I. What is intelligence? II. How is it tested? III. Controversies

1. I. What is intelligence?II. How is it tested?III. Controversies

2. Part I: Intelligence

3. Intelligence • Intelligence should be universal • Exactly how intelligence is expressed will differ given the context.

4. History of Intelligence Testing

5. History of Intelligence Testing • (1600s) Francis Bacon - the scientific method

6. History of Intelligence Testing • (1600s) Francis Bacon - the scientific method • (1800s) Francis March“vulgar utilitarianism”

7. History of Intelligence Testing • (1600s) Francis Bacon - the scientific method • (1800s) Francis March“vulgar utilitarianism” • Francis March sat beside James Cattell

8. History of Intelligence Testing • James Cattell gets stoned, and then argues

9. History of Intelligence Testing • James Cattell gets stoned, and then argues • Cattell becomes a psychometrician

10. History of Intelligence Testing • James Cattell gets stoned, and then argues • Cattell becomes a psychometrician • At Cambridge falls in with Francis Galton

11. History of Intelligence Testing • James Cattell gets stoned, and then argues • Cattell becomes a psychometrician • At Cambridge falls in with Francis Galton • Francis Galton would later develop eugenics

12. History of Intelligence Testing • James Cattell gets stoned, and then argues • Cattell becomes a psychometrician • At Cambridge falls in with Francis Galton • Francis Galton would later develop eugenics • 1889 - Cattell is now a professor at age 29

13. History of Intelligence Testing • Cattell coined ‘mental tests’ • For example, • Bisection of a 50 cm line • Judgment of a 10 second time • Number of letters repeated

14. History of Intelligence Testing • 1895 Cattell moves to Columbia U (NY)

15. History of Intelligence Testing • 1895 Cattell moves to Columbia U (NY) • As president of the APA Cattell convenes a meeting

16. History of Intelligence Testing • 1895 Cattell moves to Columbia U (NY) • As president of the APA Cattell convenes a meeting • recommends they test • senses, • motor capacity, and • mental processes

17. History of Intelligence Testing • 1895 Cattell moves to Columbia U (NY) • As president of the APA Cattell convenes a meeting • recommends they test • senses, • motor capacity, and • mental processes • Back in France Binet emerges on the scene

18. History of Intelligence Testing • Spearman gives birth to the g/s factor theory

19. History of Intelligence Testing • Henry Goddard emerges, and in 1908 visits Binet

20. History of Intelligence Testing • Binet’s ideas of testing move away from labels

21. History of Intelligence Testing • Binet’s ideas of testing move away from labels • IQ = (Mental age/chronological age) *100 • For example, (15/10) * 100 = 150

22. History of Intelligence Testing • Binet’s ideas of testing move away from labels • IQ = (Mental age/chronological age) *100 • For example, (15/10) * 100 = 150 • Ellis Island under Goddard • WWI recruits under Yerkes & Terman

23. History of Intelligence Testing • 1920s -remember Cattell studied with Darwin’s cousin Galton

24. History of Intelligence Testing • 1920s -remember Cattell studied with Darwin’s cousin Galton • Terman argued that the correlation between test scores and social status pointed to heredity of intelligence

25. History of Intelligence Testing • 1920s -remember Cattell studied with Darwin’s cousin Galton • Terman argued that the correlation between test scores and social status pointed to heredity of intelligence • Terman would work with Thorndike • Dewey argues that these tests measure a social construction

26. History Leads to Theory • Thurstone’s work would lead to the recognition that there are 7-9 mental abilities

27. History Leads to Theory • Horn, student of Cattell, brings together work in the field and devises the Cattell-Horn Theory

28. History Leads to Theory • Horn, student of Cattell, brings together work in the field and devises the Cattell-Horn Theory • Modern theory rests on the idea that intelligence can be found by analyzing inter-correlations of scores on mental ability tests

30. History Leads to Theory • Meanwhile distinct factor analytic work by Carroll has led to

31. 69+ narrow abilities found in data sets analyzed by Carroll CARROLL’S (1993) THREE-STRATUM THEORY OF COGNITIVE ABILITIES g General Intelligence General (Stratum III) (Carroll, 1993, 1997) Gf Gc Gy Gv Gu Gr Gs Gt Broad (Stratum II) Processing Speed (RT Decision Speed) General Memory & Learning Broad Auditory Perception Broad Retrieval Ability Broad Cognitive Speediness Broad Visual Perception Fluid Intelligence Crystallized Intelligence Narrow (Stratum I)

32. Intelligence Theory Meets Practice • 1985 Richard Woodcock hears about the theory • 1989 The Great Gathering • This leads to factor analytic studies of the WJ

33. Gardner’s Multiple Intelligences • Linguistic • Logical-mathematical • Spatial • Musical • Bodily-Kinesthetic • Interpersonal • Intrapersonal • Naturalist

34. Part II: Testing Intelligence

35. Individual Tests of Intelligence • Stanford-Binet • Wechsler Scales • Kaufman Scales • Woodcock Johnson

36. Wechsler Scales • Wechsler Adult Intelligence Scale • WAIS, WAIS-R, WAIS-III • Wechsler Intelligence Scale for Children • WISC, WISC-R, WISC-III, WISC-IV • Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

37. Subscales of the WISC-III Verbal Information Similarities Arithmetic Vocabulary Comprehension Digit Span Performance Picture Completion Picture Arrangement Symbol Search Object Assembly Coding Mazes

39. Part III: Controversies

40. Testing Issues • Inadequate sample of each domain • Limited (nonspecific) treatment or instruction implications

41. Binet Thurstone Terman Yerkes Horn Wechsler Cattell Gardner

42. Bell Curve Assertions • IQ tests are not biased against minority groups. • A significant fraction of the individual differences in IQ scores is explained by genetics (40-60%). • African-Americans score significantly lower than White-Americans on IQ tests (12-15 points).

43. Gould Debunks the Bell Curve • “The authors omit facts, misuse statistical methods, and seem unwilling to admit the consequences of their own words.” • “Nothing . . . angered me more than the authors’ failure to supply any justification for their central claim . . . that the number known as g . . . captures a real property in the head.”

44. Bigger Questions • Are intelligence tests useful? If so, for what? If not, why not? • Are intelligence tests biased? • What are the positive and negative social consequences of using intelligence tests? • What are the alternatives?

45. APA Consensus Statement • It is widely agreed that standardized tests do not sample all forms of intelligence. • Environmental factors contribute substantially to the development of intelligence, but it is not clearly understood what those factors are or how they work.

46. The Flynn Effect • Across 14 nations, 5-25 point increase in IQ within one generation • 90% of those born 100 years ago would score at the 5th percentile of current norms • Are we really getting smarter?