Your SlideShare is downloading. ×
0
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Introductory Psychology: Intelligence
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Introductory Psychology: Intelligence

5,645

Published on

lecture 11 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes Binet, Terman, Wechsler, WAIS, …

lecture 11 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes Binet, Terman, Wechsler, WAIS, reliability, validity, norms

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
5,645
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
249
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Preview Question 1: When and why were intelligence tests created?
  • Preview Question 2: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?
  • Preview Question 3: How stable are intelligence scores over the life span?
  • Preview Question 4: What are the traits of those at the low and high intelligence extremes?
  • Transcript

    • 1. IntelligenceBrian J. Piper, Ph.D.
    • 2. Assessing Intelligence The Origins of Intelligence Testing Modern Tests of Mental Abilities Principles of Test ConstructionThe Dynamics of Intelligence Extremes of Intelligence
    • 3. Assessing Intelligence Psychologists define intelligence testing as a method for assessing an individual’s mentalaptitudes and comparing them with others using numerical scores.
    • 4. Alfred Binet Alfred Binet and his colleague ThéodoreSimon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system. 1857-1911
    • 5. Definition of Intelligence• "It seems to us that in intelligence there is a fundamental faculty, the alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting ones self to circumstances. A person may be a moron or an imbecile if he is lacking in judgment; but with good judgment he can never be either. Indeed the rest of the intellectual faculties seem of little importance in comparison with judgment" (Binet & Simon, 1916, 1973, pp.42-43)
    • 6. Alfred Binet Normal versus AbnormalEnvironmentalist 1857-1911
    • 7. Lewis TermanIn the US, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-BinetTest. The following is the formula of Intelligence Quotient (IQ), introduced by William Stern: 1857-1936
    • 8. Lewis Terman • Eugenics • Quantitative 1857-1936Eugenics (9.5 min, 1st 2 best):http://www.youtube.com/watch?v=ufqOe0_pres
    • 9. David WechslerWechsler developed the:Wechsler Adult Intelligence Scale (WAIS): 1939, 16+Wechsler Intelligence Scale for Children (WISC)1949, 6-16Wechsler Preschool & Primary School Scale ofIntelligence, 1967, Ages: 2.5 - 7 1896 – 1981
    • 10. Intelligence• the global capacity to act purposefully, to think rationally, and to deal effectively with [ones] environment
    • 11. WAISWAIS measures overall intelligence and 11 otheraspects related to intelligence that are designed to assess clinical and educational problems.
    • 12. WASI Exercise
    • 13. Principles of Test ConstructionFor a psychological test to be acceptable it must fulfill the following three criteria: 1. Standardization 2. Reliability 3. Validity
    • 14. StandardizationStandardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.Representative: Age, Ethnicity, Sex
    • 15. Normal CurveStandardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.
    • 16. Flynn EffectIn the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.
    • 17. ReliabilityA test is reliable when it yields consistent results. To establish reliability researchers establish different procedures:  Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are.  Test-Retest Reliability: Using the same test on two occasions to measure consistency.
    • 18. ValidityValidity of a test refers to what the test is supposed to measure or predict.  Content Validity: Refers to the extent a test measures a particular behavior or trait.  Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait. GRE & GPA
    • 19. Extremes of Intelligence A valid intelligence test divides two groups ofpeople into two extremes: the mentally retarded (IQ70) and individuals with high intelligence (IQ 135). These two groups are significantly different.
    • 20. High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, welladjusted, and unusually successful academically.
    • 21. Mental RetardationMentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves.
    • 22. Mental Retardation: High dose Fetal Alcohol
    • 23. Autism• Neurodevelopmental disorder• Prevalence: 0.2%• Symptoms – Social – Communication – Self-stimulation
    • 24. Savant• Steven Wiltshire• http://www.youtube.com/watch?v=ckqDX2XpdyY 1974 -
    • 25. Summary• Intelligence tests have a long history (Binet versus Terman)• Test Characteristics – Reliability – Validity

    ×