EPSY 2130 1st Edition Lecture 17 Outline of Last Lecture I. Early Views of IntelligenceII. Questions Regarding IntelligenceIII. Intelligence as AbilityIV. Intelligence as ProcessOutline of Current Lecture V. Measuring Intelligence VI. History of IQVII. Normal CurveVIII.Criticisms of IQIX. Gender DifferencesX. Individual Differences and the LawXI. Learning Disabilities Current LectureMeasuring Intelligence:Intelligence is a collection of abilities -Intelligence Quotients: IQ = Mental Age/Chronological Age x 100 (KNOW THIS)-Individual IQ Tests: administered one-on-one by a trained psychologist (Most valid)-Group IQ Tests: given to whole classes at once, less likely to yield accurate resultsHistory of IQ:French Benet tried to figure out how to identify/help children who had learning challenges. --came up with idea of mental age and the Intelligence Quotient.--originally used in WW2 to see who is capable of being an officer (used to make huge decisions) criticism: don’t make a huge decision on someone based on their IQNormal Curve:68-95-99.7 rule (using standard deviations)These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.Criticisms of IQ Testing: -doesn’t test creativity -doesn’t predict life success, just predicts academic success-Within a normal range, IQ differences doesn’t actually matter-false negativesFlynn Effect: IQ scores rising steadily over decades, so are we getting smarter? (schools are improving, more parents are literate, nutritionGender Differences in Cognitive Abilities:-Girls: better at verbal tasks-Boys: better at mental rotations of objects -scientists agree it’s equal balance nature and nurture Individual Differences and the Law:-Individuals with Disabilities Act (IDEA, 2004)-Requirements for teaching students with disabilities -LRE-IEP: Individualized Education Programs -Rights of students and parents protected by law-Section 504-prevents discrimination of people with disabilities in any federally funded program-Person-First Language (putting the person before the disability)-Zero reject: no students with a disability can be denied a free public education based onwho they are (Know this)Learning Disabilities:-Disorders in one or more of the basic psychological processes involved in understandingor using spoken or written language -May affect listening, speaking, reading, writing, reasoning, or mathematical abilities -Result of central nervous system dysfunction, occur across life span -Students usually benefit from a focus on learning strategy instruction ADHD: -Term used to describe individuals of any age with hyperactivity and attention difficulties -Use of medication to address ADHD is controversial, but currently on the rise -Students benefit from approaches that combine motivational training with instruction in learning and memory strategies and behavior modification Communication Disorders:-include speech impairments (articulation, stuttering, voicing) and oral language disorders-if addressed early, great progress is possibleEmotional and Behavioral Disorders:-students benefit from Applied Behavioral Analysis and teaching of social skills -may also respond to structure and organization in the environment, schedules, activities, and rules Response to Intervention (RTI):an approach to supporting students with learning problems as early as possible, not waiting for years to assess, identify, and plan a program – 3 Tiers (in Georgia we have 4 tiers) -use a strong, well-researched way of teaching all students - if needed, individual receives extra support and additional small-group instruction - lastly, individual receives one-on-one intensive help and perhaps a special needs