This document discusses intelligence testing and research in Israel. It provides information on common intelligence tests used in Israel for different age groups, from preschool to college. These include tests like the WISC, K-ABC, and Raven's Progressive Matrices. It also discusses cultural considerations that are important for intelligence testing in Israel, such as the calendar, diet, and traditions. The document outlines some key contributions to intelligence research from Israeli psychologists, including Facet Theory by Louis Guttman and cognitive modifiability research by Reuven Feuerstein.
This document provides images and descriptions of various locations throughout Israel. It features photos of ancient ruins like Masada and the Dead Sea, landscapes of the Negev Desert including camels and oases, religious sites in Jerusalem like the Western Wall and Dome of the Rock, coastal cities along the Mediterranean Sea such as Tel Aviv, Haifa, Akko, and Eilat along the Red Sea with its marina. Historical sites from different eras are shown, including Nabatean ruins in the desert and the well-preserved Roman port of Caesarea. Both natural and man-made attractions across the country are highlighted.
This document provides information about several cities and locations in Israel through images and captions. It discusses Jerusalem as the largest city and religious capital, with a history dating back millennia. Tel Aviv is described as the second largest and richest city, founded in 1909. Haifa is introduced as the third largest city with a population of Jews and Arabs. Additional sections cover Israel's military, air force, nuclear facilities, cuisine, the Dead Sea, religious sites like the Western Wall and Temple Mount, and the Israeli flag.
THE CULTURAL TOURIST'S EXPERIENCE; DEVELOPING CULTURAL TOURISM PRODUCTS; MANA...Francesco Zaralli
The document discusses designing cultural tourism products and experiences. It notes that understanding tourists' expectations and providing memorable experiences are key success factors. It explores segmenting tourists based on the types of experiences they seek and outlines categories of cultural tourism like heritage, arts, and creative tourism. The document advises determining target markets based on demographic, psychographic, and behavioral profiles. It also discusses ingredients for memorable experiences, co-creating value with tourists, and achieving flow - an optimal psychological state - during the tourism experience.
Alan Weinkrantz, Rackspace’s Brand Ambassador to Israel, shares his insights on Israel’s startup and innovation economy at Café Commerce / San Antonio.
Weinkrantz has traveled to Israel more than 50 times in the last 20 years and has just returned from an initial four month engagement to introduce and promote the Rackspace Startups program. Israel is now the world’s second largest startup ecosystem after Silicon Valley and ranked. He returns to Israel April 4.
Weinkrantz is a contributing columnist to "The Times of Israel" and "Geektime," where he covers the narrative of the startup economy.
In this talk Weinkrantz will shares his insights, compelling facts, photography and his view of how and why Israel has become a startup and innovation economic power house that last year saw over $3 billion in startup exits.
Israel Startup Nation - Decoding the Israeli start up culture silverline20
This document summarizes key aspects of Israel's startup culture and ecosystem. It notes that Israel has the highest ratio of startups per capita in the world and leads the world in venture capital invested per capita. It attributes Israel's success to factors like compulsory military service building skills, a supportive government, a vibrant venture capital industry, innovative academic institutions, and an entrepreneurial culture that embraces constructive failure. The document also lists benefits that international partners can gain from collaborating with Israel's startup scene, such as knowledge sharing, access to financing, and opportunities for innovation.
Cultural Intelligence: A Leadership Skill for the FutureCheryl Doig
This presentation is for educators who wish to explore the increasing cultural diversity of staff, students and community and how cultural intelligence can be grown.
This document provides a glimpse into Israel through photos of various landmarks and natural areas with captions and photo credits. Some of the places highlighted include the Western Wall and Tower of David in Jerusalem, the Bahai Temple in Haifa, Tel Aviv's promenade, the Negev Desert, Sea of Galilee, Dead Sea, Yizrael Valley, Birya Forest, Hula Pond, Yarkon Park, Menashe Heights, Golan Heights, and the Dead Sea. Credits are provided for each photographer.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
This document provides images and descriptions of various locations throughout Israel. It features photos of ancient ruins like Masada and the Dead Sea, landscapes of the Negev Desert including camels and oases, religious sites in Jerusalem like the Western Wall and Dome of the Rock, coastal cities along the Mediterranean Sea such as Tel Aviv, Haifa, Akko, and Eilat along the Red Sea with its marina. Historical sites from different eras are shown, including Nabatean ruins in the desert and the well-preserved Roman port of Caesarea. Both natural and man-made attractions across the country are highlighted.
This document provides information about several cities and locations in Israel through images and captions. It discusses Jerusalem as the largest city and religious capital, with a history dating back millennia. Tel Aviv is described as the second largest and richest city, founded in 1909. Haifa is introduced as the third largest city with a population of Jews and Arabs. Additional sections cover Israel's military, air force, nuclear facilities, cuisine, the Dead Sea, religious sites like the Western Wall and Temple Mount, and the Israeli flag.
THE CULTURAL TOURIST'S EXPERIENCE; DEVELOPING CULTURAL TOURISM PRODUCTS; MANA...Francesco Zaralli
The document discusses designing cultural tourism products and experiences. It notes that understanding tourists' expectations and providing memorable experiences are key success factors. It explores segmenting tourists based on the types of experiences they seek and outlines categories of cultural tourism like heritage, arts, and creative tourism. The document advises determining target markets based on demographic, psychographic, and behavioral profiles. It also discusses ingredients for memorable experiences, co-creating value with tourists, and achieving flow - an optimal psychological state - during the tourism experience.
Alan Weinkrantz, Rackspace’s Brand Ambassador to Israel, shares his insights on Israel’s startup and innovation economy at Café Commerce / San Antonio.
Weinkrantz has traveled to Israel more than 50 times in the last 20 years and has just returned from an initial four month engagement to introduce and promote the Rackspace Startups program. Israel is now the world’s second largest startup ecosystem after Silicon Valley and ranked. He returns to Israel April 4.
Weinkrantz is a contributing columnist to "The Times of Israel" and "Geektime," where he covers the narrative of the startup economy.
In this talk Weinkrantz will shares his insights, compelling facts, photography and his view of how and why Israel has become a startup and innovation economic power house that last year saw over $3 billion in startup exits.
Israel Startup Nation - Decoding the Israeli start up culture silverline20
This document summarizes key aspects of Israel's startup culture and ecosystem. It notes that Israel has the highest ratio of startups per capita in the world and leads the world in venture capital invested per capita. It attributes Israel's success to factors like compulsory military service building skills, a supportive government, a vibrant venture capital industry, innovative academic institutions, and an entrepreneurial culture that embraces constructive failure. The document also lists benefits that international partners can gain from collaborating with Israel's startup scene, such as knowledge sharing, access to financing, and opportunities for innovation.
Cultural Intelligence: A Leadership Skill for the FutureCheryl Doig
This presentation is for educators who wish to explore the increasing cultural diversity of staff, students and community and how cultural intelligence can be grown.
This document provides a glimpse into Israel through photos of various landmarks and natural areas with captions and photo credits. Some of the places highlighted include the Western Wall and Tower of David in Jerusalem, the Bahai Temple in Haifa, Tel Aviv's promenade, the Negev Desert, Sea of Galilee, Dead Sea, Yizrael Valley, Birya Forest, Hula Pond, Yarkon Park, Menashe Heights, Golan Heights, and the Dead Sea. Credits are provided for each photographer.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The culture of Israel has evolved over time and combines religious and secular traditions. It is diverse due to Israel's population originating from around the world. Israeli culture reflects Jewish history and the Zionist movement while also following global cultural trends. Through their work, Israeli artists provoke examination and inspire social change while expressing the beauty of Israel.
The United Arab Emirates has a rich cultural heritage influenced by its history of trade and Islam. The culture is centered around family, religion, and traditions. Citizens follow Islamic traditions and dress codes. The traditional Emirati diet focuses on seafood, meat, and rice. Architecture reflects the desert climate with structures adapted for living. Music and dance play an important role in celebrations. Popular sports include football, cricket, and traditional camel, falcon, and horse racing.
This document discusses cultural intelligence (CQ) and its importance in today's globally connected world. It defines CQ as an individual's capability to function effectively in culturally diverse situations. CQ has four capabilities - knowledge, strategy, action, and motivation. Developing CQ allows people to better understand their own culture as well as other cultures, enhancing sensitivity and relationships across cultural differences. Applying CQ can maximize performance and creativity in multicultural teams by leveraging diversity and managing differences.
The document provides information about the United Arab Emirates, including its national anthem, introduction, climate, demographics, holidays, history, government structure, economy focused on oil/gas, tourism, aviation, agriculture including dates, media/culture, and sports like camel racing. It also shares perspectives on the UAE through the eyes of Indians living in the country.
Cultural intelligence refers to an individual's ability to function effectively in various cultural contexts. It includes having motivation, knowledge, and skills to adapt one's behavior appropriately when interacting with those from different cultural backgrounds. Developing cultural intelligence can provide benefits such as improved job performance, well-being, and profitability for organizations operating in culturally diverse environments.
The UAE is a federation of seven emirates located in the Persian Gulf. It has a high GDP per capita and a growing economy focused on business, trade, tourism, and oil/gas exports. The population is around 4.8 million, with only 20% Emirati citizens and the rest expatriate workers. The government is a federation led by hereditary emir rulers, with each emirate having autonomy over local affairs. The economy has diversified beyond oil/gas but these remain important industries and the country possesses large energy reserves.
Jared Allen's curriculum vitae summarizes his academic and professional background. He has a PhD from Indiana University focusing on science education. He has over 10 years of experience teaching science at the secondary and university levels. His research focuses on improving science instruction and student understanding.
The document discusses three main issues regarding intelligence:
1) Defining and measuring intelligence is difficult due to its complex, multifactorial nature. There are debates around unitary vs. multifactorial theories of intelligence and issues with cultural bias in tests.
2) Research on whether intelligence is stable over time shows evidence on both sides, with scores fluctuating for some children and environmental influences affecting development.
3) Genetic factors appear to account for 70-80% of IQ differences, but the interaction with environment is complex, as heritability does not determine outcomes deterministically.
Part I: Beyond the CHC tipping point: Back to the futureKevin McGrew
The document discusses the evolution of intelligence testing and theory from early waves focused on general intelligence to more recent waves incorporating contemporary cognitive ability theories like Cattell-Horn-Carroll (CHC). It argues that a tipping point was reached around 2001-2003 when CHC theory became widely adopted in intelligence test development and interpretation, aligning tests more closely with empirical research. Future directions may focus on integrating psychometric and information processing approaches using new statistical methods.
After reading the articles in the research a crime in.docxwrite4
This document discusses a case where biological evidence was used and focuses on blood spatter analysis. It summarizes the O.J. Simpson case where blood spatter evidence at the crime scene was analyzed. Blood spatter analysis has evolved significantly with advances in physics and microscopy. While it can provide insights into crime scenes, blood spatter analysis has limitations as evidence can be affected at a scene and analysts can reach different conclusions from the same data.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
This presentation is about intelligence tests including Raven Progressive matrixes, Standford Binet Intelligence test, Cattle culture fair intelligence test, and Wechsler intelligence test.
The document discusses various theories and approaches to defining and measuring intelligence. It describes intelligence as a broad concept that is difficult to define, with experts disagreeing on its structure and components. Several theories are outlined, including Sternberg's triarchic theory that identifies analytical, creative, and practical types of intelligence. Gardner's theory of multiple intelligences suggests there are eight identifiable forms. Other theories discussed include those proposed by Thurstone, Cattell, Spearman, and others. Common intelligence tests are also summarized, such as those developed by Binet, Wechsler, and Terman.
The document discusses several key topics related to intelligence and intelligence assessment:
1. It explores various definitions of intelligence and the history of intelligence testing from Galton to modern IQ tests.
2. It examines theories of intelligence such as Spearman's theory of general intelligence (g) and Gardner's theory of multiple intelligences.
3. It discusses issues and controversies surrounding intelligence testing including the influence of environment and genetics, as well as differences in average IQ scores between racial groups.
1. The document discusses the logical classification ability of children from the Sunda cultural group in Indonesia.
2. A study found that younger children tended to classify objects based on color first before moving to other attributes like shape, with classifications becoming more deductive and mixed with age.
3. Background factors like preschool attendance and hobbies influenced the development of children's logical classification abilities.
This document discusses various theories of intelligence and approaches to measuring intelligence, including:
- Factor theories that view intelligence as consisting of general ("g") and specific factors.
- Cognitive/information processing theories that propose multiple intelligences rather than a single factor.
- Nature vs nurture debates regarding the role of genetic and environmental influences on intelligence.
- Development and use of IQ tests to measure intelligence and mental age. However, IQ tests are criticized for potential cultural and ethnic biases.
Intelligence Foundations and Issues in AssessmentLinda Go.docxnormanibarber20063
Intelligence: Foundations and Issues in Assessment
Linda Gottfredson
University of Delaware
Donald H. Saklofske
University of Calgary
There is no more central topic in psychology than intelligence and intelligence testing. With a history as
long as psychology itself, intelligence is the most studied and likely the best understood construct in
psychology, albeit still with many “unknowns.” The psychometric sophistication employed in creating
intelligence tests is at the highest level. The authors provide an overview of the history, theory, and
assessment of intelligence. Five questions are proposed and discussed that focus on key areas of
confusion or misunderstanding associated with the measurement and assessment of intelligence.
Keywords: intelligence, intelligence testing, intelligence tests
To understand how we are like all others, some others, and no
others, to paraphrase Kluckhohn and Murray (1948), has led to the
search for those key individual differences factors that can be
operationally defined and measured. Individual differences char-
acteristics attributed as the causes or underlying basis of human
behaviour include intelligence, personality, and conative factors.
Here, the view is that school achievement, job success, or longev-
ity is, in turn, related to these latent traits. Thusly, school success
is causally related to, or at least correlated, for example, with fluid
intelligence, memory, and processing speed, on the one hand, and
personality factors such openness to experience and conative fac-
tors such as motivation, on the other (Hilgard, 1980). And, if we
know how these factors are distributed in the population, follow-
ing, say, normal curve expectations, then future behaviours may be
predicted using reliable and valid measures of these latent traits
and, of course, the criterion measure as well.
A Historical Note on Intelligence Tests
Defining and measuring intelligence predates scientific psychol-
ogy founded in the mid-19th century. Psychology provided the
needed forum for the study of intelligence as a key individual
differences factor. Although the elementary “brass instruments”
tests created and used by Galton and James McKeen Cattell raised
interest in the measurement of intelligence, it was the practical
success of the Binet–Simon tests in France at the beginning of the
20th century and their adoption in the United States that propelled
the study and measurement of intelligence into its current central
position in both the discipline and practise of psychology (see
Boake, 2002; Tulsky et al., 2003). Whipple stated in the preface to
his 1914 book Manual of Mental and Physical Tests,
One need not be a close observer to perceive how markedly the
interest in mental tests has developed during the past few years. Not
very long ago attention to tests was largely restricted to a few labora-
tory psychologists; now tests have become objects of the attention for
many workers whose primary interest is in education,.
S9S P E C I A L R E P O R T T h e G e n e t i c s o .docxtarifarmarie
S9S P E C I A L R E P O R T: T h e G e n e t i c s o f I n t e l l i g e n c e : E t h i c s a n d t h e C o n d u c t o f Tr u s t w o r t h y R e s e a r c h
F
rancis Galton was the first to envision a science
that would assess the extent to which a trait like
“genius” was due to nature or due to nurture. In
Hereditary Genius, published in 1869, Galton docu-
mented several centuries’ worth of British judges, poets,
and statesmen and concluded that these eminent men
were confined to a relatively small number of families,
which he took to point to the “hereditary” origin of such
genius.1 From the very beginning, then, studies of na-
ture and nurture were focused on understanding human
intelligence.
Galton’s interest in investigating the nature and
nurture of intelligence was more than mere curiosity
about the phenomenon. He wanted to intervene in the
world. If human intellect was as hereditary in origin as
speed was in dogs, Galton reasoned, then just as the
dog breeder could produce a variety of dog with great
running ability, “so it would be quite practicable to pro-
duce a highly-gifted race of men by judicious marriages
during several consecutive generations” (p. 1). In addi-
tion to introducing and developing a science of nature
versus nurture, Galton envisioned a social program that
would draw on the results of that science to shape future
generations—what he eventually called “eugenics.”2 For
Galton, eugenics was largely a matter of encouraging
individuals with desirable traits like high intelligence—
“the fit”—to breed more. However, as Galton’s eugenic
vision gathered momentum and followers, others fo-
cused their efforts on encouraging individuals deemed
to have undesirable traits like low intelligence—“the un-
fit”—to breed less. And when encouragement alone was
not enough to discourage the unfit from breeding, eu-
genicists resorted to more drastic measures, such as ster-
ilization.3 From the very beginning, then, studies of the
nature and nurture of intelligence were closely associated
with an interest in intervening, and those interventions
were surrounded by controversy.
The nature of those controversies has not always been
the same, however. Geneticists today who study the he-
redity of genius are separated by nearly 150 years from
Hereditary Genius. In that time, the science and tech-
nology have changed dramatically, and so have the in-
terventions that have been envisioned in light of those
developments. A scientist today can search for particular
stretches of DNA and assess whether differences in those
stretches are associated with differences in a human trait
of interest; a genetic counselor today can genetically test
an individual (be it an embryo, fetus, newborn, child, or
adult) and provide information about what that genetic
result means, allowing for interventions that can range
from terminating a pregnancy to prescribing a special
diet or chemotherapy. Such a stu.
Cultural Differences in Intelligence PSY 2012Ashley Dickson
1) There are cultural differences in how intelligence is viewed and measured. Western cultures tend to view intelligence as an individual's ability to think rationally and categorize, while Eastern cultures see it more as how well one plays their social role.
2) Tests of intelligence developed in one culture may not be effective or fair in other cultures. For example, children in rural Kenyan communities score poorly on academic tests but high on tests of their knowledge of medicinal herbs.
3) Researchers are working to develop intelligence tests that are less culturally biased and account for different types of intelligence valued in various cultures. Effective testing of intelligence across cultures requires understanding the conditions of each culture.
The culture of Israel has evolved over time and combines religious and secular traditions. It is diverse due to Israel's population originating from around the world. Israeli culture reflects Jewish history and the Zionist movement while also following global cultural trends. Through their work, Israeli artists provoke examination and inspire social change while expressing the beauty of Israel.
The United Arab Emirates has a rich cultural heritage influenced by its history of trade and Islam. The culture is centered around family, religion, and traditions. Citizens follow Islamic traditions and dress codes. The traditional Emirati diet focuses on seafood, meat, and rice. Architecture reflects the desert climate with structures adapted for living. Music and dance play an important role in celebrations. Popular sports include football, cricket, and traditional camel, falcon, and horse racing.
This document discusses cultural intelligence (CQ) and its importance in today's globally connected world. It defines CQ as an individual's capability to function effectively in culturally diverse situations. CQ has four capabilities - knowledge, strategy, action, and motivation. Developing CQ allows people to better understand their own culture as well as other cultures, enhancing sensitivity and relationships across cultural differences. Applying CQ can maximize performance and creativity in multicultural teams by leveraging diversity and managing differences.
The document provides information about the United Arab Emirates, including its national anthem, introduction, climate, demographics, holidays, history, government structure, economy focused on oil/gas, tourism, aviation, agriculture including dates, media/culture, and sports like camel racing. It also shares perspectives on the UAE through the eyes of Indians living in the country.
Cultural intelligence refers to an individual's ability to function effectively in various cultural contexts. It includes having motivation, knowledge, and skills to adapt one's behavior appropriately when interacting with those from different cultural backgrounds. Developing cultural intelligence can provide benefits such as improved job performance, well-being, and profitability for organizations operating in culturally diverse environments.
The UAE is a federation of seven emirates located in the Persian Gulf. It has a high GDP per capita and a growing economy focused on business, trade, tourism, and oil/gas exports. The population is around 4.8 million, with only 20% Emirati citizens and the rest expatriate workers. The government is a federation led by hereditary emir rulers, with each emirate having autonomy over local affairs. The economy has diversified beyond oil/gas but these remain important industries and the country possesses large energy reserves.
Jared Allen's curriculum vitae summarizes his academic and professional background. He has a PhD from Indiana University focusing on science education. He has over 10 years of experience teaching science at the secondary and university levels. His research focuses on improving science instruction and student understanding.
The document discusses three main issues regarding intelligence:
1) Defining and measuring intelligence is difficult due to its complex, multifactorial nature. There are debates around unitary vs. multifactorial theories of intelligence and issues with cultural bias in tests.
2) Research on whether intelligence is stable over time shows evidence on both sides, with scores fluctuating for some children and environmental influences affecting development.
3) Genetic factors appear to account for 70-80% of IQ differences, but the interaction with environment is complex, as heritability does not determine outcomes deterministically.
Part I: Beyond the CHC tipping point: Back to the futureKevin McGrew
The document discusses the evolution of intelligence testing and theory from early waves focused on general intelligence to more recent waves incorporating contemporary cognitive ability theories like Cattell-Horn-Carroll (CHC). It argues that a tipping point was reached around 2001-2003 when CHC theory became widely adopted in intelligence test development and interpretation, aligning tests more closely with empirical research. Future directions may focus on integrating psychometric and information processing approaches using new statistical methods.
After reading the articles in the research a crime in.docxwrite4
This document discusses a case where biological evidence was used and focuses on blood spatter analysis. It summarizes the O.J. Simpson case where blood spatter evidence at the crime scene was analyzed. Blood spatter analysis has evolved significantly with advances in physics and microscopy. While it can provide insights into crime scenes, blood spatter analysis has limitations as evidence can be affected at a scene and analysts can reach different conclusions from the same data.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
This presentation is about intelligence tests including Raven Progressive matrixes, Standford Binet Intelligence test, Cattle culture fair intelligence test, and Wechsler intelligence test.
The document discusses various theories and approaches to defining and measuring intelligence. It describes intelligence as a broad concept that is difficult to define, with experts disagreeing on its structure and components. Several theories are outlined, including Sternberg's triarchic theory that identifies analytical, creative, and practical types of intelligence. Gardner's theory of multiple intelligences suggests there are eight identifiable forms. Other theories discussed include those proposed by Thurstone, Cattell, Spearman, and others. Common intelligence tests are also summarized, such as those developed by Binet, Wechsler, and Terman.
The document discusses several key topics related to intelligence and intelligence assessment:
1. It explores various definitions of intelligence and the history of intelligence testing from Galton to modern IQ tests.
2. It examines theories of intelligence such as Spearman's theory of general intelligence (g) and Gardner's theory of multiple intelligences.
3. It discusses issues and controversies surrounding intelligence testing including the influence of environment and genetics, as well as differences in average IQ scores between racial groups.
1. The document discusses the logical classification ability of children from the Sunda cultural group in Indonesia.
2. A study found that younger children tended to classify objects based on color first before moving to other attributes like shape, with classifications becoming more deductive and mixed with age.
3. Background factors like preschool attendance and hobbies influenced the development of children's logical classification abilities.
This document discusses various theories of intelligence and approaches to measuring intelligence, including:
- Factor theories that view intelligence as consisting of general ("g") and specific factors.
- Cognitive/information processing theories that propose multiple intelligences rather than a single factor.
- Nature vs nurture debates regarding the role of genetic and environmental influences on intelligence.
- Development and use of IQ tests to measure intelligence and mental age. However, IQ tests are criticized for potential cultural and ethnic biases.
Intelligence Foundations and Issues in AssessmentLinda Go.docxnormanibarber20063
Intelligence: Foundations and Issues in Assessment
Linda Gottfredson
University of Delaware
Donald H. Saklofske
University of Calgary
There is no more central topic in psychology than intelligence and intelligence testing. With a history as
long as psychology itself, intelligence is the most studied and likely the best understood construct in
psychology, albeit still with many “unknowns.” The psychometric sophistication employed in creating
intelligence tests is at the highest level. The authors provide an overview of the history, theory, and
assessment of intelligence. Five questions are proposed and discussed that focus on key areas of
confusion or misunderstanding associated with the measurement and assessment of intelligence.
Keywords: intelligence, intelligence testing, intelligence tests
To understand how we are like all others, some others, and no
others, to paraphrase Kluckhohn and Murray (1948), has led to the
search for those key individual differences factors that can be
operationally defined and measured. Individual differences char-
acteristics attributed as the causes or underlying basis of human
behaviour include intelligence, personality, and conative factors.
Here, the view is that school achievement, job success, or longev-
ity is, in turn, related to these latent traits. Thusly, school success
is causally related to, or at least correlated, for example, with fluid
intelligence, memory, and processing speed, on the one hand, and
personality factors such openness to experience and conative fac-
tors such as motivation, on the other (Hilgard, 1980). And, if we
know how these factors are distributed in the population, follow-
ing, say, normal curve expectations, then future behaviours may be
predicted using reliable and valid measures of these latent traits
and, of course, the criterion measure as well.
A Historical Note on Intelligence Tests
Defining and measuring intelligence predates scientific psychol-
ogy founded in the mid-19th century. Psychology provided the
needed forum for the study of intelligence as a key individual
differences factor. Although the elementary “brass instruments”
tests created and used by Galton and James McKeen Cattell raised
interest in the measurement of intelligence, it was the practical
success of the Binet–Simon tests in France at the beginning of the
20th century and their adoption in the United States that propelled
the study and measurement of intelligence into its current central
position in both the discipline and practise of psychology (see
Boake, 2002; Tulsky et al., 2003). Whipple stated in the preface to
his 1914 book Manual of Mental and Physical Tests,
One need not be a close observer to perceive how markedly the
interest in mental tests has developed during the past few years. Not
very long ago attention to tests was largely restricted to a few labora-
tory psychologists; now tests have become objects of the attention for
many workers whose primary interest is in education,.
S9S P E C I A L R E P O R T T h e G e n e t i c s o .docxtarifarmarie
S9S P E C I A L R E P O R T: T h e G e n e t i c s o f I n t e l l i g e n c e : E t h i c s a n d t h e C o n d u c t o f Tr u s t w o r t h y R e s e a r c h
F
rancis Galton was the first to envision a science
that would assess the extent to which a trait like
“genius” was due to nature or due to nurture. In
Hereditary Genius, published in 1869, Galton docu-
mented several centuries’ worth of British judges, poets,
and statesmen and concluded that these eminent men
were confined to a relatively small number of families,
which he took to point to the “hereditary” origin of such
genius.1 From the very beginning, then, studies of na-
ture and nurture were focused on understanding human
intelligence.
Galton’s interest in investigating the nature and
nurture of intelligence was more than mere curiosity
about the phenomenon. He wanted to intervene in the
world. If human intellect was as hereditary in origin as
speed was in dogs, Galton reasoned, then just as the
dog breeder could produce a variety of dog with great
running ability, “so it would be quite practicable to pro-
duce a highly-gifted race of men by judicious marriages
during several consecutive generations” (p. 1). In addi-
tion to introducing and developing a science of nature
versus nurture, Galton envisioned a social program that
would draw on the results of that science to shape future
generations—what he eventually called “eugenics.”2 For
Galton, eugenics was largely a matter of encouraging
individuals with desirable traits like high intelligence—
“the fit”—to breed more. However, as Galton’s eugenic
vision gathered momentum and followers, others fo-
cused their efforts on encouraging individuals deemed
to have undesirable traits like low intelligence—“the un-
fit”—to breed less. And when encouragement alone was
not enough to discourage the unfit from breeding, eu-
genicists resorted to more drastic measures, such as ster-
ilization.3 From the very beginning, then, studies of the
nature and nurture of intelligence were closely associated
with an interest in intervening, and those interventions
were surrounded by controversy.
The nature of those controversies has not always been
the same, however. Geneticists today who study the he-
redity of genius are separated by nearly 150 years from
Hereditary Genius. In that time, the science and tech-
nology have changed dramatically, and so have the in-
terventions that have been envisioned in light of those
developments. A scientist today can search for particular
stretches of DNA and assess whether differences in those
stretches are associated with differences in a human trait
of interest; a genetic counselor today can genetically test
an individual (be it an embryo, fetus, newborn, child, or
adult) and provide information about what that genetic
result means, allowing for interventions that can range
from terminating a pregnancy to prescribing a special
diet or chemotherapy. Such a stu.
Cultural Differences in Intelligence PSY 2012Ashley Dickson
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GMU - EDEP 653 - Culture and Intelligence - Israel - Jay A. Allen
1. Culture and intelligence: israel edep 653 / spring 2010 / 6th of Iyyar, 5770 Sternberg, R. J. (2004). International handbook of intelligence. Cambridge, UK: Cambridge University Press 1
12. Contributions to intelligence research Facet Theory Louis Guttman Derived from Guttman and his associates defined three major dimensions or “facets” of the intelligence domain. Language of the test presentation Mental operation required by the test Modality of examinee expression A test item must ask about a rule (be it logical, empirical, semantic, or normative) and the response must range from perfectly true to not true at all. 12
14. Contributions to intelligence research Smallest Space Analysis (SSA) 14 Maslovaty, N. (2002). Organizational learning: teachers’ perceptions of the “ideal student” trait system. International Journal of Manpower, (23)8, 734-753
15. Contributions to intelligence research Cognitive Modifiability and Dynamic Assessment Reuven Feuerstein MLE SCM LPAD 15 Reuven Feuerstein (August 21, 1921 -)
17. Culture and intelligence: israel edep 653 / spring 2010 / 6th of Iyyar, 5770 שאלות? Sternberg, R. J. (2004). International handbook of intelligence. Cambridge, UK: Cambridge University Press 17
18. Further reference Alexander, H. (1999). A Jewish view of human learning. International Journal of Children’s Spirituality, (4)2, 155-164. Ben-Shakhar, G., & Sheffer, L. (2001). The relationship between the ability to divide attention and standard measures of general cognitive abilities. Intelligence, (29)4, 293-306. Kunda, M., McGreggor, K., & Goel, A. (2009, November). Addressing the Raven’s Progressive Matrices Test of “general” intelligence. Paper presented at the Association for the Advancement of Artificial Intelligence Fall Symposium, Arlington, VA. Paper retrieved from http://www.aaai.org/ocs/index.php/FSS/FSS09/paper/viewFile/954/1210 Zeidner, M. (1987). Test of cultural bias hypothesis: Some Israeli findings. Journal of Applied Psychology, (72)1, 38-48. Zeidner, M., & Feitelson, D. (1989). Probing the validity of intelligence tests for preschool children: A smallest space analysis. Journal of Psychoeducational Assessment, (7)3, 175-193. doi: 10.1177/073428298900700301 18
Editor's Notes
Purpose:The presentation is a guided discussion which will seek having a dialog with the audience.First, to share a brief foundation on a few key elements regarding Israel’s culture as it may influence a culturally-specific approach to defining intelligence.Further, particular contributions by Israeli authors on the field of intelligence as a concept will be explored.
ProgramGeographic, demographic, histographic, othergraphic (cultural) perspectivesIndividual and Group testing normsThe intersection of the twoTheories from leading Israeli thinkers on the subject of intelligenceSummary
Background:Independence unilaterally proclaimed from……Great Britain (!) on May 14, 1948 and the United States, under President Harry Truman, was the first country to publicly recognize the State of Israel 11 minutes later.Flag:The Tallit (prayer shawl) is symbolized by the white field with two blue stripesThe Magen David is a traditional symbol of Judaism. The star is made up of two triangles, one right-side up and the other upside down. One of them points upward toward all that is spiritual and holy. The other one points downward -- toward all that is earthly and secular.By leading a life of Torah and mitzvot the Jew strives to bring together the worlds of spiritual and the earthly, the worlds of the holy and the secular. Legend tells us that David the king of Israel adorned his shield with this six-pointed star, thus the star is named the Magen David.Coat of Arms:The seven-branched Menorah represents the Temple, destroyed in 70 AD. The two olive trees symbolize peace. Israel appears in Hebrew.IsraeliHebrew – official languageJewish religion – 75%Q: How might all of this symbolism affect how Israeli’s view intelligence? (purpose and meaning of religion, prayer, candelabras, stars)Q: How does this compare with our own symbolism in the United States (the Anglo-American perspective)?
Q: Severely deficient in natural resources, what’s all the hub-bub about?U.S. policy largely centers around Arab states independence, the development of oil-producing countries, and…..Biblical prophecy?
Maimdonides, one of histories foremost rabbis, compiled the Mishneh Torah between 1170 and 1180. It is the only Medieval-era work that details all of Jewish observance.1:8 – Every Jew..is under obligation to study Torah, whether he is poor or rich, in sound health or ailing, in the vigor of youth or very old an feeble.1:2 – Those who are obliged to study are also obligated to teach.Talmud (Pesahim 49a): “A man should sell all he possesses in order to marry the daughter of a scholar, as well as marry his daughter to a scholar.”In fact, there’s evidence of genetically superior intelligence…more on that later.Q: What might this tell us about the Israeli perspective on education?Q: On intelligence? (What if you’re not reading the Torah or Talmud?)
Student population has grown over seven-fold since 1943 with mass immigration from over 70 countries doubling the population over the first 3 years of statehood and tripling the population over the first 12.Ziedner (1990b) as cited in Sternberg (2004)Q: Cultural consequences related to education and defining intelligence?
4-6.5yoa, 10 sub-tests6-16 yoa, 10 sub-tests3-12 yoa, 16 sub-testsUniversity applicants, as of October 1990 – similar to U.S. SAT: Verbal Reasoning, Quantitative Reasoning, English (!) The 54-item English sub-test serves to note whether a student should be placed in a remedial English class!Table in Sternberg (2004) with sample, internal consistency and test-retest reliability stability statistics.
Although sometimes associated as a relative to the Lorge-Thorndike intelligence test, it is particularly difficult to get historical information on the Milta!John Carlyle Raven first published his Progressive Matrices in the UKin 1938.According to Raven, the tests measure the two main components of Spearman’sg: (a) the ability to think clearly and make sense of complexity, which is known as eductive ability,and (b)the ability to store and reproduce information, known as reproductive ability.In other words, a measurement of a person’s ability to form perceptual relations and reason by analogy.
The Hebrew calendar's year is longer by roughly 6 minutes and 25.5 seconds than the present-day mean solar year, so that every 224 years, the Hebrew calendar will fall a full day behind the modern fixed solar year, and about every 231 years it will fall a full day behind the Gregorian calendar year.Today (April 19, 2010 until sunset)Yom HaZikaron – Israeli Fallen Soldiers and Victims of Terrorism Remembrance Day is Israel's official Memorial Day.The day opens the preceding evening at 8:00 PM, given that in the Hebrew calendar system days begin at sunset, with a siren. The siren is heard all over the country and lasts for one minute, during which Israelis stop everything (including driving, which stops highways) and stand in silence, commemorating the fallen and showing respect. Many national-religious Jews say prayers for the souls of the fallen soldiers at this time as well. The official ceremony to mark the opening of the day takes place at the Western Wall, at which time the flag of Israel is lowered to half mast.A two-minute siren is heard the following morning, at 11:00, which marks the opening of the official memorial ceremonies and private remembrance gathering which are held at each cemetery where soldiers are buried. The day officially draws to a close between 7–8:00 PM in the official ceremony of Israel Independence Day on Mount Herzl, when the flag of Israel is returned to full mast.Source: http://en.wikipedia.org/wiki/Yom_Hazikaron accessed 4/17/2010.Yom HaAtzma'ut - Israeli Independence Day. Commemorates the declaration of independence of Israel in 1948.David Ben Gurion in Tel Aviv. Served as Prime Minister from 1948 until 1963, except for a period of two years from 1954-55. Source: http://en.wikipedia.org/wiki/Yom_Ha%27atzmautQ: How might this impact intelligence testing? (calendar-driven items, loyalty items, “what does a siren signal?”, etc.)
How might this offend?Although not offensive, an intelligence sub-test with the item, “What is made from beans, is brewed, and is often drunk by grownups for breakfast?”, may elicit an inappropriate response because the word brew is typically used for tea in Israeli society. (Sternberg, 2004, p. 221)
Language of the test presentation – verbal, numerical, figuralMental operation required by the test – rule inferringModality of examinee expression – rule applying
Smallest Space Analysis and SSA maps have arisen.The result of these analyses is typically termed a radex.It has been offered as an alternative to factor analysis “to assess the structure underlying intelligence test performance” (Sternberg, 2004, p. 236).
His theory of intelligence states that intelligence itself is not fixed, but rather modifiable and that meaningful instruction, for children, necessitates a mediated relationship.As such, intelligence testing should incorporate the opportunity for the examinee to display change, learning, or modifiability.For those familiar with Piaget and Vygotsky, Feuerstein’s Mediated Learning Experiences (MLEs) bridge the gap between Piaget’s theories regarding a child’s direct interaction with the world and Vygotsky’s emphasis on cultural symbolic tools.Essentially, the MLE processes are, over time, internalized. This evolution is based upon Feuerstein’s theory of Structured Cognitive Modifiability.“In the system Feuerstein’ developed, the Learning Propensity (Potential) Assessment Device (LPAD), the examiner intervenes during both the testing and teaching phase to assist the examinee to use effective cognitive strategies, rules, and behaviors to arrive at the correct response” (Sternberg, 2004, p. 237).Q: What does this sound like in some educational settings today? (simulations, intelligent tutors,…)“Rather than focus on total scores alone, this procedure uses the peaks in the pattern of results as indicators of cognitive potential” (Sternberg, 2004, p. 238).
Although only 2/10ths of 1% of the world’s population, Jews have won over 30% of the Nobel Prizes in literature, medicine, physics, and chemistry.Most of these are of particular Jewish descendence, the Ashkenazi. Interestingly enough, these Jews descended from a region in Germany known as Ashkenaz in medieval Hebrew.Returning to an earlier notion of genetically superior intelligence, some evidence to ponder….Sigmund Freud – neurologist, psychoanalystAlbert Einstein – physicist, philosopherFranz Kafka - novelistGolda Meir – 4th Prime Minister of IsraelGeorge Gershwin – composer, pianistLeonard Bernstein – conductor, composerAnne Frank – 15 years old
Questions?
Alexander – offers a rabbinic reading of the Hebrew Bible’s conception of human learning, a conception of how children ought to be educated. Central is the view that education is fundamentally an ethical activity whose purpose is to nurture and affirm the moral potential of each person through the internalization of divine teachings.Ben-Shakhar and Sheffer – study looking at whether the ability to allocate processing resources is related to general cognitive ability.Kunda, et al. – developing a small set of methods for problem solving in the RPM which use propositional, imagistic, and multimodal representation.Zeidner – 1,538 college students, data provided little evidence for predictive validity of aptitude test scores as a function of ethnic group membership.Zeidner and Feitelson – inter-test associations on two preschool measures using Guttman’s SSA.