Aguiar ap intelligence and testing 2015 ss

Section 1 Theories of Intelligence• Learning Goals:
– Students should be able to answer the following:
1: What arguments support intelligence as one general mental ability, and what arguments support the
idea of multiple distinct abilities?
2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ?
3: What makes up emotional intelligence?
2
Rating Student Evidence
4.0
Expert
I can teach someone else about about general mental
ability, emotional intelligence and intelligence theories. In
addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze general mental ability, emotional
intelligence and intelligence theories, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with general mental ability,
emotional intelligence and intelligence theories, but need
to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

Fact or Falsehood…
• 1. Research suggests that a common ingredient of expert performance in chess,
dancing, sports, and music is about a decade of intense daily practice.
• 2. Some rationally smart people have difficulty processing and managing social
information.
• 3. There is a modest positive correlation between brain density and intelligence
scores.
• 4. Highly educated people die with more synapses than their less-educated peers.
• 5. The concern with individual differences in intelligence is strictly a twentieth-
century American phenomenon.
• 6. Today’s Americans score higher on intelligence tests than Americans did in the
1930s
• 7. Among the intellectually disabled, males outnumber females by 50 percent. .
• 8. As adopted children grow older, their intelligence scores become more similar to
those of their biological parents than to those of their adoptive parents.
• 9. Recent research findings support a “Mozart effect,” that is, that having infants
listen to classical music boosts their cognitive ability.
• 10. Aptitude scores are a much better predictor of the college performance of Whites
than of Blacks.

AnimalI.Q.
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HeredityTermanDelayBiasWechsler
CreativityA.I.ProblemsConceptsCognition
Use your brain #1
• You are participating in a race. You
overtake the second person. What
position are you in?
• Answer: If you answered that you are
first, then you are absolutely wrong!
If you overtake the second person
and you take his place, you are
second!

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Does Intelligence Predict
Success?
• Correlation between IQ scores and
occupational status is +.37
income is +.21
job performance is +.50
• What conclusion can you draw from
these findings?
5

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Ability
to
learn
from
experience,
acquire
knowledge
and
adapt
ntelligence

AnimalI.Q.
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Intelligence
• Intelligence is
socially constructed
thus…
Can be culturally
specific, and very
to explain with a
universal design
According to this definition, are
both Einstein and Babe Ruth
intelligent?

AnimalI.Q.
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Intelligence
• Important Terminology:
• General Intelligence: factor that underlies specific
mental abilities and is therefore measured by every
task on an intelligence test.
• Factor Analysis: a statistical procedure that identifies
clusters of related items (called factors) on a test;
used to identify difference dimensions of performance
that underlie a person’s total score.
• IQ (Intelligence Quotient)….we will break this down
later

AnimalI.Q.
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Basic Theories of Intelligence
• Spearman’s Factor Theory
– Factor g (General) & Factor s (Specific)
– A single underlying intelligence correlated with specifics
– Developed Factor Analysis
• Thurstone’s Theory of Seven Primary Abilities
– 56 different tests that identified 7 primary abilities
– Examples: Word fluency, Perceptual Speed, Memory
– Later becomes the SAT
• Howard Gardner’s Mulitple Intelligence Theory
– Based on Savant Syndrome
– Has little research basis and statistical evidence
• Sternberg’s Triarchic Theory
– Creativity, Practical, Analytic
• Mayer and Salovey’s Emotional Intelligence Theory
– Also Known as EQ
– Made popular by Dan Goleman in 1995
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AnimalI.Q.
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Charles Spearman and his g factor
• Used factor analysis
and discovered that
what we see as many
different skills is
actually one General
Intelligence.
• If you are good at one
subject you are usually
good at many others.
Jack Bauer is good
at torturing, bomb
defusing, shooting,
figuring out evil
plots and saving
the country. Is
there anything he
cannot do?

AnimalI.Q.
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Spearman’s “G” Theory
S1
S2
S3
G
7.4 How do psychologists define intelligence?

AnimalI.Q.
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Howard Gardner and Multiple
Intelligences
• Gardner believed that
there exists at least 8
different types of
intelligences.
1. Linguistic
2. Logical-mathematical
3. Spatial
4. Musical
5. Body-kinesthetic
6. Intrapersonal
7. Interpersonal
8. Naturalist

AnimalI.Q.
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Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences

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CreativityA.I.ProblemsConceptsCognition 14
Contemporary Intelligence Theories
Howard Gardner (1983, 1999) supports Thurstone’s idea that intelligence
comes in multiple forms. Gardner notes that brain damage may diminish
one type of ability but not others.
People with savant syndrome excel in abilities
unrelated to general intelligence.

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Savant

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Robert Sternberg and his Triarchic
Theory
• Most commonly
accepted theory
today.
• Three types of
intelligence
1.Analytical
2.Creative
3.Practical

AnimalI.Q.
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Sternberg’s Three Aspects of
Intelligence
Gardner Simplified
• Analytical (academic
problem solving).
• Creative (generating
novel ideas)
• Practical (required
for everyday tasks
where multiple
solutions exist).

AnimalI.Q.
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Goleman and his EQ
• Emotional
Intelligence
• Interpersonal and
intrapersonal
intelligences.
• Maybe EQ is a
better predictor
for future success
than IQ.

AnimalI.Q.
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Emotional Intelligence (EQ)
• First called social
intelligence.
• The ability to
perceive, express,
understand, and
regulate emotions.
• Some studies show
EQ to be a greater
predictor for future
success than IQ

AnimalI.Q.
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Emotional Intelligence:
Components
Component Description
Perceive emotion
Recognize emotions in faces,
music and stories
Understand emotion
Predict emotions, how they
change and blend
Manage emotion
Express emotions in different
situations
Use emotion
Utilize emotions to adapt or be
creative

AnimalI.Q.
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Use your brain #2
• You are participating in a race. If you
overtake the last person, then you
are...?
• Answer: If you answered that you are
second to last, then you are wrong
again. Tell me, how can you overtake
the LAST person?

AnimalI.Q.
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Intelligence Theories Review: Who Said
It?
1. “If I know you're very good in music, I can predict with just
about zero accuracy whether you're going to be good or bad in
other things.”
2. “Intelligence means a particular quantity derived from
statistical operations. Under certain conditions the score of a
person at a mental test can be divided into two factors, one of
which is always the same in all tests…”
3. “We define intelligence as the subset of social intelligence that
involves the ability to monitor one's own and others' feelings
and emotions, to discriminate among them and to use this
information to guide one's thinking and actions.”
4. “Well, first of all, we did lots of studies where we show practical
intelligence doesn't correlate with G. We have probably two
dozen studies that practical intelligence better predicts job
success than IQ.”
22

Learning Goal:
1: What arguments support intelligence as one general mental ability, and what arguments support the
idea of multiple distinct abilities?
2: How do Gardner’s and Sternberg’s theories of multiple intelligences differ?
3: What makes up emotional intelligence?
23
4.0
Expert
I can teach someone else about about general mental
ability, emotional intelligence and intelligence theories. In
3.0
Proficient
I can analyze general mental ability, emotional
intelligence and intelligence theories, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with general mental ability,
emotional intelligence and intelligence theories, but need
1.0
Beginning

Section 2 Intelligence Findings
• Learning Goals:
4: To what extent is intelligence related to brain anatomy and neural processing
speed?
24
4.0
Expert
I can teach someone else about the relationship
between neural processing and brain anatomy.
In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze about the relationship between
neural processing and brain anatomy, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated about the
relationship between neural processing and brain
anatomy, but need to review this concept more.
1.0
Beginning

AnimalI.Q.
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Is Intelligence Neurologically
Measurable?
Recent Studies indicate some correlation (about +.33)
between brain size and intelligence. As brain size decreases
with age, scores on verbal intelligence tests also decrease.
Gray matter volume is above average in people with high intelligence.

AnimalI.Q.
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Intelligence & the Brain
• Brain Anatomy
– Small positive correlation between
brain size and IQ
– Brain size decreases with age as does
verbal intelligence
• Brain Function
– Frontal Lobe contains workspace for
organizing information
• Perceptual Speed ★
– Those who perceive quickly tend to
score higher on intelligence tests
• Neurological Speed ★
– Those who score high on intelligence
tests tend to have faster brain
response times
26
Example Reaction
Time Test for
Intelligence
How many green X’s?
X
X
X
V
F
V
V
F
V
V

AnimalI.Q.
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Einstein’s Brain

AnimalI.Q.
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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.
People with higher intelligence respond correctly and quickly to
the above question.

AnimalI.Q.
GardnerIntelligence
Intelligence & Creativity
• Creativity is…
– The ability to produce original and
valuable ideas
– More divergent thinking (generating
multiple solutions to a problem
– Little correlation with intelligence past
120
– Stems from frontal lobe
• Components of Creativity
– Expertise ★
– Imaginative Thinking
– Adventuresome Personality ★
– Intrinsic Motivation ★
– Creative Environment (Think Google)
• Bottom Line
– Creativity & Intelligence are not linked
29
2 minutes:
Think of as
many uses for
a paperclip as
you can

AnimalI.Q.
GardnerIntelligence
Critical Thinking…
• Many schools subscribe to the idea that perceptual and
neurological speed are indicative of intelligence. These
schools assess students with timed tests, and students who
are identified as requiring special education are given extended
time for taking tests. This type of practice implicitly
communicates that schools equate processing speed with
intelligence.
• Do you think these practices are helpful or harmful to learning?

Learning Goal:
4: To what extent is intelligence related to brain anatomy and neural processing
speed?
31
4.0
Expert
I can teach someone else about the relationship
between neural processing and brain anatomy.
In addition to 3.0 , I can demonstrate
taught
3.0
Proficient
I can analyze about the relationship between
neural processing and brain anatomy, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated about the
relationship between neural processing and brain
anatomy, but need to review this concept more.
1.0
Beginning

Section 3 Assessing Intelligence and Modern
Intelligence• Learning Goals:
5: When and why were intelligence tests created?
32
4.0
Expert
I can teach someone else about with when and
how intelligence tests created. , In addition to 3.0 ,
I can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can explain how with when and how intelligence
tests created with no major errors or omissions.
2.0
Developing
I can identify terms associated with when and how
intelligence tests created, but need to review this
concept more.
1.0
Beginning

AnimalI.Q.
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History of Intelligence Testing
• Sir Francis Galton
– Father of Behavior Genetics (coined term nature/nurture)
– First to document theories of intelligence through inheritance
• Alfred Binet & Theodore Simon ★
– Designed a test to identify student’s reasoning abilities and
place them into appropriate classes
– Measured “mental age” through reasoning abilities
• Lewis Terman ★
– Stanford Professor who modified Binet’s Test for American
Students (1916)
– Created the Stanford-Binet Intelligence Test to study people
of gifted level intelligence
– Believed in Eugenics and want people tested for reproductive
purposes
• William Stern★
– Coined the Term Intelligence Quotient (IQ)
– Formula: Mental Age/Chronological Age (x) 100
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AnimalI.Q.
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How do we Assess Intelligence?
• Alfred Binet and
Theodore Simon set out
to figure out a concept
called a mental age
(what a person of a
particular age should
know).
• They discovered that by
discovering someone’s
mental age they can
predict future
performance.
• Hoped they could use
test to help children,

AnimalI.Q.
GardnerIntelligence
Origins of Intelligence
Testing
 Mental Age
 a measure of intelligence test
performance devised by Binet
 chronological age that most
typically corresponds to a given
level of performance
 child who does as well as the
average 8-year-old is said to have
a mental age of 8

AnimalI.Q.
GardnerIntelligence
Origins of Intelligence
Testing
 Intelligence Quotient (IQ)
 defined originally the ratio of
mental age (ma) to chronological
age (ca) multiplied by 100
 IQ = ma/ca x 100)
 on contemporary tests, the
average performance for a
given age is assigned a score of
100

AnimalI.Q.
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Terman and his IQ Test
• Used Binet’s
research to
construct the
modern day IQ test
called the
Stanford-Binet
Test.
• IQ=Mental
age/Chronological
age X 100.
• A 8 year old has a
mental age of 10,
what is her IQ?
• A 12 year old has
the mental age of
9, what is his IQ?
• A boy has the
mental age of 10
and an IQ of 200,
how old is he?

AnimalI.Q.
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SBIQ

AnimalI.Q.
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Problems with the IQ Formula
• It does not really work well on adults, why?
then his IQ would be 50!!!!!!
If a 60 year old man
does as well as an average 30 year old
That makes no sense!!!!!

AnimalI.Q.
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Types of Tests
Aptitude
• Measure ability or
potential. (like SAT)
Achievement
• Tests that measure
what you have learned
(Like the AP Psych
Test)

AnimalI.Q.
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Modern Intelligence Tests
• Stanford-Binet Intelligence Test
– Originally adapted by Lewis Terman
– In its 5th
revision and still in use today
• Army Alpha Test
– First developed during World War I by Robert Yerkes
– Considered the first mass distributed intelligence test
• Wechsler Intelligence Tests ★
– Wechsler Adult Intelligence Scale (WAIS) and WISC
– Subscales in include verbal and performance assessments
• Wonderlic Cognitive Abilities Test
– 12 minutes, 50 questions
– Short Business IQ tests that correlate well with intelligence
– Also used to scout NFL draft picks
• Internet IQ Tests
– Mensa.org
– Not good predictors of IQ
41

AnimalI.Q.
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Modern Tests of Mental
Abilities
• Wechsler Adult
Intelligence Scale
(WAIS) consists of
11 subtests and
cues us in to
strengths by
using…..
Factor
Analysis

AnimalI.Q.
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Wechsler Tests
• More common way
to give IQ
tests….does not use
the formula but
uses the same
scoring system.
• WAIS
• WISC
• WPPSI

AnimalI.Q.
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Assessing Intelligence: Sample
Items from the WAIS
From Thorndike and Hagen, 1977
VERBAL
General Information
Similarities
Arithmetic Reasoning
Vocabulary
Comprehension
Digit Span
PERFORMANCE
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Digit-Symbol Substitution

AnimalI.Q.
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Wechler Adult Intelligence Scale

Army Alpha Test Sample (Yerkes)
1. A company advanced 6 miles and retreated 2 miles. How far was it then from its first
position?
2. A dealer bought some mules for $1,200. He sold them for $1,500, making $50 on each mule.
How many mules were there?
3. Thermometers are useful because
A. They regulate temperature
B. They tell us how warm it is
C. They contain mercury
4. A machine gun is more deadly than a rifle, because it
A. Was invented more recently
B. Fires more rapidly
C. Can be used with less training
5. For these next two items, examinees first had to unscramble the words to form a sentence,
and then indicate if the sentence was true or false.
a. happy is man sick always a
b. day it snow does every not
6. The next two items required examinees to determine the next two numbers in each
sequence.
a. 3 4 5 6 7 8
b. 18 14 17 13 16 12
7. A portion of the Army Alpha required examinees to solve analogies.
a. shoe — foot. hat — kitten, head, knife, penny
b. eye — head. window — key, floor, room, door
8. In these next two examples, examinees were required to complete the sentence by selecting
one of the four possible answers.
a. The apple grows on a shrub, vine, bush, tree
b. Denim is a dance, food, fabric, drink
46

AnimalI.Q.
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Sample Intelligence Test Questions
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AnimalI.Q.
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Quick Section Assessment
1. According to the Stanford-Binet formula for an intelligence
quotient (IQ), the IQ of a ten-year-old child with a mental age of
eight and a half years is
A. 85
B. 95
C. 100
D. 105
E. 115
2. Alfred Binet’s efforts to measure intelligence were directed at
A. Testing the worth of various theoretical definitions
B. Operationally defining one theory of intelligence
C. Predicting children’s success in school
D. Selecting workers for successful job performance
E. Establishing the learning potential of French military recruits
49

Learning Goal:
5: When and why were intelligence tests created?
50
4.0
Expert
I can teach someone else about with when and
how intelligence tests created. , In addition to 3.0 ,
I can demonstrate applications and inferences
3.0
Proficient
I can explain how with when and how intelligence
tests created with no major errors or omissions.
2.0
Developing
I can identify terms associated with when and how
intelligence tests created, but need to review this
concept more.
1.0
Beginning

Section 4 Principles of Test
Construction• Learning Goals:
6: What’s the difference between aptitude and achievement tests, and how can
we develop and evaluate them?
51
4.0
Expert
I can teach someone else about, the difference
between aptitude and achievement tests, In addition to
3.0 , I can demonstrate applications and inferences
3.0
Proficient
I can explain, the difference between aptitude and
achievement tests with no major errors or omissions.
2.0
Developing
I can identify terms associated the difference between
aptitude and achievement tests, but need to review this
concept more.
1.0
Beginning

AnimalI.Q.
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Aptitude vs. Achievement Testing
• Aptitude Test ★
– Predict a New Skill
– Most predictive of aptitude of
elementary school age
children
• Achievement Test ★
– Measures what has been
learned
– Example: AP Psychology Test
The SAT: Aptitude or
Achievement?
52

AnimalI.Q.
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Basic Principles of Test Construction
• Standardization of Tests
– Making sure everyone administers the test in
the same way to make it fair.
– ‘Norming’ the Test ★
• Defining scores based on a pretested group
(compare scores)
• Has to be done every few years to keep scores valid
• Normal Distribution ★
– The Bell Curve or Normal Curve
– 68% of people fall between -1 and +1 standard
deviations of the mean
– 95% of people fall between -2 and +2 standard
deviations of the mean
53

AnimalI.Q.
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Normal “Bell” Curve
54
Z-Score or standard deviationZ-Score or standard deviation
Sammi’s intelligence score is one standard deviation above the mean.
Approximately what percent of people did Sammi out-score on his intelligence test?

AnimalI.Q.
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The Flynn Effect
The Flynn effect is the substantial and long-sustained increase in both fluid
and crystallized intelligence test scores measured in many parts of the
world from roughly 1930 to the present day

AnimalI.Q.
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The Flynn Effect

AnimalI.Q.
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Principles of Test ConstructionPrinciples of Test Construction
• Reliability
– Are the scores consistent?
– Split-Half Reliability: Dividing the
test into two equal halves
(odds/evens) and assessing how
consistent the scores are.
– Test-Retest Reliability: Take the
test one day and then take it
again a few weeks later to
compare the scores.
– Inter-rater Reliability: Two people
observing the same behavior
should score it the same way
57

AnimalI.Q.
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• Validity: Does the test
measure what it is suppose
to?
– Achievement/Classroom Tests
• Content Validity:
– Does the exam actually test what it is
suppose to?
– Example: A poorly designed physics
test has questions on it that were not
covered in class or by the textbook.
• Face Validity:
– On the surface, does the test appear
to measure the subject matter
58

AnimalI.Q.
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Validity: Does the test measure what it is
suppose to?
–Aptitude/Psychological Measures
• Criterion-Related/Predictive Validity:
– Refers to the function of a test in predicting/relating to
a particular behavior
– Example: An aptitude test designed to predict if a
person will be a good pilot should correlate to pilot
performance scores
• Construct Validity:
– When measuring a construct like personality you
should correlate your results with a variety of different
measures to eliminate or confirm it works.
59

AnimalI.Q.
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Construct Validity ExampleConstruct Validity Example
60
Newly
Developed
Extraversion
Test
Social Introversion on MMPI
Social Discomfort Scale
Sociability Scale on the CPI
Intelligence Score on Wonderlic
Outgoingness scale on the MPI
-.73
-.82
+.78
+.91
-.03

AnimalI.Q.
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I.Q.
UNRELIABLE &
INVALID
Visualizing Reliability & Validity
I.Q.
RELIABLE &
VALID
I.Q.
RELIABLE
BUT INVALID

AnimalI.Q.
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Section Assessment
1. A test that is labeled an achievement test is most likely to be
given to
A. predict an individual’s ability to succeed in a particular job
B. allow a student to be exempted from a college course
C. assess the mental age of a gifted eight-year-old
D. determine whether a person is an extrovert or an introvert
E. investigate an individual’s cognitive style
2. The performance of the group on which an IQ test is
standardized sets the
A. method of administration most suitable for the test
B. extent to which IQ is determined by environment
C. criteria for the diagnostic significance of intelligence
D. degree of validity of the IQ test
E. norms against which performance of later test takers can be
evaluated
62

AnimalI.Q.
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Section Assessment
In a normal distribution of a standardized
test, the mean is 85 with a standard
deviation of 10. Daria scores in the 98th
percentile. What is the approximate score
Daria received?
A)85
B)75
C)100
D)105
E)115
63

AnimalI.Q.
GardnerIntelligence
Section Assessment
1. All of the following are reasons for requiring clearly specified
procedures for the administration and scoring of assessment measures,
such as standardized tests, EXCEPT to
A. allow comparisons among scores of various test takers
B. reduce the possible effects of extraneous variables on scores
C. increase the reliability and validity of the test scores
D. decrease the amount of time needed to administer the test
E. increase the objectivity of the score procedures used
2. In a normal distribution, approximately what percent of the scores
occur within one standard deviation above and below the mean?
A. 5%
B. 16%
C. 33%
D. 68%
E. 97%
64

Learning Goal:
6: What’s the difference between aptitude and achievement tests, and how can we
develop and evaluate them?
65
4.0
Expert
I can teach someone else about, the difference
between aptitude and achievement tests, In addition to
3.0 , I can demonstrate applications and inferences
3.0
Proficient
I can explain, the difference between aptitude and
achievement tests with no major errors or omissions.
2.0
Developing
I can identify terms associated the difference between
aptitude and achievement tests, but need to review this
concept more.
1.0
Beginning

Section 5: The Dynamics of Intelligence
• Learning Goals:
– 7: How stable are intelligence scores over the life span?
– 8: What are the traits of those at the low and high intelligence extremes?
66
4.0
Expert
I can teach someone else about the stability of
intelligence scores over the life span In
addition to 3.0 , I can demonstrate
taught
3.0
Proficient
I can explain, the stability of intelligence scores
over the life span) with no major errors or
omissions.
2.0
Developing
I can identify terms associated the stability of
intelligence scores over the life span, but need
1.0
Beginning

AnimalI.Q.
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Does Intelligence Change Over Time?
By age 3, a child’s
IQ can predict
adolescent IQ
scores.
Depends on the type
of intelligence,
crystallized or fluid.

AnimalI.Q.
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Intelligence: Stability vs. Change
• About age 7 intelligence stabilizes
• Habituation at age 2-7 months is an
early sign of intelligence
• Early readers tend to have higher
intelligence (early talkers do not)
• Scottish Longitudinal Study shows
that intelligence at age 11 still
correlates at age 77 (r = +.66)
• Flynn Effect Reasons:
– Increase in education
– Increase in technology
– Better nutrition
– Smaller family sizes (increased
individual attention)
68

Figure 62.1 Cross-sectional versus longitudinal testing of intelligence at various ages
David G. Myers: Myers’ Psychology for AP®
, Second Edition
Copyright © 2014 by Worth Publishers

AnimalI.Q.
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Extreme Intelligences: Low End
• Mental Retardation/Intellectual Disability
– IQ of 70 or below
– AND difficulty adapting to normal
life
– About 75% are caused by
environmental influences ( FAS,
Teratogens)
– Most are Male
73
Because of the Flynn
Effect more people are
diagnosed as mentally
retarded, but more can
lead productive lives

AnimalI.Q.
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Extreme Intelligences: Low End

AnimalI.Q.
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The Dynamics of Intelligence

AnimalI.Q.
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Willowbrook 

AnimalI.Q.
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Current Serbian Institutions 

AnimalI.Q.
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Extreme Intelligences High End
• Gifted Intelligence (130 or above)
– Terman’s Longitudinal Study
• 1500 with IQ of 150 (Average)
• Well Adjusted
• Emotionally Stable
• Socially Mature
• Better Health
• Above average success in career
– Ellen’s Winner Study
• 180 or above
• Socially isolated
• Emotional issues
78
Sho Yano
Aced SATs at age 8
Graduated College age 12,
Doctor at age 21

AnimalI.Q.
GardnerIntelligence
Extreme Intelligences High End

Learning Goal:
– 7: How stable are intelligence scores over the life span?
– 8: What are the traits of those at the low and high intelligence extremes?
81
4.0
Expert
I can teach someone else about the stability of
intelligence scores over the life span In
addition to 3.0 , I can demonstrate
taught
3.0
Proficient
I can explain, the stability of intelligence scores
over the life span) with no major errors or
omissions.
2.0
Developing
I can identify terms associated the stability of
intelligence scores over the life span, but need
1.0
Beginning

Section 6 Genetic and Environmental
Influence on Intelligence• Learning Goals:
9: What does evidence reveal about hereditary and environmental influences on
intelligence?
82
4.0
Expert
I can teach someone else about what evidence reveals
about hereditary and environmental influences on
intelligence. In addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can explain, what evidence reveals about hereditary and
environmental influences on intelligence with no major
errors or omissions.
2.0
Developing
I can identify terms associated with what evidence reveals
intelligence, but need to review this concept more.
1.0
Beginning

AnimalI.Q.
GardnerIntelligence
Genetic and Environmental Influences on
Intelligence
No other topic in psychology is so passionately followed as
the one that asks the question, “Is intelligence due to
genetics or environment?”

AnimalI.Q.
GardnerIntelligence
Genetic Influences
 Heritability
 the proportion of variation among
individuals that we can attribute to genes
 variability depends on range of populations
and environments studied

AnimalI.Q.
GardnerIntelligence
Heritability

AnimalI.Q.
GardnerIntelligence
Adoption Studies
Adopted children show a marginal correlation in verbal ability to their
adopted parents.
They show a strong positive correlation in verbal ability to their biological
parents.

AnimalI.Q.
GardnerIntelligence
Environmental Influences in Intelligence
• Identical twins raised apart are slightly
less correlated in their intelligence
scores
• Fraternal twins have more correlated
scores than ordinary siblings
• Intelligence scores rise in the fall
months and decline in the summer
months
93

AnimalI.Q.
GardnerIntelligence
Schooling Effects
Schooling is an experience that pays dividends, which is reflected in
intelligence scores. Increased schooling correlates with higher
intelligence scores.
To increase readiness for schoolwork,
projects like Head Start facilitate leaning.

AnimalI.Q.
GardnerIntelligence
Early Intervention Effects
Early neglect from caregivers leads children to develop a lack of
personal control over the environment, and it impoverishes their
intelligence.
Early childhood neglect correlates with lower intelligence scores
Romanian orphans with minimal
human interaction are delayed in their development.

AnimalI.Q.
GardnerIntelligence
Neglect on Intelligence: Genie Wiley 

Learning Goal:
9: What does evidence reveal about hereditary and environmental influences on
intelligence?
97
4.0
Expert
I can teach someone else about what evidence reveals
intelligence. In addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can explain, what evidence reveals about hereditary and
environmental influences on intelligence with no major
errors or omissions.
2.0
Developing
I can identify terms associated with what evidence reveals
intelligence, but need to review this concept more.
1.0
Beginning

Section 7 Gender and Cultural
Differences and Testing Bias• Learning Goals:
10: How and why do gender and racial groups differ in mental ability scores?
98
4.0
Expert
I can teach someone else about how and why gender
and racial groups differ in mental ability scores. In
3.0
Proficient
I can explain, how and why gender and racial groups
differ in mental ability scores with no major errors or
omissions.
2.0
Developing
I can identify terms associated how and why gender
and racial groups differ in mental ability scores, but
need to review this concept more.
1.0
Beginning

AnimalI.Q.
GardnerIntelligence
The differences between men and women as they relate to
intelligence
1. Girls are better spellers
2. Girls are verbally fluent and have large vocabularies
3. Girls are better at locating objects
4. Girls are more sensitive to touch, taste, and color
5. Boys outnumber girls in counts of underachievement
6. Boys outperform at math problem solving, but under perform at math
computation
7. Women detect emotions more easily than men do
99
* Testosterone in the womb may increase visual spatial skills (like playing chess)

AnimalI.Q.
GardnerIntelligence
Ethnic Similarities and Differences
1. Racial groups differ in their average
intelligence scores.
2. High-scoring people (and groups) are more
likely to attain high levels of education and
income.
To discuss this issue we begin with two disturbing
but agreed upon facts:

AnimalI.Q.
GardnerIntelligence
Racial (Group) Differences
If we look at racial differences, white Americans score higher
in average intelligence than black Americans (Avery and
others, 1994). European New Zealanders score higher than
native New Zealanders (Braden, 1994).
White-Americans Black-Americans
Average IQ = 100 Average IQ = 85
Hispanic Americans

AnimalI.Q.
GardnerIntelligence
Environmental Effects
Differences in intelligence among these groups are largely
environmental, as if one environment is more fertile in
developing these abilities than another.

AnimalI.Q.
GardnerIntelligence
Reasons Why Environment Affects
Intelligence
1. Races are remarkably alike genetically.
2. Race is a social category.
3. Asian students outperform North American
students on math achievement and aptitude tests.
4. Today’s better prepared populations would
outperform populations of the 1930s on intelligence
tests.
5. White and black infants tend to score equally well
on tests predicting future intelligence.
6. Different ethnic groups have experienced periods of
remarkable achievement in different eras.

AnimalI.Q.
GardnerIntelligence
More possible explanations for why different ethnic groups
average different intelligence scores.
• Why do Asians outperform Whites
on math and aptitude tests?
• Why do Blacks, Native Americans
and Hispanics have slightly lower
intelligence scores than Whites?
– Reason # 1: Genetics and
Heritability
– Reason # 2: Socioeconomics
Disadvantage
– Reason # 3: Stereotype
Threat/Vulnerability
– Reason # 4: IQ Tests are Culturally
Bias
104
Why do we have
such stereotypes?

AnimalI.Q.
GardnerIntelligence
Reason # 1: Genetic and Heritability Components
• Some argue that the heritability of intelligence is about
60-80%, meaning that the variation of intelligence from
one person to another is more likely due to genetics
– This DOES NOT mean that you inherit 60-80% of your
intelligence from your parents!!!
– Some researchers see this to mean that genetics among
groups (like Blacks and Hispanics) play a role in
determining intelligence scores.
• HOWEVER-:
– Race is much more a social category and not biological
– White and black infants tend to score equally well on tests
predicting future intelligence.
– People raised in similar environments tend to have similar
test scores
105
Possible explanations for why different ethnic groups

AnimalI.Q.
GardnerIntelligence

AnimalI.Q.
GardnerIntelligence
Reason # 2: Socioeconomics Disadvantages
• People who grow up in poorer
communities tend to:
– Have lesser nutrition and
doctor’s visits
– Have larger family sizes
– Be from single-parent
households
– Are exposed to fewer books
– Have less privacy to
concentrate on studying
– Attend poorer-quality schools
– May be influenced by crime and
drugs
107

AnimalI.Q.
GardnerIntelligence
Reason # 3: Stereotype Threat/Vulnerability
• A stereotype threat is a self-confirming concern that
one will be evaluated based on a negative stereotype
• This phenomenon appears in some instances in
intelligence testing among African-Americans and
among women of all colors.
108

AnimalI.Q.
GardnerIntelligence
Reason # 4: Culturally Biased IQ Testing
• Who creates most IQ tests? - Whites
• Do IQ tests measure knowledge more
than ability?
• Are questions culturally specific?- Think
of the WWI IQ test…
– Cup & Saucer, “L, el and ell”
• Hungarians and Italian immigrants of the
early 1900’s were seen as feeble-minded
because of low IQ test scores.
• Today’s tests are seen as unbiased
because they put more emphasis of
ability and are given in a variety of
languages
• How would you design a culturally
nonbiased test?
109
An example of
a culturally fair
IQ test
question

AnimalI.Q.
GardnerIntelligence
Section Assessment
Research on stereotype threat indicates
that students might not do as well as
they can on a test if:
A. they are informed that people of their ethnicity, age,
or gender usually do not perform well on the test
B. the group taking the test is not ethnically diverse
C. they are forced to take a test that is know to have low
test-retest reliability
D. other students perceive them to be of a minority
ethnic group
E. the test does not have standardized administration of
scoring procedures
110

Learning Goal:
10: How and why do gender and racial groups differ in mental ability scores?
111
4.0
Expert
I can teach someone else about how and why gender
and racial groups differ in mental ability scores. In
3.0
Proficient
I can explain, how and why gender and racial groups
differ in mental ability scoreswith no major errors or
omissions.
2.0
Developing
I can identify terms associated how and why gender
and racial groups differ in mental ability scores, but
need to review this concept more.
1.0
Beginning

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