Chapter 9- Intelligence AND IQ Testing PDF

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9/INTELLIGENCE AND IQ TESTING: CONTROVERSY AND CONSENSUS TABLE OF CONTENTS LECTURE GUIDE  What Is Intelligence? Definitional Confusion (p. 321)  Intelligence Testing: The Good, the Bad, and the Ugly (p. 322)  Genetic and Environmental Influences on IQ (p. 325)  Group Differences in IQ: The Science and the Politics (p. 326)  The Rest of the Story: Other Dimensions of Intellect (p. 327)

FULL CHAPTER RESOURCES  Learning Objectives (p. 328)  Rapid Review (p. 329)  Lecture Launchers and Discussion Topics (p. 331)  Classroom Activities, Demonstrations, and Exercises (p. 336)  Handout Masters (p. 342)  Web Resources (p. 352)

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WHAT IS INTELLIGENCE? DEFINITIONAL CONFUSION (Text, p. 313) Lecture Launchers  The Darwin Awards—What Intelligence Isn’t  Birth Order and Intelligence  Terman’s Termites  Information Processing Approach to Intelligence Classroom Activities, Demonstrations, and Exercises  What Exactly is Intelligence?  Creative Thinking  Creativity Quiz  Intelligence  Multiple Intelligences  EQ Test (Emotional Intelligence)  Intelligence and Mental Capacity in Film  Age and Intelligence Web Resources  Assessment: http://ericae.net/intbod.htm  Barbarian’s Online Tests: http://www.wizardrealm.com/tests/  Classical Intelligence Test: http://www.queendom.com/tests/access_page/index.htm?idRegTest=1127

 Darwin Awards: http://www.darwinawards.com  Kohler’s Research on the Mentality of Apes: http://www.pigeon.psy.tufts.edu/psych26/kohler.htm  Intelligence: http://www.edpsycinteractive.org/topics/cogsys/intell.html  Intelligence of Dogs: http://petrix.com/dogint/intelligence.html  IQ Tests Online: http://www.2h.com/iq-tests.html  Majon’s Online IQ Tests: http://www.majon.com/iq.html  Mensa International: http://www.mensa.org  Multiple Intelligences: http://tip.psychology.org/gardner.html A.

B.

C.

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Boring’s dictum states intelligence is whatever intelligence tests measure. But because that doesn’t answer the central question of what makes some people smarter than others, we must look to other explanations. Intelligence as Sensory Capacity: Out of Sight, Out of Mind 1. Sir Francis Galton (1884)—intelligence is a by-product of sensory capacity. 2. But later research found that different measures of sensory capabilities are weakly correlated, and measures of sensory ability are not highly correlated with intelligence assessments. Intelligence as Abstract Thinking 1. Binet and Simon developed the intelligence test—a diagnostic tool designed to measure overall thinking ability. a. Test items shared a common link—they assessed higher mental processes, including reasoning, understanding, and judgment. 2. Today, experts believe that intelligence is associated with abstract thinking—the capacity to understand hypothetical concepts. Intelligence as General Versus Specific Abilities 1. Charles Spearman (1927)—these correlations suggest a single common factor across all aspects of mental ability: g for general intelligence a. Spearman called the specific abilities s factors (Figure 9.1, text p. 316). Copyright © 2017 Pearson Canada Inc. 321

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Fluid and Crystallized Intelligence 1. Raymond Cattell (1971) and John Horn (1994) distinguished two types of intelligence (Figure 9.2, text p. 316). a. Fluid Intelligence—the capacity to learn new problems. b. Crystallized Intelligence—the accumulated knowledge of the world over time. F. Multiple Intelligences: Different Ways of Being Smart 1. Multiple intelligences—different domains of intellectual skill. 2. Frames of Mind a. Howard Gardner (1983) suggested there are eight separate intelligences; included a tentative proposal for a ninth form—existential intelligence: the ability to grasp deep philosophical ideas (Table 9.1, text p. 317). 3. The Triarchic Model a. The Robert Sternberg’s (1983) model posits the existence of three types of intelligence, which he called the triarchic model (Figure 9.3, text p. 318). i. Analytical Intelligence: ability to reason logically. ii. Practical Intelligence: ability to solve real-world problems, especially people problems. iii. Creative Intelligence: ability to come up with novel and effective answers to questions. G. Biological Bases of Intelligence 1. Intelligence and Brain Structures and Function a. Key facts about the brain and intelligence: i. Brain size is weakly correlated with intelligence. ii. Cerebral cortex development is slower in gifted children. iii. Evidence that those with higher intelligence exhibit less brain activity while performing cognitive tasks. a. Brains may be more efficient. b. Suggests that intelligence is related to the efficiency of mental processing. 2. Intelligence and Reaction Time a. Intelligence is negatively correlated with reaction time, the speed of responding to a stimulus (Figure 9.5, text p. 320). 3. Intelligence and Memory a. Intelligence is intimately involved with working and short-term memory. 4. The Location of Intelligence a. Intelligence is located throughout the brain, but the prefrontal cortex is especially implicated (Figure 9.6, text p. 321). 5. Putting It All Together a. Intelligence is related to the efficiency or speed of information processing. II.

INTELLIGENCE TESTING: THE GOOD, THE BAD, AND THE UGLY (Text, p. 321) Lecture Launchers  Does the SAT Have Predictive Value? Classroom Activities, Demonstrations, and Exercises  Five-Minute IQ Test  Creating a Culture-Fair Intelligence Test A. Double Curse of Incompetence—Phenomenon in which people with poor metacognitive skills overestimate their intellectual abilities. 1. Metacognitive skills—knowledge of our own knowledge. Copyright © 2017 Pearson Canada Inc. 322

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B. How We Calculate IQ 1. Stanford-Binet IQ test—intelligence test based on the measure developed by Binet and Simon, adapted by Lewis Terman of Stanford University. a. This test is still used today in its revised fifth edition. b. Originally developed for children, it has been expanded to test adults too. 2. Wilhelm Stern (1912) invented the formula for the intelligence quotient (IQ). a. IQ = mental age ÷ chronological age x 100 i. Mental age is the age corresponding to the average person’s performance on an intelligence test. 3. Critical flaw—mental age scores increase in childhood, but start to level out around age 16. 4. Modern intelligence tests rely on a deviation IQ—an expression of IQ relative to same-aged peers (eliminated age effects with Stern’s formula). a. Average IQ = 100, the standard deviation is 15. C. The Eugenics Movement: Misuses and Abuses of IQ Testing. 1. IQ tests were used inappropriately. a. Many U.S. adults, including new immigrants, prison inmates, and delinquent youths were inappropriately classified in the mentally retarded range. b. Eugenics—meaning “good genes,” was an effort to improve a population’s genetic stock by encouraging those with “good genes” to reproduce and discouraging or preventing reproduction among those with “bad genes.” i. Was very popular between 1910 to the 1930s. ii. Taught at dozens of prestigious universities, including McGill and the University of Toronto iii. Led to two disturbing practices: a. The Canadian House of Commons passes laws restricting immigration from countries marked by “low intelligence.” b. Many provinces passed laws requiring the sterilization of lowIQ individuals. 1. Approximately 66,000 North Americans underwent forced sterilization. 2. This group was largely composed of African Americans and other poor minority groups. D. IQ Testing Today. 1. Commonly Used Adult IQ Tests a. The Wechsler Adult Intelligence Scale (WAIS-IV) (Figure 9.7, text p. 324) i. Fourth version (WAIS-IV) published in 2008. ii. Consists of 15 subtests designed to assess vocabulary, arithmetic, spatial ability, reasoning, and general knowledge. iii. Yields five major scores: overall IQ, verbal comprehension, perceptual reasoning, working memory, and processing speed. 2. Commonly Used Childhood IQ Tests. a. Wechsler Intelligence Scale for Children (WISC) i. Used for older children and adolescents. b. Weschler Primary and Preschool Scale of Intelligence (WPPSI-III) i. Used for children ages 2 ½ to 7 years old. c. Both tests are adapted from the WAIS. 3. Culture-Fair IQ Tests. a. Culture-fair IQ tests—tests that attempt to eliminate biases for people who speak a language that is different from what is used on the test. (Figure 9.8, text p. 325) Copyright © 2017 Pearson Canada Inc. 323

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i. Depends on reasoning items that don’t depend on language. E. College and University Admissions Tests: What Do They Measure? 1. College Admissions Tests and IQ a. SAT scores correlate highly (between 0.7 and 0.8) with two standard measures of intelligence. F. Reliability of IQ Scores: Is IQ Forever? 1. The Stability of IQ in Adulthood a. Reliability refers to consistency of measurement. b. Test-retest reliability refers to the extent to which scores on a measure remain stable over time. c. IQ is mostly stable across age and across retesting. 2. Stability of IQ in Infancy and Childhood a. Prior to age 3, IQ does not predict adult IQ. G. Validity of IQ Scores: Predicting Life Outcomes. 1. Validity refers to the extent to which a test measures what it purports to measure. 2. An important indicator of test validity is its capacity to forecast future outcomes. 3. IQ scores are good at predicting academic success. a. Motivation, intellectual curiosity, effort and mental energy also play a critical role. i. Mental energy—the ability to focus on difficult problems for long periods of time. 4. IQ can predict real-world behaviours as well. a. There is a correlation between IQ and job performance in mentally demanding jobs b. IQ can predict life outcomes including health and accidents, but because it is confounded with poverty, it is difficult to tease apart. H. A Tale of Two Tails: From Intellectual Disability to Mental Giftedness. 1. Bell curve—a distribution in which the bulk of scores falls toward the middle, with progressively fewer scores toward the tails of the curve; forms the shape of a bell. (Figure 9.10, text p. 329) 2. Intellectual Disability a. Intellectual disability involves three criteria: i. Onset prior to adulthood ii. IQ ≤ 70 iii. Inadequate adaptive functioning b. Mild intellectual disability makes up 85% of intellectual disability cases, and most can be mainstreamed into regular classrooms. c. Over 200 different causes are known, including fragile X syndrome, and Down syndrome. 3. Mental Giftedness and Exceptional Intelligence a. Lewis Terman (1959) studied intellectually gifted individuals over several decades. i. Findings from the “Termites” disputed many popular stereotypes of the highly intelligent: a. Most had above average health, and were taller and heavier than the general population. b. They were highly successful in adulthood. c. They had lower rates of mental illness. b. The best predictor of exceptional career success in musicians is the amount of practice.

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III. GENETIC AND ENVIRONMENTAL INFLUENCES ON IQ (Text, p. 332) Lecture Launchers  Genius Classroom Activities, Demonstrations, and Exercises  A Critique of the Mozart Effect  Take a Stand A. Exploring Genetic Influences on IQ 1. Family Studies a. Correlations between siblings is about 0.5 and cousins is about 0.15. b. Doesn’t allow us to distinguish the effects of genes from those of the environment. Can’t disentangle nature from nurture. 2. Twin Studies a. MZ twins correlate about 0.7–0.8, whereas DZ twins correlate about 0.3-0.4. b. 3. Adoption Studies a. IQs of adopted children tend to be similar to the IQs of their biological parents and this effect tends to increase with age. B. Exploring Environmental Influences on IQ 1. Does How We Think About Intelligence Affect IQ? a. People who believe intelligence is a fixed entity tend to take fewer academic risks. b. People believing intelligence is changeable tend to take more academic risks. 2. Birth Order: Are Older Siblings Wiser? a. Later born children tend to have slightly lower IQs than earlier-born children. i. This relationship appears to be related to the size of families. a. Children from large families have slightly lower IQs than children from smaller families. 3. Does Schooling Make Us Smarter? a. Number of school years is correlated between 0.5 and 0.6 with IQ. 4. Boosting IQ by Early Intervention a. Programs, like Head Start, that give disadvantaged children an enriched educational experience produce a short-term increases in IQ. i. However, these increases don’t persist after the end of the program. 5. A Self-Fulfilling Prophecy: Expectancy Effects on IQ a. Experimenter expectancy effect—tendency of researchers to unintentionally influence the outcome of studies. b. Many studies have shown that teachers show more positive reinforcement to students labelled as smart. 6. Poverty and IQ: Socioeconomic and Nutritional Deprivation a. Poverty could be associated with malnutrition and exposure to lead, factors associated with intellectual deficits. 7. Getting Smarter All the Time: The Mysterious Flynn Effect a. The Flynn Effect—the trend of average increase in IQ of 3 points per decade. Thought to be the result of yet unidentified environmental factors (Figure 9.12, text p. 352). b. The Flynn effect might be due to four environmental influences. i. Increased test sophistication. ii. Increased complexity of the modern world. Copyright © 2017 Pearson Canada Inc. 325

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iii. Better nutrition. iv. Changes at home and school. IV. GROUP DIFFERENCES IN IQ: THE SCIENCE AND THE POLITICS (Text, p. 338) Lecture Launchers  Group Differences in IQ Do Not Apply to Individuals A. Sex Differences in IQ and Mental Abilities (Figure 9.13, text p. 339) 1. Sex Differences in IQ a. Few studies have found differences in average IQ. b. Men tend to have a wider distribution of IQ (Figure 9.14, text p. 339). 2. Sex Differences in Specific Mental Abilities a. Women do better on some verbal tasks, including spelling and writing. Women are also better at detecting and recognizing emotional expressions in others. b. Men tend to do better on spatial tasks, especially mental rotation. Also do better on math tasks that involve complicated reasoning. (Figure 9.15, text p. 340) 3. Potential Causes of Sex Differences a. Some differences in mental abilities (e.g., spatial ability) appear to be due to biological factors. b. Other differences in mental abilities appear to be due to societal factors (e.g., underrepresentation of women in the “hard” sciences). B. Racial Differences in IQ 1. On average, Hispanic and African Americans score lower than Caucasians, and Asian Americans tend to score higher. 2. For Whom the Bell Curve Tolls a. Misguided claims of inherent racial “superiority” lie outside of the boundaries of science. b. IQ differences among races are narrowing. c. The variability within any given race is considerably larger than the variability between races. (Figure 9.16, text p. 341) 3. Reconciling Racial Differences a. The “Thought Experiment” with plants exemplifies the within and between group differences in IQ. (Figure 9.17, text p. 341) i. Differences between the groups are entirely environmental (due to watering and light). ii. Means that group differences cannot be explained in genetic terms. b. Different races may start off with no differences in IQ. i. Over time, social deprivation and prejudice may produce notable differences. ii. But even in the environmentally limited group, some plants exceed the growth of members of the “privileged” group. 4. What are the Causes of Racial Differences in IQ? a. Within-group heritability and between-group heritability b. One study compared children from African American soldiers-Caucasian German mothers with children from Caucasian American soldiers-Caucasian German mothers and IQ was found to be the same. c. African American children that are cross-racially adopted show IQs above average Caucasian American children. Copyright © 2017 Pearson Canada Inc. 326

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d. Overall, the data suggests that poverty may be the source of IQ differences observed rather than genetics. 5. Test Bias a. Test bias—a test that predicts outcomes better in one group than in another. b. Evidence suggests that correlations between IQ test scores and academic and occupational achievement are about equal across different races. i. IQ differences relate to achievement differences. ii. Race differences in achievement are likely attributable to societal biases. (see Figure 9.18, text p. 343) 6. Stereotype Threat. a. Stereotype threat—fear that we may confirm a negative group stereotype. i. Creates a self-fulfilling prophecy in which those who are anxious about confirming a negative stereotype actually increase their likelihood of doing so (Steele & Aronson, 1995). ii. Steele found that stereotype threat can impair performance on IQ tests and standardized tests, like the SAT. b. Broader societal differences in resources, opportunities attitudes, and experiences are probably responsible for most, if not all, of the racial differences in IQ. V. THE REST OF THE STORY: OTHER DIMENSIONS OF INTELLECT (Text, p. 345) Lecture Launchers  Wolfgang Amadeus Mozart Classroom Activities, Demonstrations, and Exercises  Creativity and Intelligence  Crossword Puzzle  Fill-in-the-Blanks A.

B.

Creativity 1. Divergent thinking: the capacity to generate many solutions to problems. 2. Convergent thinking: the capacity to find the single best solution to a problem. 3. Highly creativity people tend to be emotionally troubled while having high selfesteem. They are also bold and willing to take intellectual risks. a. Studies show that highly creative people have higher than expected levels bipolar disorder and closely related conditions. Emotional Intelligence: Is EQ as Important as IQ? 1. Emotional intelligence (EQ)—the ability to understand our emotions and those of others. (Figure 9.19, text p. 347) 2. It’s not clear if this concept measures something beyond personality. a. Most measures of EQ assess personality traits, like extraversion, agreeableness, and openness to experience. b. EQ does not predict job performance any better than measures of general intelligence. 3. We might be surprised to learn that people with a high IQ people may even believe some usual things (and fall victim to scam artists), exhibiting a strong ideological immune system – those are our defenses against counter-evidence to our current views.

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CHAPTER 9 Learning Objectives On completion of this chapter, students should be able to 9.1

identify different models and types of intelligence (text p. 313);

9.2

describe the connection between intelligence and brain size and efficiency (text p. 315);

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determine how psychologists calculate IQ (text p. 322);

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explain the history of misuse of intelligence tests in Canada and the United States (text p. 323);

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describe tests of intelligence used today and evaluate the reliability and validity of IQ scores (text p. 323);

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distinguish the unique characteristics of intellectual disability and mental giftedness (text p. 329);

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explain how genetic influences can be determined from family, twin, and adoption studies (text p. 332);

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identify potential environmental influences on IQ (text p. 334);

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identify similarities and di...