Myers’ Psychology for AP* · •Flynn effect. Principles of Test Construction Standardization •Flynn effect. Principles of Test Construction Reliability •Reliability –Scores
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Myers’ Psychology for AP*
David G. Myers
*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.
Click on the any of the above hyperlinks to go to that section in the presentation.
What is Intelligence?
What is Intelligence?
• Intelligence
–Savant syndrome
• Intelligence test
Is Intelligence One General Ability
or Several Specific Abilities?
• Spearman’s General intelligence (g)
–Factor analysis
–Comparison to athleticism
• Thurstone’s counter argument
g
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
• Gardner’s Eight Intelligences– Linguistic
– Logical-mathematical
– Musical
– Spatial
– Bodily-kinesthetic
– Intrapersonal
– Interpersonal
– Naturalist
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
Is Intelligence One General Ability or Several Specific Abilities?
Theories of Multiple Intelligences
• Sternberg’s Three Intelligences
–Analytical (academic problem-
solving intelligence
–Creating intelligence
–Practical intelligence
Comparing Theories of Intelligence
Comparing Theories of Intelligence
Comparing Theories of Intelligence
Comparing Theories of Intelligence
Comparing Theories of Intelligence
Emotional Intelligence
• Emotional intelligence
–Perceive emotions
–Understand emotions
–Manage emotions
–Use emotions for adaptive or
creative thinking
Is Intelligence Neurologically Measurable?
Brain Size and Complexity
• Brain size studies
• Brain complexity studies
–Neural plasticity
–Gray matter
versus
white matter
Is Intelligence Neurologically Measurable?
Brain Function
• Perceptual speed
• Neurological speed
Assessing Intelligence
The Origins of Intelligence Testing
• Francis Galton’s intelligence testing
–Reaction time
–Sensory acuity
–Muscular power
–Body proportions
The Origins of Intelligence TestingAlfred Binet: Predicting School Achievement
• Alfred Binet
–Indentifying French school children
in need of assistance
–Mental age
–Chronological age
The Origins of Intelligence Testing
Lewis Terman: The Innate IQ
• Stanford-Binet Test
–Lewis Terman
–Intelligence quotient (IQ)
• IQ = (mental age/chronological age) X 100
• IQ of 100 is considered average
• World War I testing
Modern Tests of Mental Abilities
• Achievement tests
• Aptitude tests
Modern Tests of Mental Abilities
• Achievement tests
• Aptitude tests
Modern Tests of Mental Abilities
• Wechsler Adult Intelligence Scale
(WAIS)
–Wechsler Intelligence
Scale for Children
(WISC)
Wechler Adult Intelligence Scale
Principles of Test ConstructionStandardization
• Standardization
–Normal curve (bell curve)
Normal Curve
Normal Curve
Normal Curve
Normal Curve
Normal Curve
Normal Curve
Normal Curve
Principles of Test ConstructionStandardization
• Flynn effect
Principles of Test ConstructionStandardization
• Flynn effect
Principles of Test ConstructionReliability
• Reliability
–Scores correlate
–Test-retest reliability
–Split-half reliability
Principles of Test ConstructionValidity
• Validity
–Content validity
• Criterion
–Predictive validity
The Dynamics of Intelligence
Stability or Change?
• Intelligence testing through life
Stability or Change?
• Intelligence testing through life
Extremes of IntelligenceThe Low Extreme
• Intellectual disability
–Mental retardation
–Down syndrome
• 21st chromosome
–Mainstreamed
Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Extremes of IntelligenceClassifications of Intellectual Disability
Level Approximate Intelligence
Scores
Adaptation to Demands of Life
Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills
Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops
Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training
Profound Below 25 Require constant aid and supervision
Extremes of IntelligenceThe High Extreme
• Terman’s study of gifted
• Self-fulfilling prophecy
• Appropriate developmental
placement
–Tracking students
Genetic and Environmental
Influences on Intelligence
Twin and Adoption Studies
• Identical twin studies
–Polygenetic
• Adoptive children
studies
Heritability
• Heritability
Heritability
Heritability
Heritability
Heritability
Heritability
Heritability
Environmental Influences
• Early environmental influences
–Tutored human enrichment
–Targeted training
• Schooling and
intelligence
–Project Head
Start
Group Differences in Intelligence Test Scores
Gender Similarities and Differences
• Spelling
• Verbal ability
• Nonverbal ability
• Sensation
• Emotion-detecting ability
• Math and spatial aptitudes
Group Differences in Intelligence Test Scores
Ethnic Similarities and Differences
• Ethnic similarities
• Ethnic differences
The Question of Bias
• Two meanings of bias
–Popular sense
–Scientific sense
• Test-taker’s expectations
–Stereotype threat
The End
Teacher Information• Types of Files
– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.
• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the
slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal teaching
style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.
Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks
can be identified by the text being underlined and a different color (usually purple).
– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.
These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.
For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.
Teacher Information• Continuity slides
– Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
• By presenting information in small chunks, students will find it easier to process and remember the concepts.
• By continually changing slides, students will stay interested in the presentation.
• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek