Warm-upIn your group Summarize the following

theories.

• Spearman: Two-Factor Theory

• Sternberg: Triarchic Mind Theory

Spearman: Two-Factor Theory• A person's capacity for complex

work. • "g" (general) intelligence, which

fuels several "s" (specific) factors or abilities in different areas.

• He believed that everyone possesses a certain level of "g," a generalized abstract reasoning ability, or measure of neural processing speed.

• Being able to grasp the relationship between a pair of words, or being able to see what a geometric pattern would look like upside down would take a large measure of "g." Specific factors, "s," require an amount of "g."

Sternberg: Triarchic Mind Theory• He discussed three different

facets of intelligence: Analytical, Creative and Practical.

• Analytical intelligence deals with how you relate to your internal world as measured by academic tests.

• Creative intelligence deals with how your relate to the external world. It involves insight and your ability to react to new situations, using what you know from past situations.

• Practical intelligence relates to your "street smarts" and is the ability to grasp and solve real-life problems

The Howard Gardner Theory of Multiple Intelligences

• Two of these intelligences, the mathematical and linguistic, measure abilities that the "g" factor traditionally talk about and are the ones measured on most standardized intelligence tests.

• In addition, Gardner identified musical, spatial, bodily kinesthetic, intrapersonal (understanding yourself), interpersonal (relationships with others), and naturalistic (understanding the natural environment) intelligences.

Emotional IQ

• Peter Salovey is one of the individuals who developed the idea of emotional intelligence – the ability to successfully navigate social situation and regulate emotions.– Self-Knowledge (knowing

your own emotions) – Self-Management

(managing your own emotions)

– Motivation – Empathy (recognising

emotions in others) – Handling relationships

Cattell

• IQ is Crystalized Intelligence: What we've learned remains the same.

• We also must consider– Fluid Intelligence: Applying knowledge to new

situations. Tends to decline as we age.

Summary…Match the scientists with concepts..• Charles Spearman• Howard Gardner• Alfred Binet• Robert Sternberg• Peter Salovey

• analytical, creative, and practical

• eight multiple IQs • emotional intelligence • g factor • first real intelligence

test

Mental Retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18. An IQ of 70 score or below. American Association on Mental Retardation, United States, 2002 (AAMR, 2002).

Traditional Levels of Mental Retardation Based on IQ

• Mild Mental Retardation – – IQ score in the range of 50-55 to 70

• Moderate Mental Retardation – – IQ score in the range of 35-40 to 50-55

• Severe Mental Retardation – – IQ score in the range of 20-25 to 35-40

• Profound Mental Retardation – – IQ score below 20-25

AAMR Levels of Support

• Intermittent - Support is not always needed. It is provided on an "as needed" basis and is most likely to be required at life transitions (e.g. moving from school to work).

• Limited - Consistent support is required, though not on a daily basis. The support needed is of a non-intensive nature.

• Extensive - Regular, daily support is required in at least some environments (e.g. daily home-living support).

• Pervasive - Daily extensive support, perhaps of a life-sustaining nature, is required in multiple environments.

Mental Age, IQ, and Percentiles

• Since the Wechsler IQ test has a distribution with a mean score of 100 and a standard deviation of 15 points, the scores and percentiles are related as follows

Mental Age

• The original Stanford-Binet intelligence test used the concept of "mental age."

• Mental age (MA) refers to the intellectual growth of the child as compared to their actual chronological age (CA).

• A child with an MA about equal to their CA was considered to be average and on schedule. A child with an MA higher than their CA was considered to be ahead, and a child with an MA lower than CA was considered to be behind. 

• Intelligence quotient (IQ) was determined as the mental age divided by the chronological age x 100, or MA/CA x 100.  For example, an average 12 year old with an MA of 12 would have a score of 100 (12/12 x 100= 100).

Summary QuestionDetermining IQ

• Hannah is a 14-year-old with a mental age of 16. What is her IQ?

• 100

• 88

• 114

• 140

• 76

Achievement vs. Aptitude Tests

• determine whether you have learned the relevant concepts in a course of study.

• how well you did in comparison to others

• Content validity is the most important component

• AP Exam

• Measure your ability to profit from future training

• Measure your general capacity to reason and solve problems

• broad spectrum of skills

• IQ, SAT, Career Assessment

Tests and Learning Disabilities• In general, achievement tests look at what you've already learned,

while aptitude tests look at your ability to learn or do new things. – Prior learning may affect someone's score on an aptitude test, and

people with certain aptitudes may do better on an achievement test.• Learning disabilities, such as reading or math disabilities, are

diagnosed in part on the basis of a large discrepancy between an aptitude test and an achievement test. A learning disability would be suspected if a student wasn't able to master academic content (which would result in a low achievement test score) despite having the aptitude to do so (IQ test).

• Other factors, such as motivation or personality factors, would need to be ruled out before making a definitive diagnosis of a learning disability.

Individual vs. Group Tests of Intelligence

• face-to-face situation• used to diagnose people

suspected of having special needs, including giftedness, learning disabilities, or mental retardation

• detailed scoring procedures and careful judgment on the part of the examiner.

• administered to large numbers of people at the same time.

• no need for a trained examiner

• more cost-effective, less time-consuming

• military and educational systems

Intelligence Tests• Stanford-Binet test • determine "normal

academic performance." • adapted from the Binet

test the test for American schoolchildren

• measures performance in 15 subtests

• the test is both reliable and valid in predicting overall academic success, particularly at the two extremes of mental retardation and giftedness.

• The Wechsler Tests• a group of three

intelligence tests geared to different age groups

• Surpassed the Stanford-Binet in popularity, and are currently used by many school districts for diagnosing children with special needs.

• advances – differentiation of IQ

into verbal and nonverbal abilities

Personality Inventories: The MMPI-2

• Personality inventories such as the Minnesota Multiphasic Personality Inventory (or MMPI-2) are frequently used to diagnose and treat emotional problems.

• also used in nonclinical situations, such as in evaluations of suitability for law enforcement work.

• 563-item inventory of true-false statements • It doesn't yield an overall score like an intelligence test;

rather, it yields scores on a variety of subscales, such as those measuring anxiety, depression or antisocial behavior.

• It also yields scores on subscales used to help determine the validity of the administration of the test, such as whether the respondent was answering the questions honestly versus being defensive or exaggerating his or her symptoms.

Issues and Controversies

• If validity is defined as whether a test measures what it is supposed to measure, then how valid are IQ tests in general?

• BB King is to blues as Yo Yo Ma is to classical. True or false?

Culture-Free vs. Culture-Fair Intelligence Testing

• Efforts have been made in recent years to reduce cultural bias in intelligence tests wherever possible. However, attempts to create a "culture-free" intelligence test haven't been successful mostly because it's impossible to separate ourselves from our own culture!

• Most researchers agree that the goal isn't to provide a "culture-free" intelligence test, but to provide a "culture-fair" intelligence test, one that gives members of all cultures an opportunity to be successful.

• Stereotype Threat: The Work of Claude Steele• According to Steele, people who have been negatively stereotyped

often do not perform as well in situations where they feel that they are being evaluated according to that stereotype. That would include performance on standardized tests such as the SAT.

Summary Question

• How does the idea of the stereotype threat relate to the ideas of learned helplessness and self-fulfilling prophecy?