Warm-up

1. Warm-up • How might the concepts of personal fable and imaginary audience increase the likelihood of an adolescent using drugs?

2. Key Points… • Intelligence tests measure innate intelligence. • Intelligence tests measure capacity or potential. • IQ’s are fixed and immutable and never change. • Intelligence tests provide perfectly reliable scores. • Intelligence tests measure all we need to know about a person’s intelligence. • IQ’s obtained from a variety of tests are interchangeable. • A battery of tests can tell us everything that we need to know to make judgments about a person’s competence.

3. Spearman: Two-Factor Theory • A person's capacity for complex work. • "g" (general) intelligence, which fuels several "s" (specific) factors or abilities in different areas. • He believed that everyone possesses a certain level of "g," a generalized abstract reasoning ability, or measure of neural processing speed. • Being able to grasp the relationship between a pair of words, or being able to see what a geometric pattern would look like upside down would take a large measure of "g." Specific factors, "s," require an amount of "g."

4. Sternberg: Triarchic Mind Theory • He discussed three different facets of intelligence: Analytical, Creative and Practical. • Analytical intelligence deals with how you relate to your internal world as measured by academic tests. • Creative intelligence deals with how your relate to the external world. It involves insight and your ability to react to new situations, using what you know from past situations. • Practical intelligence relates to your "street smarts" and is the ability to grasp and solve real-life problems

5. The Howard Gardner Theory of Multiple Intelligences • To qualify as an "intelligence" the particular capacity under study was considered from multiple perspectives consisting of eight specific criteria drawn from the biological sciences, logical analysis, developmental psychology, experimental psychology, and psychometrics. The criteria to consider "candidate intelligences" (Gardner, 1999a, p. 36) are: 1) the potential for brain isolation by brain damage, 2) its place in evolutionary history, 3) the presence of core operations, 4) susceptibility to encoding, 5) a distinct developmental progression, 6) the existence of idiot-savants, prodigies and other exceptional people, 7) support from experimental psychology, and 8) support from psychometric findings (Gardner, 1999a)

6. Emotional IQ - Peter Salovey • one of the individuals who developed the idea of emotional intelligence – the ability to successfully navigate social situation and regulate emotions. • Self-Knowledge (knowing your own emotions) • Self-Management (managing your own emotions) • Motivation • Empathy (recognising emotions in others) • Handling relationships

7. Cattell - two-factor theory of intelligence • Fluid intelligence • Fluid intelligence assumed to be free of cultural influences included aspects such as memory for digits • Crystallized intelligence • included acquired skills and knowledge that are very much dependent on exposure to a particular culture as well as formal and informal education. (i.e., vocabulary, algebra, etc.)

8. Guilford - “three-dimensional structure of intellect” • its operation –cognition, memory, divergent and convergent thinking, and evaluation; • its content –figural, symbolic, semantic, and behavioral; and • the product resulting from the operation—units, classes, relations, systems, transformations, and implications

9. Thurstone - PMAs He conceived intelligence as being composed of distinct abilities called “primary mental abilities” (PMAs) • verbal meaning • perceptual speed • Reasoning • number facility • rote memory • word fluency • spatial relations

10. Charles Spearman Howard Gardner Alfred Binet Robert Sternberg Peter Salovey analytical, creative, and practical eight multiple IQs emotional intelligence g factor first real intelligence test Summary…Match the scientists with concepts..

11. Validity v. Reliability • The ability of a test to measure what it is purported to measure. of a test is whether it measures what it is supposed to measure. • For instance, an IQ test is supposed to measure how intelligent a person is. • The dependability of an assessment measure, or the degree to which the measure yields consistent scores. • Reliability is judged by its consistency and repeatability • For instance, you should be able to take an IQ test several times and get the same results

12. Criterion Validity • Criterion validity refers to the correspondence between a test score and some independent measure of the characteristic it is designed to test. • For instance, if a person scores highly on an IQ test, then a separate, independent measure of intelligence should show a similarly high score.

13. Predictive and Concurrent Validity • There are two types of criterion-related validity. • If the SAT has predictive validity then it should relate to the student's future performance at college. • An achievement test at the end of a course should correspond to a student's performance during the year, or at the same time. This would be a measure of concurrent validity.

14. Content Validity • Content validity shows a correspondence between a test and the full range of material that it is designed to test. • It assesses whether or not the test coverage is balanced and fair. • If a test measures only part of what it is supposed to measure, it may look valid, or have face validity, but it does not cover the entire range of the material and therefore it does not have content validity.

15. Summary Question • David had done well in bio at one school but was transferring to another school district. Before the school would allow him to take AP bio, they made him take a test to see if he knew the introductory material from his new school’s bio class. • Mr. Batista checks to see if his students’ scores on the AP Psych exam are related to their class performance during the year. • The guidance counselor tells Alan that his good grades in his school German, the number of years he’s taken German, and his AP German score all indicate that he will do well in college German.

16. Test-Retest • method gives the same test to the same group at two different times and checks for a correlation between the two results. • It's important to leave some time between the two tests so that performance isn't artificially inflated because students remember the answers.

17. Split-Half • checks to see if there is a correlation between the performance between two halves of the same test. • Odd-numbered questions might be compared to even-numbered questions to see if the results correlate.

18. Equivalent Form • shows a high correlation between two different tests designed for the same purpose. • In this case, the same group of people would take both forms.

19. Summary Question • Mrs. Franklin randomly selects 25 questions from her algebra test and calls them set A and the remaining 25 questions she calls set B. She the correlates the performances on sets A & B. • Mrs. Anderson gives a physics test and the test results seem peculiar to her. She has another test she used last year on the same material and gives this one to her students and then compares the performance on the two different tests. • Mr. Zhang gives a psychology test on sensation and perception. At the end of the semester, along with a semester final, he gives the same students the test again and sees whether or not the results are consistent.

20. Mental Retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18. An IQ of 70 score or below. American Association on Mental Retardation, United States, 2002 (AAMR, 2002).

22. Traditional Levels of Mental Retardation Based on IQ • Mild Mental Retardation – • IQ score in the range of 50-55 to 70 • Moderate Mental Retardation – • IQ score in the range of 35-40 to 50-55 • Severe Mental Retardation – • IQ score in the range of 20-25 to 35-40 • Profound Mental Retardation – • IQ score below 20-25

23. AAMR Levels of Support • Intermittent - Support is not always needed. It is provided on an "as needed" basis and is most likely to be required at life transitions (e.g. moving from school to work). • Limited - Consistent support is required, though not on a daily basis. The support needed is of a non-intensive nature. • Extensive - Regular, daily support is required in at least some environments (e.g. daily home-living support). • Pervasive - Daily extensive support, perhaps of a life-sustaining nature, is required in multiple environments.

24. Mental Age, IQ, and Percentiles • Since the Wechsler IQ test has a distribution with a mean score of 100 and a standard deviation of 15 points, the scores and percentiles are related as follows

25. Mental Age • The original Stanford-Binet intelligence test used the concept of "mental age." • Mental age (MA) refers to the intellectual growth of the child as compared to their actual chronological age (CA).

26. A child with an MA about equal to their CA was considered to be average and on schedule. A child with an MA higher than their CA was considered to be ahead, and a child with an MA lower than CA was considered to be behind.  • Intelligence quotient (IQ) was determined as the mental age divided by the chronological age x 100, or MA/CA x 100.  For example, an average 12 year old with an MA of 12 would have a score of 100 (12/12 x 100= 100).

27. Mental Age – is determined by the test. It is a reflection of your score. • Chronological Age – is how old you actually are according to the year you were born. • If MA is higher than CA then an individual’s IQ will be GREATER average (100). • If MA is lower than CA then an individual’s IQ will be LOWER average (100).

28. Summary QuestionDetermining IQ • Hannah is a 14-year-old (CA) with a mental age of 16. What is her IQ? • 100 • 88 • 114 • 140 • 76

29. determine whether you have learned the relevant concepts in a course of study. how well you did in comparison to others Content validity is the most important component AP Exam, HSA Exam, Unit Exam Measure your ability to profit from future training Measure your general capacity to reason and solve problems broad spectrum of skills IQ, SAT, Career Assessment Achievement vs. Aptitude Tests

30. Tests and Learning Disabilities • In general, achievement tests look at what you've already learned, while aptitude tests look at your ability to learn or do new things. • Prior learning may affect someone's score on an aptitude test, and people with certain aptitudes may do better on an achievement test. • Learning disabilities, such as reading or math disabilities, are diagnosed in part on the basis of a large discrepancy between an aptitude test and an achievement test. A learning disability would be suspected if a student wasn't able to master academic content (which would result in a low achievement test score) despite having the aptitude to do so (IQ test). • Other factors, such as motivation or personality factors, would need to be ruled out before making a definitive diagnosis of a learning disability.

31. face-to-face situation used to diagnose people suspected of having special needs, including giftedness, learning disabilities, or mental retardation detailed scoring procedures and careful judgment on the part of the examiner. Individual vs. Group Tests of Intelligence • administered to large numbers of people at the same time. • no need for a trained examiner • more cost-effective, less time-consuming • military and educational systems

32. Stanford-Binet test determine "normal academic performance." adapted from the Binet test the test for American schoolchildren measures performance in 15 subtests the test is both reliable and valid in predicting overall academic success, particularly at the two extremes of mental retardation and giftedness. The Wechsler Tests a group of three intelligence tests geared to different age groups Surpassed the Stanford-Binet in popularity, and are currently used by many school districts for diagnosing children with special needs. advances differentiation of IQ into verbal and nonverbal abilities Intelligence Tests

33. Personality Inventories: The MMPI-2 • Personality inventories are frequently used to diagnose and treat emotional problems. • Ex - Minnesota Multiphasic Personality Inventory (or MMPI-2) • Used in nonclinical situations, such as in evaluations of suitability for law enforcement work. • 563-item inventory of true-false statements • It doesn't yield an overall score like an intelligence test; rather, it yields scores on a variety of subscales, such as those measuring anxiety, depression or antisocial behavior. • It also yields scores on subscales used to help determine the validity of the administration of the test, such as whether the respondent was answering the questions honestly versus being defensive or exaggerating his or her symptoms.

34. Issues and Controversies • If validity is defined as whether a test measures what it is supposed to measure, then how valid are IQ tests in general? • BB King is to blues as Yo Yo Ma is to classical. True or false?

35. Culture-Free vs. Culture-Fair Intelligence Testing • Efforts have been made in recent years to reduce cultural bias in intelligence tests wherever possible. However, attempts to create a "culture-free" intelligence test haven't been successful mostly because it's impossible to separate ourselves from our own culture! • Most researchers agree that the goal isn't to provide a "culture-free" intelligence test, but to provide a "culture-fair" intelligence test, one that gives members of all cultures an opportunity to be successful. • Stereotype Threat: The Work of Claude Steele • According to Steele, people who have been negatively stereotyped often do not perform as well in situations where they feel that they are being evaluated according to that stereotype. That would include performance on standardized tests such as the SAT.

36. Summary Question • How does the idea of the stereotype threat relate to the ideas of learned helplessness and self-fulfilling prophecy?

37. IQ Testshttp://wilderdom.com/personality/intelligenceCulturalBias.html#Discussion • For each test, you will have 10 mintues to work on it. If you want more time, you will need to write down the website. • Please respond to the following questions: • What Intelligence Theory does the test resemble? • Who would be successful on this type of test? (Race, Gender, Socio-Economics, Ethinicity, etc.) • Mensa Workout • The Original Australian IQ Test • The American/Australian IQ Test • The Chitling Test • Howard Gardner MI

38. Summary Questions • How would you feel if these tests were used as a standardized intelligence test? • Are these intelligence tests fair?  Why or why not? • What have you learned from taking this test in terms of how non-middle-class individuals might feel about typical standardized tests? • How would you work with someone who scores at an IQ of only 90 on a standardized intelligence test but very well on one of the other intelligence tests?