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Lecture 19

PSYCH 211: Lecture 19 Notes

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University of Waterloo
Mathieu Le Corre

1. Developing measures of intelligence -Galton & Cattell = neural efficiency (how fast your processing speed is) Wissler = problems -tests are not coherent and tests are not valid 3. Charles Spearman -discovered a problem with the test -reliability – when you get the same re-test scores -because tests correlated with each other, he believed in unified “intelligence system” -measure of intelligence: g 4. Alfred Binet -studied hypnosis first before studying intelligence -the introduction of public schooling -originally, motivation was to identify and help kids who were behind to provide more help, to identifying the smartest people who are more likely to succeed 6. How Binet measured intelligence -give kids problems in order of increasing difficulty -4 year old problems, the 5 year old problem, etc. until the list that kids can’t solve anything -on average, mental age would be the same as chronological age -if you were more advanced, mental age would be greater than chorological age 8. Infant IQ! The Bayley Scales -age range: 1-42 months -6 months = when object hits floor, baby turns head toward object -12 months = imitate experimentor’s actions -16 months – build a tower from 3 blocks 9. Descendants of Galton-Cattell -picture is complicated; you can be a lot stronger in 1 area compared to another) -what we might call “intelligence” 10. The Stanford-Binet test today -can be administered from age 2 to adulthood -up to what level do they fail ALL the question 11. A new test: the Wechsler Intelligence Scale for Children (WISC) -focused too much on cumulative knowledge 15. What the WISC and the Stanford-Binet have in common -scored exactly the same way -converted into an IQ score IQ score = only in comparison with respect to kids of your age 16. How IQ is scored today -scores on test follow a normal didstribution -what your score is can tell ho =w far away from the mean your IQ is -IQ is an intrinsically relative measure -there’s no such thing as absolute intelligence! (only a matter of differences) 17. Do IQ tests work? -we can’t define what intelligence is! -it is something stable (score stays constant over long periods of time) -it is a single mental ability 18. Reliability: baby IQ -scores between 1-18 months DOES NOT correspond to results later in life -start seeing correlations at 18 months -habituation: present the same stimulus over and over to the babies st -1 phase = habituation phase -measure how long it takes before the baby looks away (get bored) -time it takes babies to habituate to a stimulus predicts how their IQ will be in elementary school -if you know habituation time at 6 months, you can predict elementary school IQ -short habituation time = high IQ in elementary school -long habituat
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