Warm-up In your group Summarize the following theories.

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Warm-upIn your group Summarize the following
theories.

• Spearman Two-Factor Theory
• Sternberg Triarchic Mind Theory

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Spearman Two-Factor Theory

• A person's capacity for complex work.
• "g" (general) intelligence, which fuels several
  "s" (specific) factors or abilities in different
  areas.
• He believed that everyone possesses a certain
  level of "g," a generalized abstract reasoning
  ability, or measure of neural processing speed.
• Being able to grasp the relationship between a
  pair of words, or being able to see what a
  geometric pattern would look like upside down
  would take a large measure of "g." Specific
  factors, "s," require an amount of "g."

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Sternberg Triarchic Mind Theory

• He discussed three different facets of
  intelligence Analytical, Creative and Practical.
• Analytical intelligence deals with how you relate
  to your internal world as measured by academic
  tests.
• Creative intelligence deals with how your relate
  to the external world. It involves insight and
  your ability to react to new situations, using
  what you know from past situations.
• Practical intelligence relates to your "street
  smarts" and is the ability to grasp and solve
  real-life problems

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The Howard Gardner Theory of Multiple
Intelligences

• Two of these intelligences, the mathematical and
  linguistic, measure abilities that the "g" factor
  traditionally talk about and are the ones
  measured on most standardized intelligence tests.
• In addition, Gardner identified musical, spatial,
  bodily kinesthetic, intrapersonal (understanding
  yourself), interpersonal (relationships with
  others), and naturalistic (understanding the
  natural environment) intelligences.

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Emotional IQ

• Peter Salovey is one of the individuals who
  developed the idea of emotional intelligence
  the ability to successfully navigate social
  situation and regulate emotions.
• Self-Knowledge (knowing your own emotions)
• Self-Management (managing your own emotions)
• Motivation
• Empathy (recognising emotions in others)
• Handling relationships

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Cattell

• IQ is Crystalized Intelligence What we've
  learned remains the same.
• We also must consider
• Fluid Intelligence Applying knowledge to new
  situations. Tends to decline as we age.

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SummaryMatch the scientists with concepts..

• Charles Spearman
• Howard Gardner
• Alfred Binet
• Robert Sternberg
• Peter Salovey

• analytical, creative, and practical
• eight multiple IQs
• emotional intelligence
• g factor
• first real intelligence test

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• Mental Retardation is a disability characterized
  by significant limitations both in intellectual
  functioning and in adaptive behavior as expressed
  in conceptual, social, and practical adaptive
  skills. This disability originates before the age
  of 18. An IQ of 70 score or below. American
  Association on Mental Retardation, United States,
  2002 (AAMR, 2002).

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Traditional Levels of Mental Retardation Based on
IQ

• Mild Mental Retardation
• IQ score in the range of 50-55 to 70
• Moderate Mental Retardation
• IQ score in the range of 35-40 to 50-55
• Severe Mental Retardation
• IQ score in the range of 20-25 to 35-40
• Profound Mental Retardation
• IQ score below 20-25

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AAMR Levels of Support

• Intermittent - Support is not always needed. It
  is provided on an "as needed" basis and is most
  likely to be required at life transitions (e.g.
  moving from school to work).
• Limited - Consistent support is required, though
  not on a daily basis. The support needed is of a
  non-intensive nature.
• Extensive - Regular, daily support is required in
  at least some environments (e.g. daily
  home-living support).
• Pervasive - Daily extensive support, perhaps of a
  life-sustaining nature, is required in multiple
  environments.

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Mental Age, IQ, and Percentiles

• Since the Wechsler IQ test has a distribution
  with a mean score of 100 and a standard deviation
  of 15 points, the scores and percentiles are
  related as follows

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Mental Age

• The original Stanford-Binet intelligence test
  used the concept of "mental age."
• Mental age (MA) refers to the intellectual growth
  of the child as compared to their actual
  chronological age (CA).

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• A child with an MA about equal to their CA was
  considered to be average and on schedule. A child
  with an MA higher than their CA was considered to
  be ahead, and a child with an MA lower than CA
  was considered to be behind. 
• Intelligence quotient (IQ) was determined as the
  mental age divided by the chronological age x
  100, or MA/CA x 100.  For example, an average 12
  year old with an MA of 12 would have a score of
  100 (12/12 x 100 100).

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Summary QuestionDetermining IQ

• Hannah is a 14-year-old with a mental age of 16.
  What is her IQ?
• 100
• 88
• 114
• 140
• 76

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Achievement vs. Aptitude Tests

• determine whether you have learned the relevant
  concepts in a course of study.
• how well you did in comparison to others
• Content validity is the most important component
• AP Exam

• Measure your ability to profit from future
  training
• Measure your general capacity to reason and solve
  problems
• broad spectrum of skills
• IQ, SAT, Career Assessment

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Tests and Learning Disabilities

• In general, achievement tests look at what you've
  already learned, while aptitude tests look at
  your ability to learn or do new things.
• Prior learning may affect someone's score on an
  aptitude test, and people with certain aptitudes
  may do better on an achievement test.
• Learning disabilities, such as reading or math
  disabilities, are diagnosed in part on the basis
  of a large discrepancy between an aptitude test
  and an achievement test. A learning disability
  would be suspected if a student wasn't able to
  master academic content (which would result in a
  low achievement test score) despite having the
  aptitude to do so (IQ test).
• Other factors, such as motivation or personality
  factors, would need to be ruled out before making
  a definitive diagnosis of a learning disability.

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Individual vs. Group Tests of Intelligence

• face-to-face situation
• used to diagnose people suspected of having
  special needs, including giftedness, learning
  disabilities, or mental retardation
• detailed scoring procedures and careful judgment
  on the part of the examiner.

• administered to large numbers of people at the
  same time.
• no need for a trained examiner
• more cost-effective, less time-consuming
• military and educational systems

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Intelligence Tests

• The Wechsler Tests
• a group of three intelligence tests geared to
  different age groups
• Surpassed the Stanford-Binet in popularity, and
  are currently used by many school districts for
  diagnosing children with special needs.
• advances
• differentiation of IQ into verbal and nonverbal
  abilities

• Stanford-Binet test
• determine "normal academic performance."
• adapted from the Binet test the test for American
  schoolchildren
• measures performance in 15 subtests
• the test is both reliable and valid in predicting
  overall academic success, particularly at the two
  extremes of mental retardation and giftedness.

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Personality Inventories The MMPI-2

• Personality inventories such as the Minnesota
  Multiphasic Personality Inventory (or MMPI-2) are
  frequently used to diagnose and treat emotional
  problems.
• also used in nonclinical situations, such as in
  evaluations of suitability for law enforcement
  work.
• 563-item inventory of true-false statements
• It doesn't yield an overall score like an
  intelligence test rather, it yields scores on a
  variety of subscales, such as those measuring
  anxiety, depression or antisocial behavior.
• It also yields scores on subscales used to help
  determine the validity of the administration of
  the test, such as whether the respondent was
  answering the questions honestly versus being
  defensive or exaggerating his or her symptoms.

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Issues and Controversies

• If validity is defined as whether a test measures
  what it is supposed to measure, then how valid
  are IQ tests in general?
• BB King is to blues as Yo Yo Ma is to classical.
  True or false?

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Culture-Free vs. Culture-Fair Intelligence Testing

• Efforts have been made in recent years to reduce
  cultural bias in intelligence tests wherever
  possible. However, attempts to create a
  "culture-free" intelligence test haven't been
  successful mostly because it's impossible to
  separate ourselves from our own culture!
• Most researchers agree that the goal isn't to
  provide a "culture-free" intelligence test, but
  to provide a "culture-fair" intelligence test,
  one that gives members of all cultures an
  opportunity to be successful.
• Stereotype Threat The Work of Claude Steele
• According to Steele, people who have been
  negatively stereotyped often do not perform as
  well in situations where they feel that they are
  being evaluated according to that stereotype.
  That would include performance on standardized
  tests such as the SAT.

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Summary Question

• How does the idea of the stereotype threat relate
  to the ideas of learned helplessness and
  self-fulfilling prophecy?