Ch. 10 Intelligence - 0. What is it? (p. 523-524)...

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Unformatted text preview: 0. What is it? (p. 523-524) Intelligence 0. The ability to, reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience 1. But not merely "book learning" or "test-taking smarts" 2. And it can vary across cultures. 0. 1. And there probably will never be truly culture-fair tests Raven's progressive matrices Tests of intelligence 1. Early history: Francis Galton 3. Focus on sensory, perceptual & motor processes 4. Assessment of correlations (p. 521) 5. 6. 7. Focus on cognitive tasks & educational concerns Examples: p.525 Key concepts of psychometrics (p. 526) 2. 3. 2. The psychometric approach: Alfred Binet (p. 524) Reliability (especially test-retest) Validity (convergent, discriminant, & especially predictive) 0. Mental age (Binet) & IQ (Stern) 0. 1. IQ = (MA/CA) x 100 IQ and intelligence scales 1. The modern approach to IQ: Tests constructed such that Mean = 100, SD = 15 (about 2/3rds of us f all between 85 and 115). Spearman's concept of g (p. 528) Hierarchical models: General ability plus more specialized talents (p. 529) Fluid vs. crystalized intelligence So how many, after all? 0. Limitations of factor analysis (pp. 527-529) 2. Types and subscales of intelligence 2. 3. 4. 5. Information processing theories of intelligence 0. Processing speed theories 1. Working memory theories 2. Differences in 0. Holding information in memory 1. Focus attention 2. Coordinate goals and activities 3. Operation span Beyond standardized tests and factor analysis 4. Gardiner's eight "frames of mind" including musical, bodily-kinesthetic and interpersonal intelligence (p. 536) 5. Sternberg's triarchic theory (p. 534) 3. Analytic, practical, and creative abilities 6. Emotional intelligence (p. 535) 4. Perceiving, using, understanding & managing emotions The heredity/environment controversy 3. 4. 5. Jensen (1969); Hernstein & Murray (1994) An "underclass" of low IQ scorers? The case for heritability: Figure 14.12 (p. 541): 8. IQ correlations of separated identical twins 9. IQ correlations in identical vs fraternal twins 10. Adoption studies: IQ correlations of children with biological vs. adopting parents 4. Biological parent/adopted child correlations grow with time! The case for environmental factors PP. 542-3) 7. Negative age/IQ correlations in impoverished environments 8. Cases of IQ increases with environmental enrichment 9. Success in training of thinking skills 10. Heritability estimates higher in higher SES samples 11. Improving intelligence: The Flynn effect Group differences in IQ 12. Different groups have largely overlapping distributions of IQ (figure 14.3, p. 520) 13. The differences are reduced when take SES, education into account 14. High within-group heritability does not mean betweengroup differences are genetically determined (p. 546) 15. Sterotype threat effects The use and misuse of intelligence tests 6. One number cannot sum up intelligence 7. The difficulty of cultural/ethnic comparisons 11. Overlapping distributions 12. The lack of culture-fair tests 13. Differences in cultural relevance 14. Do not rely solely on test scores 15. Perform periodic testing 8. When assigning students to groups: 16. Mental retardation: Not just low IQ 5. 6. 7. Mental retardation & giftedness Adaptive competence Cognitive factors: Low metacognitive skills Hereditary & environmental factors 17. Giftedness: Not just high IQ 8. A superior talent 9. Other characteristics: Precocity, unique learning styles, passion for mastery ...
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This note was uploaded on 04/09/2008 for the course PSY 2301 taught by Professor Holub during the Spring '08 term at University of Texas at Dallas, Richardson.

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