Guided Notes-Intelligence PDF

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Name_______________________________________________________

Period 1

Intelligence Notes

Psychology

Intelligence: The Basics 

Intelligence o The ability to learn from ______________________________________________________, acquire knowledge and use _______________________________ effectively in adapting to ______________________________________________________ or solving problems  Intelligence is a __________________________________________________________________  Cultures deem “intelligent” whatever attributes enable success in THOSE cultures – what best allows for survival?

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Reification o A reasoning error in which we view an ________________________________________________________________________________ as if it were a concrete thing  “She has an IQ of 120…”  “She scored a 120 on the intelligence test…” o Which is better given the definition of intelligence?

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Despite general agreement about the nature of intelligence, two controversies remain… o Is intelligence a ______________________________________________________________________________, or is it _________________________ specific abilities? o With modern neuroscience techniques, can we locate and measure intelligence within the brain? Since mental abilities are incredibly diverse, is it justifiable to label these abilities with only one word – intelligence..?

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Intelligence: Theories Theory

Psychologist/Belief

Charles Spearman (1863-1945) G Factor Viewed intelligence as two different abilities

L.L. Thurstone (1887-1955) Primary Mental Abilities

Opponent of Spearman and the g factor; believed intelligence was composed of seven primary mental abilities

Basic Premise/Description

Theory

Psychologist

Basic Premise/Description

Howard Gardner (1943-present) Multiple Intelligences

Believes that intelligence is multiple abilities that come in a package

Robert Sternberg (1949-present) Triarchic Theory of Intelligence

Generally agrees with Gardner; however, Sternberg believes that intelligence has three basic components

Know these! Multiple Intelligences (Gardner)

Intelligence: Emotional Intelligence 

Emotional Intelligence o The ability to perceive, understand, manage and use emotions  Emotionally intelligent people _____________________________________________________________________  The test for emotional intelligence measures overall intelligence and its four components o ______________________________________________ o ______________________________________________ o ______________________________________________ o ______________________________________________

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Criticisms o Howard Gardner & others criticize the idea of emotional intelligence and question whether we stretch the idea of intelligence too far when we __________________________________________________________________________ o ______________________________________________ draw into question whether the EQ test is sex biased

Intelligence: Measuring Intelligence THE ORIGINS OF INTELLIGENCE TESTING 

Psychologists define intelligence testing as a method for assessing an individual’s __________________________________________________________ and _______________________________________________________________________________ (using numerical scores) o Marked by controversy and misuse o Began in France during the 20th century  Some students needed more help than others…  How do we identify those students?

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The Binet-Simon Scale o Alfred Binet & Theodore Simon (French psychologists) o Expressed a child’s score in terms of ___________________________________________  Mental Age  The ___________________________________________________________ that most typically corresponds to a given level of performance  Example  A child who does as well as the average 8 year old, is said to have a mental age of 8

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The Intelligence Quotient o William Stern (German psychologist) o Developed the notion of IQ  __________________________________________________________________________  Example o A child whose mental & chronological ages ____________________________________________ has an IQ of 100 o An 8 year old who answers questions as a typical 10 year old has an __________________________________

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The Stanford-Binet Intelligence Scale o Lewis Terman (Stanford University) o Expanded & revised the Binet-Simon Scale  Remained fairly loyal to Binet’s original conceptions; however, Terman incorporated a ____________________________________ scheme based on Stern’s “intelligence quotient”  _____________________________________________________________________________________________________________________________

MODERN TESTS OF MENTAL ABILITIES 

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Achievement Tests o Tests designed to ________________________________________________________________________________  Bleier’s AP Biology Exam, EOCTs (?) Aptitude Tests o Tests designed to ___________________________________________________________________________________________________; one’s capacity to learn

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 SAT, ACT, GRE, MCAT, GMAT, LSAT Is there a correlation between achievement and aptitude tests? Is there a correlation between intelligence scores and aptitude tests? Wechsler Adult Intelligence Scale (WAIS) o David Wechsler (American psychologist at Bellevue Hospital) o Developed the WAIS in 1939  TWO MAJOR INNOVATIONS  _________________________________________________________________________________  Discarded IQ in favor of a new scoring system based on _____________________________________________________________  Eventually developed an _______________________________________________________________  Wechsler Intelligence Scale for Children (WISC) o Measures _______________________________________________________________ and _________________________________ related to intelligence o Designed to assess clinical and educational problems  Separate scores for:  ______________________________________________  ______________________________________________  ______________________________________________  ______________________________________________  Difference in scores?

Intelligence: Test Construction 

Reliability o The extent to which a test _________________________________________________________________________ as assessed by the consistency of scores  Procedures for Determining Reliability  Split-Half Reliability o ________________________________________________________________________________________________  Alternate Forms Reliability  Test-Retest Reliability o ________________________________________________________________________________________________  The Stanford-Binet, WAIS and WISC have reliabilities of +0.9

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Validity o The extent to which a test _________________________________________________________________________ what it is supposed to  Content Validity  The extent to which a test samples the ________________________________________________________________________________  Predictive Validity (Criterion-Related Validity)  The success with which a test _______________________________________________________________________ that it is designed to predict

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Standardization of Tests o The process of defining __________________________________________ scores by giving the test to a large group of people that represents the kind of people for whom the test is designed  __________________________________________________________  Same instructions, questions, time limits, scoring, etc.  Like all samples, standardization groups are chosen ______________________________________ and must be representative o Standardization allows for the development of ________________________ & ____________________________________  Test Norms  The standards against which all others who take the test will be _____________________________; where one individual ranks in relation to others o Typically follow a normal curve (in intelligence testing)  Percentile Scores  Indicate the _______________________________________________________________________________________________________________ ________________________________ o Deviation IQ Scores

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Cultural Implications? o It is _________________________________________ to design an IQ test that is completely free from _____________________________________________  They tend to reflect, in language, dialect and content, the culture of the person or persons who designed the test

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Adrian Dove (1971) o American sociologist  Created an intelligence test to ___________________________________________________________________________________________________  Known as the ____________________________________________________

Intelligence: The Dynamics of Intelligence 

By age 4, children’s performance on intelligence tests ________________________________________________________________________________________________ o High scoring adolescents tend to have been early readers

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Intelligence scores become stable ______________________________________________________________________________________________ In numerous studies, __________________________________________________________________________________ has been determined to increase with age

Intelligence: The Extremes of Intelligence THE EXTREME LOWS 

Intellectual Disability/Developmentally Delayed o A condition characterized by ______________________________________________________________________________  Indicated by a _____________________________________________ (130) vary considerably o ______________________________________________________________________________________ o ______________________________________________________________________________________

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Misconceptions about the high extreme o “Early ripe, early rot…” o Socially awkward, physically weak, more likely to suffer mental illness, etc. o The “mad scientists” or “evil geniuses”

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Lewis Terman (1921) o Terman’s “Termites”  Longitudinal study of 1,528 children  ______________________________________________  Findings  Gifted individuals tend to be above average in… o _________________________________________ o _________________________________________ o _________________________________________ o _________________________________________

Intelligence: Heredity & Environment as Determinants of Intelligence 

Early pioneers of intelligence… o Maintained the nature view of intelligence

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Today’s nature theorists… o Assert that a child’s intelligence ___________________________ be changed; _______________________________________  Many argue that this downplays the value of special education programs for underprivileged groups

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Today’s nurture theorists o Assert that traits with a strong genetic component are __________________________________________________________________________  Argue that even MORE funds be allocated for remedial programs, especially in lower-income areas

EVIDENCE FOR HERIDITARY INFLUENCE  

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Family Studies o Can determine only whether _______________________________________________________________________________________________________ Twin Studies o The average correlation for identical twins is _____________ o The average correlation for fraternal twins is _____________ Adoption Studies o Studies indicate that there is more than chance similarity between adopted children and their biological parents

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Heritability Ratio o An estimate ________________________________________________________________________________________________ in a population that is determined by variations in genetic inheritance  Can be estimated for any trait  90% for height  85% for weight  Intelligence?

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Heritability estimates for intelligence ____________________________________________________ o High Estimate: ____________  20% of the variation in intelligence is attributable to environmental factors o Low Estimate: ____________  60% of the variation in intelligence is attributable to environmental factors

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Limitations of heritability estimates o ___________________________________________________________________________________________: CANNOT be meaningfully applied to individuals o A trait’s heritability may vary from one group to another o “There really is no single fixed value that represents any true, constant value for the heritability of IQ or anything else…”

EVIDENCE FOR ENVIRONMENTAL INFLUENCE 

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Twin Studies o The average correlation for identical twins ___________________________________________________________________ o The average correlation for identical twins ___________________________________________________________________ Adoption Studies

o There is some resemblance between adoptive parents and their children o Siblings _________________________________________________ are more similar in IQ than siblings reared apart (0.48, as opposed to 0.23) INTERACTIONIST MODEL 

Sandra Scarr (1991) o Reaction-Range Model  Heredity sets _____________________________________ on intelligence and _______________________________________________________ determine where individuals fall within these limits  Genetic makeup places _______________________________________________ on a person’s IQ o _______________________________________________________________; even when environment is ideal  Genetic makeup places _______________________________________________ on a person’s IQ except in extreme cases...