Intelligence

1. Intelligence

2. Intelligence • Using a netbook, complete 5 free IQ tests and record your results. Do you think these results accurately measure your intelligence? • Write down three questions that could be used on an IQ test. Do you think these could be applied to the whole population?

3. Who wants to be a millionaire is that testing intelligence? http://www.youtube.com/watch?v=fJmvfNEpkak&feature=related

4. What does intelligence mean to you? www.guidetopsychology.com/pdf/directions.pdf

5. Create your own intelligence test that you think best explains intelligence

6. Not everybody agrees on what intelligence is… Involves the ability to learn from experience to acquire knowledge to reason and to solve problems to deal with people and objects and to adapt effectively to the environment It is socially and culturally determined – what is considered to be intelligent can differ according to the society and/or culture in which it is observed

7. http://www.youtube.com/watch?v=kYexLjWY5KE&feature=channel • http://www.youtube.com/watch?v=4TUkhwV7IQc&feature=channel • http://www.youtube.com/watch?v=rPH7JwhsfEo&feature=channel • http://www.youtube.com/watch?v=Kj40CIFFotE&feature=channel • http://www.youtube.com/watch?v=tiCQVc-bjhw&feature=channel • http://www.youtube.com/watch?v=ORh_DPlygY0&feature=channel

8. Break up into 6 groups and teach class about measuring intelligence • Binet’s test of intelligence (x2) • Stanford-Binet of intelligence (x2) • Weschler’s test of intelligence (x2) • History/ When/ Who is it used on? • How does it measure intelligence? • What does the test consist of? • Example of a test item

9. IQ and its calculation • IQ – intelligence quotient • It’s a numerical score on an intelligence test • Shows how much someone’s intelligence as measured by an intelligence test compares with that of other people of the same age

10. Chronological age (CA) and Mental age (MA) • IQ=MA/CA x 100 • A score of 100 indicates that on the basis of the intelligence test taken the persons intelligence is the same as that of the ‘average’ person of the same age • IQ’s over 100 indicate that an individual is more intelligent that the average (MA is greater than CA) • IQ’s less than 100 indicate that individual is less intelligent than the average person • The score in an IQ test no longer has to be calculated – read directly from the tables for age groups that accompany test • Complete LA 11.17 Q 3c

11. Does IQ = intelligence? • While an IQ score gives a measure of intelligence, IQ does not equal intelligence • IQ score does not show the amount of intelligence a person has (e.g. a person with an IQ of 100 does not have 100 units of IQ) • IQ should be regarded as no more than a number that tells us how a person performed on a particular test as compare with others in the same age bracket • A person’s IQ score depends on many factors including the type of test taken, conditions of testing, personal characteristics of test taker (Mood, socio-cultural background, motivation etc)

12. Variability of intelligence • Variability or spread of intelligence test scores in general population is represented by normal distribution curve • Mean IQ score is set at 100 and the majority of scores occur around this central point of the distribution • 50% of all scores fall above the mean and 50% fall below the mean

15. Read box 11.8 pg 485

16. Test validity and reliability • Read pg 486 Test validity – must measure what it is supposed to measure i.e. intelligence and not other characteristics Criterion-related validity Content validity Construct validity Define each of these terms

17. Test reliability – the ability of a test to consistently measure what it is supposed to measure each time it is given • Define: test retest reliability, parallel forms reliability, split half reliability, internal consistency, inter-rater reliability

18. Test standardisation and test norms – if test to have meaning the test must first be administered to a large sample who are representative of population (different ages, sex, family backgrounds, cultural backgrounds etc) • Standardised testing procedures – test must be given in the same way to every person

19. Culture biased and culture fair tests • Culture bias – tendency of a test to give a lower score to a person from a culture different from that in which the test was standardised • Culture –fair – attempt to provide items that will not disadvantage or penalise a test-taker on the basis of their cultural or ethnic background • Look at pg 489 and read pg 490 and 491

21. Ethical standards for intelligence testing • Australian Psychological Society’s Code of Ethics (2007): • The test must be chosen, administered and interpreted appropriately and accurately by the psychologist • The test-taker must be fully informed about the nature and purpose of the testing procedures to be used (including the limitations), and be fully informed of the results of the assessment

22. Ethical standards for intelligence testing • The psychologist must support the proper use of intelligence tests in the community by not allowing them to be misused by people who are unauthorised or unqualified to use these tests

23. Factors that influence intelligence • There is general acceptance that inherited genes probably set the upper and lower limits of an individual’s intellectual capabilities and environmental factors play a significant role in determining whether an individual will reach their genetically determined potential • Nature vs Nurture!

26. The Flynn Effect • Is a research finding that IQ scores have risen over time by about 15 points. • Tested groups of people over a 50-year period using a the same IQ test • Possible explanations: staying at school longer, improved educational methods, smaller families with more intensive parenting, increased exposure to technology and computers, and better nutrition and health care