Treating Insomnia:Why not just dream the latent content?Econ Psyc 1st EditionExam # 3 Study Guide Lectures: 17 - 24Lecture 17 (March 13)Is Intelligence a single characteristic or several components?Single characteristic view: Spearman’s studiesG Factor (general factor): A primary intelligence factor that underlies all specific mental abilitiesPoints:  Found people who score high on one subtest of intelligence typically score high on all subtests. Performance on all these tasks (math, verbal) depends on this primary factorSeveral components:1. Gardner’s theory of multiple intelligence People do not have one general intelligence, but rather multiple intelligencesPoints:  Each is independent of the others We need to assess/understand all types of intelligence to get the big pictureEx: The savant syndrome – Someone who is extremely good at one particular task but not good at anything else Olympic athletes – Trained their bodies to do amazing things (bodily intelligence)Types of intelligence (what career?)Linguistic Spatial-Poet -ArchitectLogic/Math Interpersonal-Scientist -PoliticianMusical Intrapersonal-Singer -TherapistBodily Naturalist-Athlete -FarmerSeveral Components:2. Sternberg’s Triarchic Theory of IntelligenceIntelligence falls into 3 classes:a) Analytical intelligence Ability to think critically, analyticallyEx: Good students, professors, scientistsb) Creative intelligence Insight, ability to form new ideasEx: Inventors, musiciansc) Practical intelligence Street smarts, solving everyday life problemsEx: Business owners, con artists Several components:3. Emotional intelligence (vs. Academic Intelligence)Def: A cluster of traits relating to the emotional side of life. Our abilities to perceive, understand and express emotions.Four components: Must know one’s own emotions and how to manage them Must recognize emotions in others and respond Must be able to handle relationships well Must be able to motivate oneself, optimisticallyMEASURING INTELLIGENCEHistory:IQ (Intelligence quotient)Alfred Binet: first person to measure intelligenceChronological age – Actual ageMental age – Average level of performance on an intelligence test for someone of a particular ageIQ = Mental ageX 100Chronological ageAverage score = 100EX: 9 year old performing as a 9 year old: 9/9 x 100 = 100 11 year old performing as a 9 year old: 9/11 x 100 = 81 7 year old performing as a 9 year old: 9/7 x 100 = 128Problems:1. 40 year old performing as a 20 year olda. 20/40 x 100 = 50 IQ2. Tests were mostly verbalLecture 18 (March 23)Modern Measures (2 basic types): Aptitude tests Used to predict future performance, ability to learn (WAIS, WISC) Achievement tests Used to measure what you have already learnedExamples:1. Wechsler tests of intelligence Wechsler Adult Intelligence Score (WAIS) Wechsler Intelligence Score for Children (WISC)Used to measure higher intelligence or determine if child has learning disabiltyGeneral components measured by lots of subtests: Verbal component Performance (non-verbal) componentPoints: You get two component scores and one overall score Differences between component scores can illuminate learning disabilities2. Millers Analogies TestAnalogies: measure ability to perceive relationshipsCREATIVITY AND INTELLIGENCEName a famous person HIGH in CREATIVITY Steven Spielberg Steve Jobs JK Roland’s Eddie Murphy Beetles  All these examples produce something NEW5 Components of creativity:Name as many used as you can for a paper clip: Over 12 used in 1 minute? → You are creative!1. Expertise – Knowing a lot about a particular subject2. Imaginative thinking skills – Visualizing an invention from an experience3. Venturesome personality – Take risks4. Intrinsic Motivation – Motivated from the pure joy within themselves.5. A creative environment – Where you are surrounded by a supportive creative environmentCONSTRUCTING INTELLIGENCE TESTSFor a test to be valid it must meet 3 crucial requirements:1. Standardization Give the test to a large group of people (1,000s) Look at the mean score and the distribution of scoreso Normal Curve Most scores in the middle of the distribution Fewer scores at either extreme2. ReliabilityThe test must yield the same scores each time it is given to the same quantity. Split half Reliability Test retest Reliability3. ValidityThe test has to measure what it claims to be measuring Content validity- Does the test contain questions that directly assess the relevant behavior? Predictive validity- Can it predict what it is supposed to predict?Lecture 19 (March 25)THE EXTREMES OF INTELLIGENCEMental retardation - Low extreme: intellectual functioning that is considerably below average AND Difficulty in meeting demands of everyday life  About 1% of the population More males than females (it could possibly be a genetic disposition)4 Categories of Mental Retardation:Mild (IQ 55-69) 6th grade  Can support oneself (hold job)Moderate (40-54) 2nd grade level Can contribute to supporting oneselfSevere (25-39) Can learn to speak Can NOT be trained for a jobProfound (<25) Requires constant supervisionTHE EXTREMES OF INTELLIGENCEIntellectually gifted - High extreme:o Person whose intelligence is far above average (130 or higher)Notes:  These people tend to be very successful in school, occupations, socially, and health wise. But, high intelligence is no guarantee of successAnd, success comes to many people with IQs < 130WHERE DOES INTELLIGENCE COME FROM?NATURE VS. NURTURENature (Heredity)Several lines of research support the view that genes play an important role in human intelligence:o Family relationship and measured IQo Adopted Children studies – Comparing biological parents’ intelligence to adoptive parent’s intelligenceo Gene Studies – There are genes more prevalent in people who possess more intelligence than otherso Identical twins separated at birthNurture (Environnent)Genes are NOT the entire picture. Much research suggests that environmental variables are impt. Too.Flynn effect IQ test performance has steadily risen over the most recent decades. Worldwide effect.Why? (Nurture Issues) Internet/Computers Health/Nutrition More education TelevisionEnvironmental Enrichment/Deprivation Head start programs Huge cognitive difference