Psychology 102: Intelligence & intelligence assessment

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    Psychology 102: Intelligence & intelligence assessment - Presentation Transcript

    1. Psychology 102: Intelligence & Intelligence Assessment Dr James Neill Centre for Applied Psychology University of Canberra 2009
    2. Reading Gerrig et al. (Chapter 9): Intelligence and Intelligence Assessment
      • What is intelligence?
      • History of intelligence testing
      • Features of good or bad tests (psychometrics)
      • Cultural and social background on intelligence test performance
      • Intelligence, creativity and mental illness
      Overview
    3. What is intelligence?
    4. What is cognition? The process and content of “knowing”, including thinking, remembering, and communicating.
    5. Cognitive Psychology
    6. Intelligence as an “individual difference” Intelligence and personality are the most ubiquitous individual differences (e.g., commonly measured) Individual differences = stable human psychological characteristics which vary between people
    7. Abstract thinking ability (Terman, 1921) Capacity for knowledge and knowledge possessed (Henmon, 1921) Capacity to learn from experience (Dearborn, 1921) Many definitions of intelligence
    8. "The capacity to acquire capacity." (Woodrow, 1921) Ability to adapt to the environment. (Colvin, cited in Sternberg, 1982) “ a general factor that runs through all types of performance." (Jensen) Many definitions of intelligence
    9. "A global concept that involves an individual's ability to act purposefully, think rationally, and deal effectively with the environment." (Wechsler, 1958) Many definitions of intelligence
    10. "ability to solve problems, or to create products, that are valued within one or more cultural settings ( Gardner, 1983/2003, p. x)" Many definitions of intelligence
    11. " The global capacity to profit from experience and to go beyond given information about the environment” (Gerrig et al., 2008) Many definitions of intelligence
    12. History of intelligence assessment
      • Differences are quantifiable
      • Differences form a normal distribution
      • Measured by objective tests
      • Statistically determined by correlations
      Galton’s ideas of intelligence
      • Galton’s controversially postulated
        • Genetic superiority and inferiority
        • Started Eugenics movement
      • Galtonian view
      Galton’s ideas of intelligence
      • Alfred Binet & Théophile Simon
        • Mental age (MA)
        • Chronological age (CA)
      • Lewis Terman
        • Stanford-Binet Intelligence Scale
        • Intelligence Quotient (IQ)
      The origins of intelligence testing
    13. Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system. Alfred Binet
      • In the US, Terman adapted Binet’s test -> the Stanford-Binet Test.
      • Terman used Stern’s formula for Intelligence Quotient (IQ):
      Assessing intelligence: Lewis Terman
      • Intelligence Quotient
      • Stanford-Binet Intelligence Test
      • Wechsler Intelligence Scales
        • Verbal subtests
        • Performance subtests
          • WAIS -3, WISC-4, WPPSI - 3
      IQ and IQ Tests
    14. Interpreting scores: The normal curve
    15. Intelligence scores become stable after about seven years of age. In numerous studies, stability of intelligence scores have been determined (Angoff, 1988; Deary et al., 2004). Stability or Change?
    16. Recent studies indicate some correlation (~ .40) between brain size and intelligence. As brain size decreases with age, scores on verbal intelligence tests also decrease. Is intelligence neurologically measurable?
    17. Features of Formal Assessment of Intelligence
      • Use of specified procedures to evaluate abilities, behaviours, and personal qualities
      • Referred to as the ‘measurement of individual difference'
      Psychological assessment: What is it?
      • Systematic procedures and measurement used to assess individuals functioning, aptitudes, abilities and mental states.
      • Three requirements
        • Reliability
        • Validity
        • Standardisation
      Features of formal assessment
      • Reliability is the stability or consistency of scores produced by an instrument
      • Measured over time and space
      Concept of reliability
    18. Types of reliability
      • Test-retest Reliability
        • Test on two occasions
        • Measured by a correlation
      • Parallel Forms
        • Different versions of a test
      • Internal Consistency
        • Similar scores across different parts
      • Split-half Reliability
        • Odd vs even numbers on test
      Time 1 Time 2 Form A Form B 1, 3, 5, 7 = 2, 4, 6, 8 =
    19. Concept of validity
      • Extent to which a test measures what it was intended to measure
      • Face validity: Surface content matches
      • Criterion/Predictive Validity: A standard e.g. your uni entry score
      • Construct Validity: Measures the construct (e.g., depression)
      • Norms
        • Standards based on measurements of a large group of people
        • Used to compare
      • Standardisation
        • Uniform procedures for treating each participant in a test, interview or in research
      Norms and standardisation
    20. Extremes of intelligence?
    21. Normal curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.
    22. Extremes of intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different.
      • Intellectual disability
        • Onset before 18 years old
        • IQ of below 70 to 75
        • Limitations in 2+ adaptive life skills
      • Learning disorders
        • Large discrepancy between an individual's measured IQ and achievement
      Extremes of intelligence
    23. Intellectual disability
    24. Intellectually disabled people required constant supervision a few decades ago, but with a supportive family environment and special education they are more able to care for themselves. Intellectual disability
      • IQ score above 130
        • Joseph Renzulli
          • Three-ring conception
            • Ability
            • Creativity
            • Task commitment
      Intellectual giftedness
    25. Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically. High intelligence
    26. Theories of intelligence
      • Psychometrics = science of mental testing
      • Statistical relationships (factor analysis)
      • Charles Spearman
        • Spearman’s “g”
      • Raymond Cattell
        • Crystallised and Fluid Intelligence
      Psychometric theories of intelligence
    27. Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis. e.g., people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, or a reasoning ability factor. General Intelligence
    28. General intelligence Thurstone, a critic of Spearman’s g, suggested seven clusters of PRIMARY MENTAL ABILITIES:
          • Word Fluency
          • Verbal Comprehension
          • Spatial Ability
          • Perceptual Speed
          • Numerical Ability
          • Inductive Reasoning
          • Memory
      • Content
      • Product
      • Operation
      Guilford's structure of the intellect
    29. Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers. David Wechsler
    30. WAIS measures overall intelligence and 11 related aspects to assess clinical and educational problems. David Wechsler
      • Analytical intelligence
        • Basic information processing skills
      • Creative intelligence
        • Ability to deal with novel versus routine problems
      • Practical intelligence
        • Ability to adapt to different contexts, and to select and shape contexts
      Robert Sternberg's Triarchic Theory
      • Gardner (1983, 1999) supports Thurstone’s idea that intelligence comes in multiple forms.
      • Gardner noted that brain damage may diminish one type of ability but not others e.g., savants.
      Howard Gardner’s Theory of Multiple Intelligences
      • 8 types of intelligence - speculates about a 9th – existential intelligence = ability to think about the question of life, death and existence.
      • Logical-mathematical, linguistic, naturalist, musical, spatial, bodily kinesthetic, interpersonal, intrapersonal (emotional)
      Howard Gardner’s Theory of Multiple Intelligences
    31. Howard Gardner’s Theory of Multiple Intelligences
    32. Theories of intelligence
    33.  
    34. What does intelligence influence?
    35. 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.
    36. Aptitude tests are intended to predict your ability to learn a new skill and achievement tests are intended to reflect what you have already learned. Aptitude and achievement tests
    37. What influences intelligence?
    38. In the past 60 years, intelligence scores have risen steadily by an average of 27 points. Flynn Effect
    39. Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores. Schooling effects
    40. 5 minute break – have a stretch
    41. Intelligence: Issues and Controversies
    42. Despite general agreement among psychologists about the nature of intelligence, two controversies remain:
      • Is intelligence a single overall ability or is it several specific abilities?
      • With modern neuroscience techniques, can we locate and measure intelligence within the brain?
      Controversies about intelligence
      • History of Group Comparisons
      • Heredity and IQ
        • Heritability
      The politics of intelligence
      • Environments and IQ
        • Judith Kearins’ series of studies: No single explanation for behaviour
      • Culture and the validity of IQ tests
        • Graham Chaffey
          • Invisible underachievers
        • Claude Steele
          • Stereotype threat (vulnerability)
        • Harold Stevenson
          • Hard work versus innate ability
      The politics of intelligence
      • No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”
      The politics of intelligence
    43. Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence. The politics of intelligence
    44. Two disturbing but agreed upon facts:
      • Racial groups differ in their average intelligence scores.
      • High-scoring people (and groups) are more likely to attain high levels of education and income.
      Group differences in IQ scores
    45. If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery et al., 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994). Group differences in IQ scores White-Americans Black-Americans Average IQ = 100 Average IQ = 85
    46. Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than another. Environmental effects
    47. Adoption studies Adopted children show a marginal correlation in verbal ability to their adopted parents.
    48. Adoption studies Studies of twins and adopted children also show the following:
      • Fraternal twins raised together tend to show similarity in intelligence scores.
      • Identical twins raised apart show slightly less similarity in their intelligence scores.
    49. Adoption studies Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence. Romanian orphans with minimal human interaction are delayed in their development.
      • Goal of psychological assessment
        • To make as accurate assessments as possible
        • Controversial area for psychology
      • Three ethical concerns
        • Fairness of test-based decisions
        • Utility of tests for evaluating education
        • Implications of using test scores to categorise people
      Assessment and society
    50. Intelligence and Creativity
      • Creativity:
        • Ability to generate ideas or products that are novel and useful to the circumstance
      • Is creativity linked to intelligence?
      Creativity
    51. Intelligence and Creativity
      • Some correlation with intelligence.
      • Expertise: A well-developed knowledge base.
      • Imaginative Thinking: The ability to see things in novel ways.
      • Adventuresome Personality: Seeks new experiences rather than following the pack.
      • Intrinsic Motivation: A motivation to be creative from within.
      • A Creative Environment: A creative and supportive environment allows creativity to bloom.
      • Divergent Thinking defined
        • Ability to produce unusual but appropriate responses to problems
        • Fluid versus flexible thinking
      • Weak to moderate correlation between IQ and Divergent Thinking
      Assessing creativity and the link to intelligence
      • Exemplary Creator
        • Extraordinary abilities (e.g. Pablo Picasso)
      • Risk Taking
        • Uncharted Waters
      • Preparation
        • Acquisition of expertise
      • Intrinsic Motivation
        • Enjoyment and satisfaction
      Extremes of creativity
      • Gerrig, R. J., Zimbardo, P. G., Campbell, A. J., Cumming, S. R., & Wilkes, F. J. (2008). Psychology and life (Australian edition). Sydney: Pearson Education Australia.
      References

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