aguiar ap intelligence and testing 2 18

Intelligence Intelligence

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HeredityTermanDelayBiasWechsler

CreativityA.I.ProblemsConcepts Cognition

Section 1 Theories of Intelligence

• Learning Goals:– Students should be able to answer the following:

1: What arguments support intelligence as one general mental ability, and what arguments support the idea of multiple distinct abilities?

2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ?

3: What makes up emotional intelligence?

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Fact or Falsehood…• 1. Research suggests that a common ingredient of expert performance in chess,

dancing, sports, and music is about a decade of intense daily practice. • 2. Some rationally smart people have difficulty processing and managing social

information. • 3. There is a modest positive correlation between brain size and intelligence score. • 4. Highly educated people die with more synapses than their less-educated peers. • 5. The concern with individual differences in intelligence is strictly a twentieth-

century American phenomenon. • 6. Today’s Americans score higher on intelligence tests than Americans did in the

1930s• 7. Among the intellectually disabled, males outnumber females by 50 percent. .• 8. As adopted children grow older, their intelligence scores become more similar to

those of their biological parents than to those of their adoptive parents. • 9. Recent research findings support a “Mozart effect,” that is, that having infants

listen to classical music boosts their cognitive ability. • 10. Aptitude scores are a much better predictor of the college performance of Whites

than of Blacks.

•

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Use your brain #1

• You are participating in a race. You overtake the second person. What position are you in?

• Answer: If you answered that you are first, then you are absolutely wrong! If you overtake the second person and you take his place, you are second!

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Does Intelligence Predict Success?

• Correlation between IQ scores and occupational status is +.37

• Correlation between IQ scores and income is +.21

• Correlation between IQ scores and job performance is +.50

• What conclusion can you draw from these findings?

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Abilityto

learnfrom

experience,acquire

knowledgeand

adapt

ntelligence

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Intelligence

• Intelligence is socially constructed thus…Can be culturally specific. According to this definition, are

both Einstein and Babe Ruth intelligent?

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Intelligence

• Important Terminology:

• General Intelligence: factor that underlies specific mental abilities and is therefore measured by every task on an intelligence test. (combination of factors)

• Factor Analysis: a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify difference dimensions of performance that underlie a person’s total score.

• IQ (Intelligence Quotient)….we will break this down later. Based on 100 point average. Sd of 15.

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Basic Theories of Intelligence

• Spearman’s Factor Theory– Factor g (General) & Factor s (Specific)– A single underlying intelligence correlated with specifics– Developed Factor Analysis

• Thurstone’s Theory of Seven Primary Abilities– 56 different tests that identified 7 primary abilities– Examples: Word fluency, Perceptual Speed, Memory– Later becomes the SAT

• Howard Gardner’s Mulitple Intelligence Theory– Based on Savant Syndrome– Has little research basis and statistical evidence

• Sternberg’s Triarchic Theory– Creativity, Practical, Analytic

• Mayer and Salovey’s Emotional Intelligence Theory– Also Known as EQ– Made popular by Dan Goleman in 1995

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Spearman’s “G” Theory

S1

S2

S3

G

7.4 How do psychologists define intelligence?

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Charles Spearman and his g factor

• Used factor analysis and discovered that what we see as many different skills is actually one General Intelligence.

• If you are good at one subject you are usually good at many others.

Jack Bauer is good at torturing, bomb defusing, shooting, figuring out evil plots and saving the country. Is there anything he cannot do?

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Howard Gardner and Multiple Intelligences

• Gardner believed that there exists at least 7 different types of intelligences.

1. Linguistic2. Logical-mathematical3. Spatial4. Musical5. Body-kinesthetic6. Intrapersonal7. Interpersonal8. Naturalist

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Is Intelligence One General Ability or Several Specific Abilities?

Theories of Multiple Intelligences

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Contemporary Intelligence Theories

Howard Gardner (1983, 1999) supports Thurstone’s idea that intelligence comes in multiple forms. Gardner notes that brain damage may diminish one type of ability but not others.

People with savant syndrome excel in abilitiesunrelated to general intelligence.

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Savant

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Robert Sternberg and his Triarchic Theory

• Most commonly accepted theory today.

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Sternberg’s Three Aspects of Intelligence

Gardner Simplified• Analytical (academic

problem solving).• Creative (generating

novel ideas)• Practical (required

for everyday tasks where multiple solutions exist).

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Goleman and his EQ

• Emotional Intelligence

• Interpersonal and intrapersonal intelligences.

• Maybe EQ is a better predictor for future success than IQ.

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Emotional Intelligence (EQ)

• First called social intelligence.

• The ability to perceive, express, understand, and regulate emotions.

• Some studies show EQ to be a greater predictor for future success than IQ

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Emotional Intelligence: Components

Component Description

Perceive emotion Recognize emotions in faces, music and stories

Understand emotion Predict emotions, how they change and blend

Manage emotion Express emotions in different situations

Use emotion Utilize emotions to adapt or be creative

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Use your brain #2

• You are participating in a race. If you overtake the last person, then you are...?

• Answer: If you answered that you are second to last, then you are wrong again. Tell me, how can you overtake the LAST person?

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Intelligence Theories Review: Who Said It?

1. “If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.”

2. “Intelligence means a particular quantity derived from statistical operations. Under certain conditions the score of a person at a mental test can be divided into two factors, one of which is always the same in all tests…”

3. “We define intelligence as the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions.”

4. “Well, first of all, we did lots of studies where we show practical intelligence doesn't correlate with G. We have probably two dozen studies that practical intelligence better predicts job success than IQ.”

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Section 1 Theories of Intelligence

Reflect on Learning Goals

Learning Goals

1: What arguments support intelligence as one general mental ability, and what arguments support the idea of multiple distinct abilities?

2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ?

3: What makes up emotional intelligence?

Self-Rating Level of Understanding

4.0I can…•Identify and describe the terms associated with the learning goal questions.•Explain the answer to the learning goal questions with specific details.•Apply the main concepts of the learning goal to myself or other topics related to the course.

★ 3.0 ★I can…•Identify and describe the terms associated with the learning goal questions.•Explain the answer to the learning goal questions with specific details.

2.0I can…•Identify and describe the terms associated with the learning goal questions.

1.0 •I need help in understanding the learning goals!

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Section 2 Intelligence Findings

• Learning Goals:

– Students should be able to answer the following:

4: To what extent is intelligence related to brain anatomy and neural processing speed?

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Is Intelligence Neurologically Measurable?

Recent Studies indicate some correlation (about +.33) between brain size and intelligence. As brain size decreases with age, scores on verbal intelligence tests also decrease.

Gray matter volume is above average in people with high intelligence.

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Intelligence & the Brain

• Brain Anatomy– Small positive correlation between

brain size and IQ– Brain size decreases with age as does

verbal intelligence• Brain Function

– Frontal Lobe contains workspace for organizing information

• Perceptual Speed ★– Those who perceive quickly tend to

score higher on intelligence tests• Neurological Speed ★– Those who score high on intelligence

tests tend to have faster brain response times

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Example Reaction Time Test for Intelligence

How many green X’s?

X

XX

VF

V

V

F

V

V

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Einstein’s Brain

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Brain Function

Studies of brain functions show that people who score high on intelligence tests perceive stimuli faster, retrieve information from memory quicker, and show faster brain response times.

People with higher intelligence respond correctly and quickly tothe above question.

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Intelligence & Creativity

• Creativity is…– The ability to produce original and

valuable ideas– More divergent thinking (generating

multiple solutions to a problem– Little correlation with intelligence past

120– Stems from frontal lobe

• Components of Creativity– Expertise ★– Imaginative Thinking– Adventuresome Personality ★– Intrinsic Motivation ★– Creative Environment (Think Google)

• Bottom Line– Creativity & Intelligence are not linked

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2 minutes: Think of as many uses for a paperclip as you can

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Critical Thinking…

• Many schools subscribe to the idea that perceptual and neurological speed are indicative of intelligence. These schools assess students with timed tests, and students who are identified as requiring special education are given extended time for taking tests. This type of practice implicitly communicates that schools equate processing speed with intelligence.

• Do you think these practices are helpful or harmful to learning?

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Section 2 Intelligence Findings Reflect on Learning Goals

Learning Goals

4: To what extent is intelligence related to brain anatomy and neural processing speed?

Rating Student Evidence4.0

ExpertI can teach someone else about intelligence and its relationship to brain anatomy and neural processing speed

3.0 Proficient

I can explain how intelligence and its relationship to brain anatomy and neural processing speed works

2.0 Developing

I can identify terms associated with intelligence and its relationship to brain anatomy and neural processing speed, but need to review this concept more.

1.0 Beginning

I don’t understand this concept and need help!

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Section 3 Assessing Intelligence and Modern Intelligence

• Learning Goals:


5: When and why were intelligence tests created?

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History of Intelligence Testing

• Sir Francis Galton– Father of Behavior Genetics (coined term nature/nurture)– First to document theories of intelligence through inheritance• Alfred Binet & Theodore Simon ★– Designed a test to identify student’s reasoning abilities and

place them into appropriate classes– Measured “mental age” through reasoning abilities

• Lewis Terman ★– Stanford Professor who modified Binet’s Test for American

Students (1916)– Created the Stanford-Binet Intelligence Test– Believed in Eugenics and want people tested for reproductive

purposes• William Stern★– Coined the Term Intelligence Quotient (IQ)– Formula: Mental Age/Chronological Age (x) 100

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How do we Assess Intelligence?

• Alfred Binet and Theodore Simon set out to figure out a concept called a mental age (what a person of a particular age should know).

• They discovered that by discovering someone’s mental age they can predict future performance.

• Hoped they could use test to help children, not label them.

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Origins of Intelligence Testing

Mental Age a measure of intelligence test performance devised by Binet

chronological age that most typically corresponds to a given level of performance

child who does as well as the average 8-year-old is said to have a mental age of 8

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Origins of Intelligence Testing

Intelligence Quotient (IQ) defined originally the ratio of mental age (ma) to chronological age (ca) multiplied by 100 IQ = ma/ca x 100)

on contemporary tests, the average performance for a given age is assigned a score of 100

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Terman and his IQ Test

• Used Binet’s research to construct the modern day IQ test called the Stanford-Binet Test.

• IQ=Mental age/Chronological age X 100.

• A 8 year old has a mental age of 10, what is her IQ?

• A 12 year old has the mental age of 9, what is his IQ?

• A boy has the mental age of 10 and an IQ of 200, how old is he?

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SBIQ

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Problems with the IQ Formula

• It does not really work well on adults, why?

then his IQ would be 50!!!!!!

If a 60 year old man

does as well as an average 30 year old

That makes no sense!!!!!

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Types of Tests

Aptitude• Measure ability or

potential.

Achievement• Tests that measure

what you have learned.

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Modern Intelligence Tests

• Stanford-Binet Intelligence Test– Originally adapted by Lewis Terman– In its 5th revision and still in use today

• Army Alpha Test– First developed during World War I by Robert Yerkes– Considered the first mass distributed intelligence test

• Wechsler Intelligence Tests ★– Wechsler Adult Intelligence Scale (WAIS) and WISC– Subscales in include verbal and performance assessments

• Wonderlic Cognitive Abilities Test– 12 minutes, 50 questions– Short Business IQ tests that correlate well with intelligence– Also used to scout NFL draft picks

• Internet IQ Tests– Mensa.org– Not good predictors of IQ

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Modern Tests of Mental Abilities

• Wechsler Adult Intelligence Scale (WAIS) consists of 11 subtests and cues us in to strengths by using…..

Factor Analysis

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Wechsler Tests

• More common way to give IQ tests….does not use the formula but uses the same scoring system.

• WAIS• WISC• WPPSI

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Assessing Intelligence: Sample Items from the WAIS

From Thorndike and Hagen, 1977

VERBAL

General Information Similarities Arithmetic ReasoningVocabularyComprehensionDigit Span

PERFORMANCE

Picture Completion Picture ArrangementBlock DesignObject AssemblyDigit-Symbol Substitution

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Wechler Adult Intelligence Scale

Army Alpha Test Sample (Yerkes)1. A company advanced 6 miles and retreated 2 miles. How far was it then from its first

position?2. A dealer bought some mules for $1,200. He sold them for $1,500, making $50 on each mule.

How many mules were there?3. Thermometers are useful because

A. They regulate temperatureB. They tell us how warm it isC. They contain mercury

4. A machine gun is more deadly than a rifle, because it A. Was invented more recentlyB. Fires more rapidlyC. Can be used with less training

5. For these next two items, examinees first had to unscramble the words to form a sentence, and then indicate if the sentence was true or false.

a. happy is man sick always ab. day it snow does every not

6. The next two items required examinees to determine the next two numbers in each sequence.

a. 3 4 5 6 7 8b. 18 14 17 13 16 12

7. A portion of the Army Alpha required examinees to solve analogies.a. shoe — foot. hat — kitten, head, knife, pennyb. eye — head. window — key, floor, room, door

8. In these next two examples, examinees were required to complete the sentence by selecting one of the four possible answers.

a. The apple grows on a shrub, vine, bush, treeb. Denim is a dance, food, fabric, drink

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Sample Intelligence Test Questions

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Quick Section Assessment

1. According to the Stanford-Binet formula for an intelligence quotient (IQ), the IQ of a ten-year-old child with a mental age of eight and a half years is

A. 85B. 95C. 100D. 105E. 115

2. Alfred Binet’s efforts to measure intelligence were directed atA. Testing the worth of various theoretical definitionsB. Operationally defining one theory of intelligenceC. Predicting children’s success in schoolD. Selecting workers for successful job performanceE. Establishing the learning potential of French military recruits

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Section 3 Assessing Intelligence and Modern Intelligence


Learning Goals

5: When and why were intelligence tests created?

Rating Student Evidence

4.0 Expert

I can teach someone else about with when and how intelligence tests created.

3.0 Proficient

I can explain how with when and how intelligence tests created.

2.0 Developing

I can identify terms associated with when and how intelligence tests created, but need to review this concept more.

1.0 Beginning


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Section 4 Principles of Test Construction

• Learning Goals:


6: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?

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Aptitude vs. Achievement Testing

• Aptitude Test ★– Predict a New Skill– Most predictive of aptitude of

elementary school age children

• Achievement Test ★– Measures what has been

learned– Example: AP Psychology Test

The SAT: Aptitude or Achievement?

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Basic Principles of Test Construction

• Standardization of Tests– Making sure everyone administers the test in

the same way to make it fair.– ‘Norming’ the Test ★

• Defining scores based on a pretested group (compare scores)

• Has to be done every few years to keep scores valid

• Normal Distribution ★– The Bell Curve or Normal Curve– 68% of people fall between -1 and +1 standard

deviations of the mean– 95% of people fall between -2 and +2 standard

deviations of the mean

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Normal “Bell” Curve

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Z-Score or standard deviationZ-Score or standard deviation

Sammi’s intelligence score is one standard deviation above the mean. Approximately what percent of people did Sammi out-score on his intelligence test?

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The Flynn Effect

The Flynn effect is the substantial and long-sustained increase in both fluid and crystallized intelligence test scores measured in many parts of the world from roughly 1930 to the present day

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The Flynn Effect

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Principles of Test ConstructionPrinciples of Test Construction

• Reliability – Are the scores consistent?– Split-Half Reliability: Dividing the

test into two equal halves (odds/evens) and assessing how consistent the scores are.

– Test-Retest Reliability: Take the test one day and then take it again a few weeks later to compare the scores.

– Inter-rater Reliability: Two people observing the same behavior should score it the same way

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• Validity: Does the test measure what it is suppose to?– Achievement/Classroom Tests

• Content Validity: – Does the exam actually test what it is

suppose to? – Example: A poorly designed physics

test has questions on it that were not covered in class or by the textbook.

• Face Validity:– On the surface, does the test appear

to measure the subject matter

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Validity: Does the test measure what it is suppose to?–Aptitude/Psychological Measures

• Criterion-Related/Predictive Validity: – Refers to the function of a test in predicting/relating to

a particular behavior– Example: An aptitude test designed to predict if a

person will be a good pilot should correlate to pilot performance scores

• Construct Validity: – When measuring a construct like personality you

should correlate your results with a variety of different measures to eliminate or confirm it works.

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Construct Validity ExampleConstruct Validity Example

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Newly Developed Extraversion Test

Social Introversion on MMPI

Social Discomfort Scale

Sociability Scale on the CPI

Intelligence Score on Wonderlic

Outgoingness scale on the MPI

-.73

-.82

+.78

+.91

-.03

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UNRELIABLE &INVALID

Visualizing Reliability & Validity

I.Q.

RELIABLE &VALID

I.Q.

RELIABLEBUT INVALID

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Section Assessment

1. A test that is labeled an achievement test is most likely to be given to

A. predict an individual’s ability to succeed in a particular jobB. allow a student to be exempted from a college courseC. assess the mental age of a gifted eight-year-oldD. determine whether a person is an extrovert or an introvertE. investigate an individual’s cognitive style

2. The performance of the group on which an IQ test is standardized sets the

A. method of administration most suitable for the testB. extent to which IQ is determined by environmentC. criteria for the diagnostic significance of intelligenceD. degree of validity of the IQ testE. norms against which performance of later test takers can be

evaluated

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Section Assessment

In a normal distribution of a standardized test, the mean is 85 with a standard deviation of 10. Daria scores in the 98th percentile. What is the approximate score Daria received?A)85B)75C)100D)105E)115

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Section Assessment

1. All of the following are reasons for requiring clearly specified procedures for the administration and scoring of assessment measures, such as standardized tests, EXCEPT to

A. allow comparisons among scores of various test takersB. reduce the possible effects of extraneous variables on scoresC. increase the reliability and validity of the test scoresD. decrease the amount of time needed to administer the testE. increase the objectivity of the score procedures used

2. In a normal distribution, approximately what percent of the scores occur within one standard deviation above and below the mean?

A. 5%B. 16%C. 33%D. 68%E. 97%

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Section 4 Principles of Test Construction


Learning Goals

6: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?


ExpertI can teach someone else about, the difference between aptitude and achievement tests, In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can explain, the difference between aptitude and achievement tests with no major errors or omissions.

2.0 Developing

I can identify terms associated the difference between aptitude and achievement tests, but need to review this concept more.

1.0 Beginning


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Section 5: The Dynamics of Intelligence

• Learning Goals:


7: How stable are intelligence scores over the life span?

– 8: What are the traits of those at the low and high intelligence extremes?

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Does Intelligence Change Over Time?

By age 3, a child’s IQ can predict adolescent IQ scores.Depends on the type of intelligence, crystallized or fluid.

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Intelligence: Stability vs. Change

• About age 7 intelligence stabilizes• Habituation at age 2-7 months is an

early sign of intelligence• Early readers tend to have higher

intelligence (early talkers do not)• Scottish Longitudinal Study shows

that intelligence at age 11 still correlates at age 77 (r = +.66)

• Flynn Effect Reasons:– Increase in education– Increase in technology– Better nutrition– Smaller family sizes (increased

individual attention)

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Extreme Intelligences: Low End

• Mental Retardation/Intellectual Disability

– IQ of 70 or below– AND difficulty adapting to normal

life– About 75% are caused by unknown

environmental influences (Some causes are F.A.S., infections, chromosomal abnormalities such as down syndrome, nutrition, and trauma)

– Most are Male

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Because of the Flynn Effect more people are diagnosed as mentally retarded, but more can lead productive lives

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• Mental Retardation/Intellectual Disability

– IQ of 70 or below– AND difficulty adapting to normal

life– About 75% are caused by unknown

environmental influences– Most are Male

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Because of the Flynn Effect more people are diagnosed as mentally retarded, but more can lead productive lives

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The Dynamics of Intelligence

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Willowbrook

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Serbian Institutions

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Extreme Intelligences High End

• Gifted Intelligence (130 or above)– Terman’s Longitudinal Study

• 1500 with IQ of 150 (Average)• Well Adjusted• Emotionally Stable• Socially Mature• Better Health

• Above average success in career– Ellen’s Winner Study

• 180 or above• Socially isolated• Emotional issues

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Sho YanoAced SATs at age 8Graduated College age 12, Doctor at age 21

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Extreme Intelligences High End

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Learning Goals:

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ExpertI can teach someone else about the stability of intelligence scores over the life span In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can explain, the stability of intelligence scores over the life span) with no major errors or omissions.

2.0 Developing

I can identify terms associated the stability of intelligence scores over the life span, but need to review this concept more.

1.0 Beginning


7: How stable are intelligence scores over the life span?

8: What are the traits of those at the low and high intelligence extremes?

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Section 6 Genetic and Environmental Influence on Intelligence

• Learning Goals:

– Students should be able to answer the following:– 9: What does evidence reveal about hereditary

and environmental influences on intelligence?

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Genetic and Environmental Influences on Intelligence

No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”

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Genetic Influences Heritability

the proportion of variation among individuals that we can attribute to genes

variability depends on range of populations and environments studied

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Heritability

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Adoption Studies

Adopted children show a marginal correlation in verbal ability to their adopted parents.

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Environmental Influences in Intelligence

• Identical twins raised apart are slightly less correlated in their intelligence scores

• Fraternal twins have more correlated scores than ordinary siblings

• Early childhood neglect correlates with lower intelligence scores

• Intelligence scores rise in the fall months and decline in the summer months

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Schooling Effects

Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores.

To increase readiness for schoolwork,projects like Head Start facilitate leaning.

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Early Intervention Effects

Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence.

Romanian orphans with minimalhuman interaction are delayed in their development.

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Neglect on Intelligence: Genie Wiley

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Learning Goal: 9: What does evidence reveal about hereditary and

environmental influences on intelligence?

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ExpertI can teach someone else about what evidence reveals about hereditary and environmental influences on intelligence. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can explain, what evidence reveals about hereditary and environmental influences on intelligence with no major errors or omissions.

2.0 Developing

I can identify terms associated with what evidence reveals about hereditary and environmental influences on intelligence, but need to review this concept more.

1.0 Beginning


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Section 7 Gender and Cultural Differences and Testing Bias

• Learning Goals:


10: How and why do gender and racial groups differ in mental ability scores?

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The differences between men and women as they relate to mental abilities.

1. Girls are better spellers

2. Girls are verbally fluent and have large vocabularies

3. Girls are better at locating objects

4. Girls are more sensitive to touch, taste, and color

5. Boys outnumber girls in counts of underachievement

6. Boys outperform at math problem solving, but under perform at math computation

7. Women detect emotions more easily than men do

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* Testosterone in the womb may increase visual spatial skills (like playing chess)

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Ethnic Similarities and Differences

1. Racial groups differ in their average intelligence scores.

2. High-scoring people (and groups) are more likely to attain high levels of education and income.

To discuss this issue we begin with two disturbing but agreed upon facts:

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Racial (Group) Differences

If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994).

White-Americans Black-Americans

Average IQ = 100 Average IQ = 85

Hispanic Americans

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Environmental Effects

Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than another.

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Reasons Why Environment Affects Intelligence

1. Races are remarkably alike genetically.

2. Race is a social category.

3. Asian students outperform North American students on math achievement and aptitude tests.

4. Today’s better prepared populations would outperform populations of the 1930s on intelligence tests.

5. White and black infants tend to score equally well on tests predicting future intelligence.

6. Different ethnic groups have experienced periods of remarkable achievement in different eras.

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More possible explanations for why different ethnic groups average different intelligence scores.

• Why do Asians outperform Whites on math and aptitude tests?

• Why do Blacks, Native Americans and Hispanics have slightly lower intelligence scores than Whites?– Reason # 1: Genetics and

Heritability– Reason # 2: Socioeconomics

Disadvantage– Reason # 3: Stereotype

Threat/Vulnerability– Reason # 4: IQ Tests are Culturally

Bias

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Why do we have such stereotypes?

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Reason # 1: Genetic and Heritability Components

• Some argue that the heritability of intelligence is about 60-80%, meaning that the variation of intelligence from one person to another is more likely due to genetics– This DOES NOT mean that you inherit 60-80% of your

intelligence from your parents!!!– Some researchers see this to mean that genetics among

groups (like Blacks and Hispanics) play a role in determining intelligence scores.

• HOWEVER-:– Race is much more a social category and not biological– White and black infants tend to score equally well on tests

predicting future intelligence.– People raised in similar environments tend to have similar

test scores

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Possible explanations for why different ethnic groups average different intelligence scores.

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Reason # 2: Socioeconomics Disadvantages

• People who grow up in poorer communities tend to:– Have lesser nutrition and

doctor’s visits– Have larger family sizes– Be from single-parent

households– Are exposed to fewer books– Have less privacy to

concentrate on studying– Attend poorer-quality schools– May be influenced by crime and

drugs

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Reason # 3: Stereotype Threat/Vulnerability

• A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype

• This phenomenon appears in some instances in intelligence testing among African-Americans and among women of all colors.

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Reason # 4: Culture Unfair IQ Testing

• Who creates most IQ tests?• Do IQ tests measure knowledge more

than ability?• Are questions culturally specific?

– Cup & Saucer, “L, el and ell”• Hungarians and Italian immigrants of the

early 1900’s were seen as feeble-minded because of low IQ test scores.

• Today’s tests are seen as unbiased because they put more emphasis of ability and are given in a variety of languages

• How would you design a culturally nonbiased test?

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An example of a culturally fair

IQ test question


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Section Assessment

Research on stereotype threat indicates that students might not do as well as they can on a test if:

A. they are informed that people of their ethnicity, age, or gender usually do not perform well on the test

B. the group taking the test is not ethnically diverseC. they are forced to take a test that is know to have low

test-retest reliabilityD. other students perceive them to be of a minority

ethnic groupE. the test does not have standardized administration of

scoring procedures

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Learning Goal: How and why do gender and racial groups differ in mental ability scores?

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Rating Student Evidence

4.0 Expert

I can teach someone else about how and why gender and racial groups differ in mental ability scores. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can explain, how and why gender and racial groups differ in mental ability scoreswith no major errors or omissions.

2.0 Developing

I can identify terms associated how and why gender and racial groups differ in mental ability scores, but need to review this concept more.

1.0 Beginning


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