PSY 101 1st Edition Lecture 16 Outline of Last Lecture I Language Outline of Current Lecture II Intelligence Current Lecture intelligence is functional it solves problems must be defined relative to a context and a set of problems one definition the application of cognitive skills and knowledge to learn solve problems and obtain ends that are valued by an individual or culture Gardner staying in school can elevate IQ IQ is related to breast feeding IQ is correlated with head size IQ is going up approaches to intelligence 1 the psychometric approach aka factor analytic approach start by measuring lots of stuff see what correlates Spearman believed that intelligence was primarily one thing Thurstone believed that it was primarily multiple things ie word fluency verbal comprehension spatial ability perceptual speed evidence for g people who tend to perform well on one measure of intelligence also perform well on others evidence for s Savant Syndrome condition in which a person otherwise limited in mental ability has an amazing specific skill ie computation drawing video with Rex blind autistic child who can play piano 2 multiple intelligences 7 of them Howard Gardner linguistic logical mathematical spatial musical body kinesthetic spatial intra personal self understanding inter personal social skills naturalistic understanding patterns in the world don t need to memorize this list 3 the information processing approach intelligence is like having a fast chip smart people s brains DO work faster but correlations with g are modest around 3 How is intelligence measured depends on WHY you want to measure it Alfred Binet wanted to find children who needed special help developed tests of children s mental age MA Lewis Terman believed intelligence was inborn wanted to track gifted children IQ MA CA x100 MA mental age CA chronological age David Wechsler wanted to minimize language culture biases added non verbal subtests wanted to sort adults MA CA doesn t work mental age doesn t keep going up like chronological age does shift to relative position on the bell curve compare based on everyone else of that age assessing intelligence reliability the extent to which a test yields consistent results assessed by consistency of scores on two halves of the test alternate forms of the test and retesting the same individual validity the extent to which a test measures or predicts what it is suppose to content validity the extent to which a test samples the behavior that is of interest example driving test that samples driving tasks convergent validity the extent to which a test correlates with other similar tests example does the Stanford Binet test correlate strongly with the WAIS criterion behavior such as college grades that a test such as the SAT is designed to predict the measure used in defining whether the test has predictive validity predictive criterion validity success with which a test predicts the behavior it is designed to predict assessed by computing the correlation between test scores and the criterion behavior
View Full Document
Unlocking...