7th grade questions right V.S. age
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The document summarizes a student's experiment to test if intelligence, as measured by scores on 7th grade level questions, is dependent on age. The student hypothesized test scores would improve from ages 13-18, remain constant from 18-25, and decline after 25. However, the results from 91 respondents ranging in age from 13-55 showed no obvious connection between age and number of questions answered correctly, with scores averaging between 60-70% across all ages. The student concluded that higher scores were more likely due to better education levels rather than age.
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1985, Vol. 48, No. 4, 1033-1040
Copyright 1985 by the American Psychological Association, Inc.
0022-3514/85/S00.75
Effect of Sex, Intelligence, and Style of Thinking on Creativity:
A Comparison of Gifted and Average IQ Children
John R. Kershner and Gwen Ledger
Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
Thirty gifted children (15 boys and 15 girls, aged 9-11) were compared to 30
average children on Torrance Tests of Creative Thinking (1974) and left hemisphere,
right hemisphere, and integrated, thinking styles. The results showed that sex, IQ,
and thinking style each have an effect on different dimensions of children's
creativity. Girls, irrespective of their IQ level and thinking style, scored higher
than boys consistently across the seven creativity subscales, reaching statistical
significance in verbal and figural fluency. Gifted boys and girls, independent of
their thinking style, were better than the nongifted children but only in verbal
originality. The integrated thinking style was related to creativity on the Elaboration
and figural Flexibility subtests. The results support the relative independence of
select facets of children's creativity from general intellectual factors; but also
suggest that performance on each of the creativity subtests may be strongly
influenced by different psychological, intellectual and, perhaps, social factors.
Some of the ongoing controversy sur-
rounding the concept of creativity involves
how much it is influenced by sex role iden-
tification, general intellectual ability (IQ), and
type of problem-solving strategy (Fox, 1981;
Glover, in press; Kirk & Gallagher, 1983;
Torrance & Sato, 1979).
For instance, Getzels and Jackson (1958),
Guilford (1950) and Torrance (1977) have
maintained that creativity and intelligence
are orthogonal mental attributes and that
gifted children and average-IQ children should
be more or less creative depending on their
thinking style or preferred manner of coping
with reality. Accordingly, creative thinking
might be influenced primarily by a range of
IQ-independent, individual differences in the
manner in which problems or life experiences
are approached. Torrance (1975) has found
that correlations, generally, are quite low
between IQ and his battery of creativity
tests whereas studies with graduate students
(mostly female) have shown a statistical re-
lation between thinking styles and creativity
We thank Bill Postl, of the Ontario Institute for Studies
in Education, for his assistance with the statistical com-
putations.
Requests for reprints should be sent to John Kershner,
the Ontario Institute for Studies in Education, Department
of Special Education, 252 Bloor Street West, Toronto,
Canada M5S 1V6.
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Mourad, 1979; Torrance & Reynolds, 1979).
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EACH SET OF 2 HAS ITS OWN INSTRUCTIONSGuided Response Re.docx
EACH SET OF 2 HAS ITS OWN INSTRUCTIONS:
Guided Response:
Review several of your classmates’ posts. Critique or enhance their discussion of I.Q. and multiple intelligences testing by providing example(s) to make your point. Please respond to at least two of your classmates. Be sure to respond to any queries or comments posted by your instructor.
ARICA’S POST:
How do these two different tests measure intelligence?
The IQ test was about what knowledge you have, and you needed to apply it by reading the questions and answering them correctly. It was set up like a traditional test that you would take in school. The multiple intelligence one was accentuating what your strengths are and what you need to work on. It also gives you the option to learn how to use your other intelligences that were not in your top three.
Which test do you think was more reflective of your intellectual ability? Why?
The IQ test was a better reflective way of telling where I am at intellectually. It gave me a number that I go right and a percentage of where I was versus other people. My IQ was 134 which is considered High Average to Gifted.
But when looking at the book, it states that a successful intelligence requires “analytical abilities, creative abilities and practical abilities” (Chapter 3.1). In terms of this, I would say that the assessment to find the strengths would be a better reflective of my intellectual ability. It gives what you are good at and how to strengthen your other abilities. I was good at language, social and musical.
How do you feel about the practice of I.Q. testing?
I was honestly stressing the whole time that I was taking it. It was timed and I kept thinking “I hope I get a good number”. It made me second guess myself, I was not confident that I would do so well.
In reviewing your results, what did you learn about I.Q. testing?
I read that I could be a college professor or a medical doctor. I could also consider being a lawyer, engineer or computer programmer.
How does your experience connect with the information from the text on I.Q.?
My goal graduating from high school was to be a paralegal and then become a lawyer. I’ve still contemplated doing that, but I love children and education so much that I’m not sure if I’d ever switch my career choice.
Could I.Q. testing be used as a valid tool in the teaching-learning process? Why or why not?
They could be used as guide as to where the child is as a range. But it cannot be used as a valid tool. You need more specifics of where the student is lacking. There need to be more specific results so that when you do your parent-teacher conferences, you can give the parents tools to help in guiding them to help them practice on their weaknesses. It also doesn’t touch on all the abilities of a child that can be seen on other assessment tools that are geared towards children.
Why are I.Q. tests problematic? Consider diverse student populations.
.
Ingtelligence notes for review
This document discusses definitions of intelligence from various researchers and experts. It provides definitions from 1952 researchers, Alfred Binet, Carolus Slovinec, Howard Gardner, Cyril Burt, and D. Samuel Nuessle. The definitions focus on abilities like reasoning, problem-solving, thinking abstractly, learning quickly, and applying knowledge. The document also briefly discusses the history and development of IQ tests, including their creation by Alfred Binet and later modifications at Stanford University.
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- 6. The Results (Scatterplot Graph) # of questions right age
- 8. THE END THANK YOU FOR READING MY PROJECT