1 Name:__________________________________________________________________ Period:___________________

Reading Guide Chapter 10: Intelligence

1. What is the generally accepted definition of intelligence? 2. What concept is Charles Spearman remembered for? 3. Define: factor analysis 4. How is factor analysis used in understanding intelligence? 5. Thurstone was an early opponent of Spearman. How did his beliefs about the nature of intelligence differ from Spearman? Did Spearman’s work support or oppose Spearman’s theory of intelligence? Explain. 6. How can mental abilities be compared to physical abilities? Give a specific example from the text. 1. How does Gardner’s theory of intelligence differ from Spearman’s?

What is intelligence? (pp. 405-415) Before reading SURVEY pp. 405-415. Look at the pictures, tables, cartoons, read any quotations and anything else in the margins.

A QUESTION to consider BEFORE you read pp. 405-407: “What argues for and against considering intelligence as one general mental ability?” READ “What is Intelligence” and “Is Intelligence One General Ability or Several Specific Abilities?” (pp. 405-407)

A QUESTION to consider BEFORE you read pp. 407-410: “How do Gardner’s and Sternberg’s theories of multiple intelligences differ?” READ “Theories of Multiple Intelligences” (pp. 407-410)

2 2. How does savant syndrome support Gardner’s theory of intelligence? Learn more about savant syndrome. Go to: https://www.wisconsinmedicalsociety.org/professional/savant-syndrome/ Feel free to investigate this site. There are numerous articles and video clips of individuals who are savants. Kim Peek, who was born in Salt Lake City, is mentioned in your text. On the right side of this page, you will find a link to articles and videos about Kim (and other savants, you are welcome to watch other clips of interest to you!). Watch a few of the clips. Reaction: What did you learn about savants? Did you find anything interesting or surprising? 3. According to Howard Gardner, how many intelligences are there? 4. Does Sandra Scarr’s beliefs support Gardner or Spearman’s theory of intelligence? Explain. 5. Does high intelligence guarantee success? What seems to be EVEN MORE IMPORTANT to long-term success? 6. What is the “10-year-rule?” 7. Do Robert Sternberg’s theories support Spearman or Gardner’s ideas about the nature of intelligence? Explain. 8. Describe each of Sternberg’s intelligences: a. Analytical (academic):_______________________________________________________________________ ___________________________________________________________________________________________. b. Creative:__________________________________________________________________________________ ___________________________________________________________________________________________. c. Practical:__________________________________________________________________________________ ___________________________________________________________________________________________

3 9. Jack has great difficulty reading, is a terrible speller, and has a really low high school grade-point average. However, Jack possesses great “street smarts” and is able to talk his way out of any problems he encounters. Which of the following types of intelligence best describes Jack’s abilities? a. “g” b. fluid c. practical d. logical 10. Silus is a talented author of fictional stories. He is also known for coming up with inventive advertising campaigns for his work clients. Which of the following types of intelligence, best describes Silus’ abilities? a. spatial b. practical c. creative d. analytic 11. According to Sternberg’s triarchic theory of intelligence, to solve the analogy “Winter is to hibernation as summer is to…,” you would rely most on __________________ intelligence. a. spatial b. analytic c. creative d. practical 1. Define: creativity 2. What is the difference between convergent and divergent thinking? Which is more likely to lead to creative thinking? Testing Creativity: In Guilford’s Alternative Uses Task examinees are asked to list as many possible uses for a common house hold item. For example, name all the uses for a brick (List your answers below). So, how do psychologists score this? Scoring is comprised of four components: 1) Originality - each response it compared to the total amount of responses from all of the people you gave the test to. Reponses that were given by only 5% of your group are unusual (1 point), responses that were given by only 1% of your group are unique - 2 points). Total all the point. Higher scores indicate creativity. 2) Fluency - total. Just add up all the responses. How many did you write down? 3) Flexibility - or different categories. Can your responses be grouped into different categories? For example, if you said that you could use a brick as a “weapon” and you could also use it to “hit sister,” they are from the same general idea of weapon.

A QUESTION to consider BEFORE you read pp. 410-412: “What is creativity, and what fosters it?” READ “Intelligence and Creativity” (pp. 410-412)

4 4) Elaboration - amount of detail (for Example "a doorstop" = 0 whereas "a door stop to prevent a door slamming shut in a strong wind" = 2 (one for explanation of door slamming, two for further detail about the wind). Another task to measure creativity is to ask examinees to complete an incomplete figure. Use the incomplete figure to make a picture. Try to make it unusual and interesting! Complete a story if possible and give your picture a title. In a “remote-associations” task (RAT) is another test of creativity. Participants are given 3 words or concepts, and have to find the one word or concept that they all have in common. For instance, what word or concept connects these three words? (I’ll give you the answers in class!) communist birthday surprise Or this set? sore shoulder sweat One more? playing credit report For more RAT fun, go to: http://creativethinking.net/DE05_MakingAssociations.htm?Entry=Good

5 1. What four components make up emotional intelligence (EQ)? 2. In your opinion, what is more important your IQ or EQ? Explain. 1. Intelligence modestly correlates with brain size. What is the correlation (adjusted for body size)? 2. Postmortem brain analyses reveal that highly educated people die with __________________ % (percent) more ___________________________________ . This doesn’t tell us whether people grow synapses with education, or people with more synapses seek more education, or both! But other evidence suggests that highly intelligent people differ in their __________________________________________ _______________________________________. 3. What is brain plasticity? 4. Where is the “global workspace for organizing and coordinating information” found in the brain? Be specific. 5. According to Philip Vernon, why is faster cognitive processing related to intelligence?

A QUESTION to consider BEFORE you read pp. 412-413: “What makes up emotional intelligence?” READ “Emotional Intelligence” (pp. 412-413)

A QUESTION to consider BEFORE you read pp. 413-415: “To what extent is intelligence related to brain anatomy and neural processing speed?” READ “Is Intelligence Neurologically Measurable?” (pp. 413-415)

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1. What is Sir Francis Galton contribution to the measurement of intelligence? 2. Why did the French government hire Alfred Binet. What was their concern? 3. Define: mental age 4. What is Lewis Terman remembered for? 5. What did William Stern contribute to the measurement of intelligence?

REHEARSE: STOP! Look at these questions again. Recite your answers aloud. Check yourself by going back to your answers in this reading guide and/or go back and reread your textbook. Make sure you can answer these questions. #1: What argues for and against considering intelligence as one general mental ability? #2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ? #3: What is creativity, and what fosters it? #4: What makes up emotional intelligence? #5: To what extent is intelligence related to brain anatomy and neural processing speed? Do you recognize these key terms? Put a star (*) by the ones you don’t recognize. Go back to your reading guide or the textbook and make sure you can identify & explain them. What is intelligence? IQ (intelligence quotient) Reification Charles Spearman “g” general intelligence Factor analysis L.L. Thurstone Howard Gardner’s multiple intelligences Savant syndrome Robert Sternberg’s triarchic theory of intelligence Creativity (five components) Convergent thinking Divergent thinking Emotional intelligence (EQ) Neural plasticity

A QUESTION to consider BEFORE you read pp. 415-417: “When and why were intelligence tests created?” READ “The Origin of Intelligence Testing” (pp. 415-417)

7 6. What is the original IQ formula? 7. An 8-year-old child who scored like an average 10-year-old on an intelligence test would have a mental age of _____ and an IQ of _____. a. eight; 80 b. eight; 125 c. ten; 100 d. ten; 80 e. ten; 125 8. Because of the need to measure the IQ of people of varying ages, newer IQ tests base their evaluation of IQ on ____. a. mental age alone. b. deviation scores from the mean of a representative sample of the population. c. giving extra points for older individuals to compensate for their slower processing times. d. chronological age alone. e. subjective measures alone. 9. What was the eugenics movement? How did IQ testing play a role in it? 1. Is the AP Psychology exam an achievement or an aptitude test? Explain. 2. Bob, a tenth-grader, took a test that measured his potential for college success, Jill another tenth-grader, took a test on the math chapter that had just been covered in class. Bob most likely took an __________ measure, and Jill most likely took an __________ measure. a. aptitude; achievement b. achievement; achievement c. aptitude; aptitude d. achievement; aptitude 3. To apply for his current job as a clerk at a law firm, Jason was required to take a difficult test that measured his previous accomplishments and his existing knowledge in the area of law. This kind of test is known as a(n) measure. a. IQ b. reliable c. aptitude d. achievement

A QUESTION to consider BEFORE you read pp. 418-422: “What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?” READ “Modern Tests of Mental Abilities” (pp. 418-422)

8 4. Mr. Shoe of the Jim Shoe Company is hiring new employees. Applicants are not required to have any previous retail experience, but they must be capable of learning new things and performing new tasks. As a result, Mr. Shoe makes all applicants take a(n) _________ measure before they are considered for employment. a. creativity b. achievement c. reliability d. aptitude 5. One difference between the Wechsler intelligence scales and the original Stanford-Binet Intelligence Scale in that the Wechsler scales a. are designed solely for measuring the intelligence of children. b. can be used to test more than one individual at a time. c. present verbal and performance tasks separately. d. are culture-free. 6. Lakisha is taking the Wechsler Adult Intelligence Scale (WAIS). She is currently being asked to place, in order, the frames of a Peanuts cartoon that contain only pictures (no dialogue). Lakisha is currently working on a subtest that would be part of the _____ scale of the WAIS. a. verbal b. reliability c. validity d. performance 7. What does it mean if a test has been standardized? 8. If you wanted to develop a test of musical aptitude in North American children, which would be the appropriate standardization group? a. children all over the world b. North American children c. children of musical parents d. children with known musical ability *Refer to Figure 10.6 on p. 420 of your textbook to help you with the following question 8 – 14. 9. In a normal distribution a. scores are clustered at one end or the other of the horizontal axis. b. scores are compared with a perfect score of 100 points. c. most scores fall near the mean with fewer scores at the extremes. d. one score is compared with other scores in an imaginary group of 100 individuals. 10. Approximately what percentage of the population fall within one standard deviation of the mean? a. 34% b. 68% c. 96% d. 99.7%

9 11. If intelligence test scores are normally distributed, with a mean of 100 and a standard deviation of 15, approximately what percentage of scores will fall between a score of 70 and 130? a. 50% b. 68% c. 95% d. 99.7% Explain your answer: 12. If intelligence test scores are normally distributed, with a mean of 100 and a standard deviation of 15, approximately what percentage of the population falls between a score of 100 and 130? a. 14% b. 34% c. 48% d. 68% Explain your answer: 13. If intelligence test scores are normally distributed, with a mean of 100 and a standard deviation of 15, approximately what percentage of the population falls between a score of 55 and 100? a. 2% b. 14% c. 34% d. 50% Explain your answer: 14. Norms for a new test of mental ability were obtained from a large sample of the general population. The mean of the test was set to 100 and the standard deviation was 15. Approximately what percentage of the population would fall within the range bounded by scores of 85 and 115? a. 20% b. 68% c. 2% D. 98% 15. Bailee recently took the Wechsler Intelligence Scale for Children (WISC) and scored one standard deviation above the mean. Bailee would most likely have an IQ of a. 115 b. 85 c. 130 d. 95 e. 100 16. To keep the mean score for the Stanford-Binet & the WAIS at 100, what has to be done periodically?

10 17. What is the “Flynn effect?” What are some of the suggested causes for this phenomenon? 18. Define: reliability 19. Define: validity

Time to Review! Reliability means CONSISTENCY. Example: Every time to take the Stanford-Binet Intelligence Scale, your IQ measures 125. The test produces consistent scores, so it is considered reliable. Psychologist can use a number of methods to see if a test is reliable: #1: test-retest: Take the test once, wait, take it again (or another test that is similar). #2: split-half: Divide the test by odds & evens, let ½ of your group take the odd numbered, the other ½ the even numbered questions. Compare the scores. If the scores are the same, the test is reliable. Validity means “DOES IT MEASURE WHAT IT CLAIMS TO?” 1) Content validity: Is the information on the test measuring what it was designed to measure?

Example: The AP Psychology exam should ONLY have questions on it deal with concepts taught in Introductory Psychology (NO AP COMPARITIVE POLITICS questions allowed!)

2) Predictive validity: Does the test actually measure future performance? Example: Does the ACT actually predict how well you will do as a freshman in college? CRITERION: the standard by which something is judged (the “criteria”) If I want to know if the ACT test has predictive validity, what criteria would you use to judge HOW GOOD OF A COLLEGE STUDENT YOU ARE? I could use your freshman G.P.A. (THIS IS THE CRITERION). If your freshman G.P. A. is high and your high school ACT score was high (predicting success), then the test has predictive validity. 3) Construct validity: Are the test questions constructed well? Do they actually measure what you are interested in?

Example: Are we actually measuring (are these a valid form for measuring) what (the construct, like “fluid intelligence”) we think we are measuring?

11 *Refer to the chart on p. 5 to help you answer the following questions. 20. Dr. Sandifer administers her test to a large group of high school seniors. She then administers the same test two weeks later to the same group and finds a high correlation between the first and second scores. This means that her test a. is statistically reliable. b. has predictive validity c. has valid norms d. is standardized 21. Anan is taking a final exam in his calculus class. All of the questions relate to the material that was covered over the course of the year. Therefore, the test can be said to display high a. criterion validity b. standardization c. reliability d. content validity e. test-retest reliability 22. Dr. Yatvin administered his new intelligence test to a group of subjects and then compared each subject’s score on the odd-numbered questions to their scores on the even-numbered questions. He found a large positive correlation between the old and even scores, indicating the test has a. predictive validity b. construct validity c. split-half reliability d. test-retest reliability 23. Dr. ciccone is developing a new test to measure readiness for college. Two questions on the test are “Who was Strawberry Shortcake?” and “What is the fastest car to drive?” On the basis of this information, we can conclude that Dr. Ciccone’s test lacks a. criterion validity b. content validity c. norms d. statistical reliability 24. When Yanping entered college, she was unsure about which major to choose. She took a vocational interest test that indicated that she was highly analytic and should choose a math-based major. This spring she will graduate with honors with a mechanical engineering degree. The test Yanping took appears to have good _____ validity. a. content b. split-half c. predictive d. concurrent 25. What is the bigger issue, validity or reliability? Why? Explain.

12 1. By age __________ children’s performance on intelligence tests begins to predict their adolescent and adult scores. Moreover, high-scoring adolescents tend to have been ____________________ readers. After about age __________ Intelligence test scores stabilize. 2. Compare crystallized & fluid intelligence.

1. Define: mental retardation (intellectual disability)

2. Why does Down syndrome occur?

3. What does it mean to be “mainstreamed?”

After reading pp. 427-428, provide evidence (3 each) for genetic (nature) and environmental (nurture) influences on intelligence.

Nature: Nurture:

1. 2. 3.

1. 2. 3.

A QUESTION to consider BEFORE you read pp. 422-424: “How stable are intelligence scores over the life span?” READ “Stability or change?” (pp. 422-424)

A QUESTION to consider BEFORE you read pp. 424-427: “What are the traits of those at the low and high intelligence extremes?” READ “Extremes of Intelligence” (pp. 424-427)

A QUESTION to consider BEFORE you read pp. 427-431: “What does evidence reveal about hereditary and environmental influences on intelligence?” READ “Genetic and Environmental Influences on Intelligence” (pp. 427-431)

13 Heritability, p. 429

1. The heritability of a trait refers to: a. how likely we are to teach our children certain habits and traits. b. how much genes contribute to a certain trait. c. how much our environment contributes to a certain trait. d. the survival advantages a certain trait gives an organism in a given environment. Fact Check: Heritability Heritability is a correlational term that has only a positive value between 0 and 1 but can be stated as a percent ranging from 0 to 100%. This number can range from 0 (no genetic contribution) to 1 (all differences in a trait reflect genetic variation). For example, you may have heard the heritability of height is 0.9, or the heritability of intelligence is 0.7. But what does this mean?

Heritability is often misinterpreted as describing how much heredity contributes to some trait that an individual shows. This is WRONG! A more accurate, but simplified, definition is this: Heritability is the extent to which genes can explain the variation for a trait within a population.

Scientist Richard Lewontin devised an insightful demonstration to show this. Imagine planting ordinary, genetically diverse seeds into two radically different environments and then allowing them to grow to their full heights. One environment is very deprived, with just barely enough light, nutrients, and water for survival. The other environment is enriched with ideal amounts of light, water, and nutrients. All of the variation (differences) in height within each tray must be due to the genetic diversity of the seeds, since the seeds developed in identical environments; therefore, the variation observed in plant height within a tray cannot be attributed to differing environmental factors.

High light, high water, nutrient rich

Low light, low water, nutrient poor

The heritability within each tray is high (close to 1).

The heritability between the trays is low (close to 0).

14 So regardless of the environments in which the plants grew, the heritability is 1, or 100%, within each tray. Yet obviously environmental factors played a large role in each individual tray, so even if the heritability is 100%, the environment can have very powerful effects on the appearance of a trait (the phenotype). To restate: since the environment for the seeds within each tray is identical, the genetic diversity of the seeds must account for the observed height differences, so the heritability within each tray is very high, probably close to 1. Yet the heritability between the trays is very low since the environments are so unequal. The large observed differences in height between the trays are due to environmental differences. Are the following questions TRUE or FALSE based on our definition of heritability? 1. TRUE or FALSE? Within the general population, the heritability of having five fingers on each hand is 1 or close to 1.

ANSWER: FALSE The heritability of having five fingers on each hand is very low, close to 0. This is because the variation (differences) seen in the general population for this trait is usually environmentally caused (e.g., teratogens during prenatal development or accidents). 2. TRUE or FALSE? If a disorder has a heritability of 1, then individuals who carry the genes for that disorder will always show the signs of the disorder. ANSWER: FALSE Consider, for example, the disease phenylketonuria (PKU), which has a heritability of 1. This can result in mental retardation, yet the retardation can be prevented if phenylalanine is removed from the diet of affected individuals at birth, and if they watch their diet very carefully.

1. Men and women have identical scores in measures of general ability (“g”). List 3 differences in specific abilities that

researchers have noted women tend to excel in.

2. Women and men have identical scores in measures of general ability (“g”). List 3 differences in specific abilities that

researchers have noted men tend to excel in.

3. What social (environmental) influences might account for these differences?

A QUESTION to consider BEFORE you read pp. 431-437: “How and why do gender and racial groups differ in mental ability scores?” Read “Group Differences in Intelligence Test Scores” (pp. 431-437)

15 4. A test gap score tends to exist between ethnic groups. List 1 specific research finding that suggests the racial gap may

be environmental.

1. What is the “first” definition of bias? 2. If using this definition, are intelligence tests biased? Provide an example discussed in the text. 3. What is the “second” definition of bias? 4. If using this definition, are intelligence tests biased? Provide an example discussed in the text. 5. Define: stereotype threat 6. How does stereotype threat help us understand why women or blacks might score lower when tested?

A QUESTION to consider BEFORE you read pp. 437-439: “Are intelligence tests inappropriately biased?” READ “The Question of Bias” (pp. 437-439)

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REHEARSE: STOP! Look at these questions again. Recite your answers aloud. Check yourself by going back to your answers in this reading guide and/or go back and reread your textbook. Make sure you can answer these questions. #1: When and why were intelligence tests created? #2: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them? #3: How stable are intelligence scores over the life span? #4: What does evidence reveal about hereditary and environmental influences on intelligence? #5: How and why do gender and racial groups differ in mental ability scores? #6: Are intelligence tests inappropriately biased? Do you recognize these key terms? Put a star (*) by the ones you don’t recognize. Go back to your reading guide or the textbook and make sure you can identify & explain them. Sir Francis Galton Alfred Binet Mental age (v. chronological age) Lewis Terman Stanford-Binet William Stern Intelligence Quotient (IQ; original formula compare to how IQ is determined today) Achievement tests Aptitude tests David Wechsler Wechsler Adult Intelligence Scales (WAIS & WISC) Standardization Normal curve (know the %’s) Reliability Split-half reliability Test-retest reliability Inter-rater reliability (class notes) Validity Content validity Predictive validity Criterion Construct validity (see reading guide) Is intelligence stable over lifespan? Crystallized vs. fluid intelligence (chapter 5) Mental retardation and “giftedness” Down syndrome Mainstreaming and “tracking” Evidence for Nature & Nurture on intelligence test scores Heritability Gender & Ethnic Differences & Similarities Bias in intelligence testing (2 definitions) Stereotyped threat