PSYCH 2AA3 Lecture Notes - Lecture 6: Standard Deviation, Wechsler Adult Intelligence Scale, Ion
10 Nov 2016
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October 25, 2016
PSYCH 2AA3
Cognitive Development 3: Intelligence
Overview
•What is intelligence
-Intelligence: a very general mental capability that among other things, involves the ability to reason, plan
solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is
not merely book -learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and
deeper capability for comprehending our surroundings, “catching on” “making sense” of things, or “figuring
out” what to do ~ Gottfredson ,1994
•Spearman’s G
•Crystallized vs. Fluid Intelligence
-Fluid Intelligence: ability to analyze novel problems and understanding logic under various conditions
-Crystallized: is what we concretely know
•How is intelligence measured?
-Binet test
-Modern tests
•Distribution of Intelligence Scores
•Correlates of Intelligence Scores
History of Intelligence Testing
Alfred Binet 1857 —1911
•Why test intelligence?
-Identification of children who will need academic support in a nurture debate and supplement them in order
to catch up
Binet’s Test (1905 +)
-Ability to make change
-Distinguish Wood or Glass
-Which of the two weights are heavier
•combined everyday problems with basic reasoning tasks
•what age is a child on average able to solve problem (problem; 5 year old’s difficulty)
•able to create a task to sort out items from easiest to hardest (ages 5 — 12)
Study
1. Series of increasingly difficult tasks
2. Gave children problems to solve 1 on1 in quiet room in order of difficulty
3. What age test can be the last one to be solved identifies your mental age
4. Intelligence coded by comparing mental age with chronological age
•Intelligence Quotient (1912)
-Not use a subtraction method but created a ratio in which mental age should be divided by chronological age
and therefore produces an intelligence quotient.
-lower is areas of concern and higher is impressive therefore creating the standardized IQ testing methods
Modern Intelligence Testing
-Immigrants were tested on Ellis Island in American standardized method in English and therefore rejected
-Blacks vs White’s where Black people had not access to education
•Used the Stanford-Binet Test (covers children from 2-10 years old), WPPSI, and WISC
-Weschler Preschool and Primary Scale
-Weschler Intelligence Scale for Children
•WISC has 15 subtests assessing performance in 4 areas
•Crystallized Intelligence (5 subtests)
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Intelligence: a very general mental capability that among other things, involves the ability to reason, plan solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book -learning, a narrow academic skill, or test-taking smarts. Rather, it re ects a broader and deeper capability for comprehending our surroundings, catching on making sense of things, or guring out what to do ~ gottfredson ,1994: spearman"s g, crystallized vs. fluid intelligence. Fluid intelligence: ability to analyze novel problems and understanding logic under various conditions. Modern tests: distribution of intelligence scores, correlates of intelligence scores. Identi cation of children who will need academic support in a nurture debate and supplement them in order to catch up. Study: series of increasingly dif cult tasks, gave children problems to solve 1 on1 in quiet room in order of dif culty, what age test can be the last one to be solved identi es your mental age.
