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Chapter 10

Psychology Chapter 10.docx

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School
Western University
Department
Psychology
Course
Psychology 1000
Professor
Dr.Mike
Semester
Fall

Description
Psychology Chapter 10: Intelligence Important Points:  Test Construction o Standardization  Development of norms  Rigourously controlled testing procedures  Collect data to create a normal distribution o Testing  Static  Closely guided and step by step procedures  Solely reflects ability  Dynamic  Same as static, but after the examiner gives you feedback and sees how you utilize it  Intelligence Tests o Galton  Believed intelligence was inherited  Society should not school those without the capacity to put knowledge to use  Intelligence directly linked to motor abilities like reaction time  Unitary intelligence o Binet  Challeneged Galton’s views  Find out which kids need extra instruction  Intelligence develops with age  Rate at which you gain mental competence is unique to the person and is constant over time o Terman  Refined Binet’s views o Stanford-Binet Intelligence Test  Includes a variety of tests to test child’s mental abilities  Such as o Food recognition o Fitting blocks into holes o Memory tests o Naming of objects o Verbal knowledge of objects and pictures o Cacluation of IQ and mental age  IQ  IQ = Mental Age / Actual Age x 100  Theories of Intelligence o Unitary or Multiplex theories  Unitary suggests intelligence is a single entity such as reaction time  Spearman’s ‘g’ factor  Cattrel’s two g factors, fluid and crystalized  Multiplex approach is that intelligence is a series of independent factors  Thurstone, Gardner and Sternberg theories o Emotional Intelligence  Ability to read others’ emotions, identify them and respond correctly  Includes 4 branches  Perceiving emotions  Using emotion to facilitate thought  Understanding emotion  Managing emotion o Cultural influences and extremes  Reported that East Asia has highest intel, Africa has lowest, and Caucasian is in the middle  Not always true  Extremes  Gifted people o Work to achieve eminence  Highest degree of performance  M
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