hannah anees, maria sabillon, josie mayorga and mikhail d’mello

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INTELLIGENCE Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

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Page 1: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

INTELLIGENCEHannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Page 2: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

The Origin of Intelligence Testing Alfred Binet : Predicting school achievement

- Created an intelligence test to help the government in France.

- Used it to figure out if a child was “dull” or “bright”.

Page 3: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

- Also used it to find a child’s mental agei. Mental Age : The chronological

age that most typically corresponds to a given level of performance

- His test did help find kids who needed help but didn’t explain why

- He didn’t wan this test to measure intelligence, just to identify which kids needed help

Page 4: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Lewis Terman: Innate IQ- - Terman made an edited version of the Binet test and

renamed it the Stanford-Binet test.- With the test he calculated the intelligence quotient,

or IQ - Terman was alot more judgemental based on the

tests than Binet

Page 5: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

What Is Intelligence?Intelligence is not something concrete, but a

conceptWhen we think education is concrete, we reify

it- Reify : to invent a concept and give it a

name.Intelligence is a social concept

- Cultures deem intelligence whatever attributes enable success in those cultures

Page 6: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Two Major ControversiesIs intelligence a single overall ability

or several specific ability’s?

With the tools of modern neuroscience, can we now measure intelligence as the brains information-processing speed?

Page 7: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Overall ability or specific ability ?

To determine this, researchers use factor analysis- Factor Analysis : enables researches to identify clusters of test items that measure a common ability

Charles spearman believed there is general intelligence which is a factor that underlies the specific factors

Page 8: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Which means that people have certain ability’s that stand out.

The idea of a general mental capacity expressed by a single intelligence store was controversial at the time, and it still is

One of his major opponents was L.L Thunderstone he did not rank his subjects on a single scale of general aptitude

Page 9: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Since the mis-1980s some psychologist have sought to extend the definition of intelligence as much more than academics

People with Savant Syndrome tend to score less on intelligence tests

Howard Gardner states that we do not have an intelligence but instead have multiple intelligences each independent of the others.

Page 10: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Robert Sternberg agrees with Gardners theory of multiple intelligences but he distinguishes it among 3 factors.

- Analytical intelligence- which is academic and the results come from tests which have a single right answer

- Creative intelligence- reacting adaptively to novel situations and general novel ideas

- Practical intelligence- required for everyday tasks, and involve multiple solutions

Page 11: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Emotional IntelligenceNancy cantor and John

Kihlstrom believe in social intelligence which is the know how involved in comprehending social situations and managing oneself successfully.

Emotional intelligence is the ability to perceive, express, understand, and regulate emotions.

Howard gardener believes that concepts such as emotional intelligence and moral intelligence stretch intelligence too far

Page 12: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Is Intelligence Neurologically measurable?Fran Gall realized

human intelligence was greater than animal intelligence

Wondered if intelligence depended on the size and structure of the brain – it did not

Page 13: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Brain Glucose ConsumptionR. J. Haier and Randolph Parks have done

PET scans while people of high or low abilities perform cognitive tasks.

High performers brains are less active they guzzle less glucose energy

Earl hunt found that verbal intelligence scores are predictable from the speed that people access information from their memories.

Page 14: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Perceptual speed

Those who perceive quickly tend to score higher on intelligence tests, based on perception rather than problem solving.

Page 15: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Neurological SpeedStudies have found that people who have

quicker perceptions have brain waves that register a simple stimulus more quickly and with greater complexity.

Brain response also tends to be quicker with people on a higher intelligence compared to a low one.

The neurological approach to understanding intelligence is still on a stand still.

Page 16: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Assessing Intelligence

Aptitude tests- A test designed to predict a person’s future performance; aptitude is the capacity to learn (college entrance test)

Achievement tests – a test designed to assess what a person has learned(subject tests)

Aptitude tests predict future performance and achievement tests predict current performance

Page 17: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

WAISMost widely used

intelligence test is the Wechsler Adult Intelligence Scale and was created by psychologist David Wechsler who was an immigrant from East Europe

The WAIS consists of 11 subtests which yields not only an overall intelligence score but also separate verbal and performance (nonverbal) scores

Page 18: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Principles of Test Construction

For any psychological test to be widely accepted, it must meet 3 criteria

1. Standardization2. Reliability3. Validity

Page 19: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

StandardizationScores would have no meaning if you had

nothing to compare them to.Standardization : Defining meaningful scores

by comparison with the performance of a pretested “standardization group”

Typically form a normal distribution Flynn Effect : Over time our aptitude scores

have been improving

Page 20: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

ReliabilityReliability: The extent to which a test yields

consistent results.We measure reliability by repeating the test

or splitting up the test and seeing if the results correlate

High correlation means that the test is reliable – Both the Stanford-Binet test and the WAIS have a correlation of +9

Page 21: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

ValidityValidity : the extent to which a test measures

or predicts what it is supposed to Content Validity : The extent to which a test

samples the behavior that is of interestPredictive Validity: The success with which a

test predicts the behavior it is designed to predict

- assessed by computing the correlation between test scores and criterion behavior

Page 22: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Stability or Change?Intelligence tests before the age of 3 do not

predict much, but those after age 3 can be very predictive of their adolescent and adult scores.

Children who learn how to read at a younger age ( 4 or 5) tend to score higher.

At about age 7, intelligence test scores start to stabilize

Page 23: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

The Extremes of IntelligenceOne way to see the validity of a test

is to compare its two extremes – the low extreme and the high extreme

These extremes should, and do, vary noticeably

Page 24: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

The Low ExtremeThose whose intelligence scores are below 70

and are labeled as having mental retardation- Mental Retardation : Both a low score

and difficulty adapting to normal demands of independent life

Down Syndrome : A condition of retardation and associated physical disorders caused by extra chromosome

Options for those with mental retardation has fluctuated over the last two centuries

Page 25: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

The High ExtremeTerman found, contrary to popular belief, that

high scoring children were healthy and well adjusted to life.

Critics question the “Gifted Programs” implemented in schools

Tracking for gifted students can cause a whole arrat of problems

One thing is agreed upon - Children have differing gifts

Page 26: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Creativity and IntelligenceCreativity : The ability to

produce ideas that are both novel and valuable

Creativity varies by cultureResults from tests of

intelligence and creativity suggest that a certain level of aptitude is necessary to but not sufficient for creativity.

Page 27: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Five Components of CreativityExpertise: Well developed base of knowledgeImaginative thinking skills: ability to see

things in new waysVenturesome Personality: perseveres and

takes risksIntrinsic MotivationCreative Environment Amabiles experiments demonstrated that

creative environments also free people from concern about social approval.

Page 28: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Genetic Influencesdo genes interpret intelligence?

Sometimes yes.- Fraternal/ Identical

twinsThe heritability of Intelligence is

about 50%.But that is not always the caseEnvironmental differences are

more predictive of Intelligence scores of kids and low- educated parents which can be from any place in the world

environment and heredity interact with each other.

Page 29: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Environmental Influences

Environment isn’t everything- Ex: smart school ≠ smart people

Psychologist J. McVicker Hunt’s Experiment

- Showed effects of bad early experiences with children

If a kid from an impoverished environment is exposed to higher education/ care = high intelligence

Page 30: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Schooling Effects

Schooling itself has a dramatic effect on IntelligenceExs: Length, drop outs, Summer, Birthdays

Page 31: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Group Differences in Intelligence Test ScoresEthnic differencesRacial groups differ in average scores on

intelligence testsHigh scoring people/groups will get a higher Therefore:

- Group differences are genetic, but they are mostly affected by the environment

Gender DifferencesStereotypes and actual differences are based

on genetics and culture

Page 32: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

Group differences deal with both environment and genetics.

It’s not that some groups are more dumber, groups just have their own rise and falls over time

It is also based on the advantages each group has

Page 33: Hannah Anees, Maria Sabillon, Josie Mayorga and Mikhail D’Mello

The Question of Bias

Do intelligence tests discriminate?

Yes & NoYes :

- The purpose of tests IS to discriminate. They serve to distinguish among individuals.

No :- Test also reduce

discrimination by reducing reliance on subjective criteria for school

and job placement (race, charisma, ect.)