
There is continuous interaction of child’s constitution and the environment over time
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Example of SES and intelligenceExample of SES and intelligence
Children from high SES homes have higher IQ than those from low SES homes
BUT…SES does not work aloneRelated to home environment, peer group,
academic expectations etc…so could be any of these things or all of them
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Back to Heritability Back to Heritability
How much of a trait is there because of genes?
Heritability is not independent of environment (debate is extent of contribution of each)
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Behavioural GeneticsBehavioural Genetics
May not be g that is inherited, but rather aspects of information-processing – Memory capacity– Neural transmission– Durability of memory traces
These develop over time and may be more susceptible to environmental effects
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Behavioural Genetics con’dBehavioural Genetics con’d
Degree of relatedness can predict heritability of IQ
Genetics accounts for about 50% of variance, more so in MZt
Varies from population to population and from culture to culture
More correlated over time
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Behavioural GeneticsBehavioural Genetics
Large effects of environment also found: why?
Nature side looks at correlations…
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Correlation of IQ as a function of Correlation of IQ as a function of Genetic SimilarityGenetic Similarity
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Relatedness
Parent/ AdoptiveOffspring
Siblings Apart
Siblings Together
Dizygotic twinstogether
Monozygotic twinsapart
Monozygotic twinstogether
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Effects of environmentEffects of environment
Nurture side looks at means Scarr & Weinberg:
– Disadvantaged children adopted into advantaged home show big jump in IQ, similar to their adoptive parents
– BUT IQ still predicted by birth mother’s education level…
HOW??? – They maintain rank order, but IQ changes
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Effects of early experienceEffects of early experience
Deprivation in the 1st 2 months of life can have a detrimental effect on intellectual and social development– Institution and War children
Home environment can also affect intellectual development– Use of HOME scale
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HOME scaleHOME scale
6 subscales to measure type of early environment child is in
1. Emotional and verbal responsivity of Mother2. Avoidance of restriction and punishment3. Organization of physical and temporal env.4. Provision of appropriate play materials5. Maternal Involvement with the child6. Opportunities for variety in daily stimulation
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HOME scaleHOME scale
Correlation between score on HOME scale and Stanford-Binet score at age 2
Predicts academic performance at age 11BUT maintenance depends on child’s future
environment (risk factors)
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Interaction of risk factorsInteraction of risk factors
Caughy (1996) looked at biological risk factors (Low birth weight, hospitalization) and environmental risk factors (low income, low maternal education)
Impact of biological risk factors can be mediated by good home, low environmental risk factors
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More environmental effects…More environmental effects…
Maternal behaviours predicts child’s intellectual development
Legerstee revisited
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Effect of ChildEffect of Child
Piaget’s views of child as activeChild’s behaviour will affect how they are
treatedChildren have personalities, and can control
their environment
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Stability of Intellectual FunctioningStability of Intellectual Functioning
Can be changed for the better– Skeels’ institution study– Preschool program can help– Head Start
Can also change for the worse– Children can lose early benefits if environment
is drastically changed
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Back to infants’ DQBack to infants’ DQ
Looking at specific processing skills is more fruitful than looking at overall functioning
Strong correlations found between infants’ “preference for novelty” and later IQ
Suggests an underlying process that child uses over early years that predicts later learning
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And that, my friends, is cognitive development…
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Remember exam is Cumulative!Remember exam is Cumulative!